Comprehending Grammar Analysis in a Cohesive Manner Through the Use of Tree Diagram Structures: A Case Study of Secondary School EFL Students in Omdurman (2022-2023)

This study investigates the issue of comprehending grammar analysis cohesively using tree diagram structures in English language teaching among EFL secondary school students. The researcher hypothesizes that secondary school students face several problems when practicing English grammar analysis. Several possible and diverse techniques can be suggested to enable the students to perform well in practicing English grammar analysis and overcoming their problems. The researcher used both descriptive and experimental methods. The findings indicate that grammar analysis is often a neglected field compared to other areas of English language study, with most emphasis placed on teaching grammar analysis. As a result, the researcher reached several important findings: In teaching grammar analysis, teachers mainly focus on more controlled types of grammar analysis activities, and students have less freedom in expressing their ideas and feelings through these activities. Students experience difficulties in English grammar analysis, especially when expressing ideas cohesively. Teachers should not arrange special secondary classes solely for practicing grammar analysis; instead, they should help students allocate adequate time for practicing grammar analysis in the classroom. A lack of practice since lower grades and inadequate time provided to students during writing exercises lead to a focus on grammar rules and mechanics rather than content and organization of ideas in teaching grammar. Consequently, students cannot effectively use the components of grammar analysis to produce cohesive work. Based on the results of this study, the researcher recommends that English language teachers' pay considerable attention to the components of grammar analysis to enhance students' grammar analysis abilities from the early stages of their education.