<![CDATA[This study investigates the presence and pedagogical relevance of six English grammar topics—subjunctive mood, parallel structure, complex syntactic structure, abridgement and implied meaning, stylistic punctuation, and the placement of gerund phrases—within an authentic news report on the Banyuwangi–Kediri Islamic boarding school violence case. The research seeks to address a persistent gap in EFL grammar pedagogy, in which grammar is frequently taught through isolated, contrived sentences that fail to represent actual language use. As a result, learners often struggle to connect grammatical theory with the communicative functions of grammar in real discourse. To respond to this gap, the study employs qualitative discourse analysis to identify grammatical constructions embedded in the selected news article and to interpret their instructional potential. The analysis reveals that authentic texts provide diverse and naturally occurring grammatical patterns, including structures that deviate from prescriptive norms but reflect genuine language practice. These findings reinforce the pedagogical value of integrating authentic news material into grammar instruction to enhance learners’ analytical skills, discourse awareness, and understanding of grammar as a functional component of meaning-making. The study concludes that contextualized grammar analysis can serve as an effective bridge between theoretical knowledge and real-world language use, and it recommends further research across broader text types to expand its implications for EFL grammar teaching. Keywords: Authentic Text Analysis; Discourse-Based Grammar; EFL Learning; Grammar Pedagogy; News Discourse]]>
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