GRAMMATICAL COMPETENCE LEVEL AND GRAMMAR LEARNING STRATEGY OF PRE-SERVICE TEACHERS

This study attempted to determine the grammar learning strategy and grammatical competence level of 2nd year 3rd pre-service teachers. Additionally, this aimed investigate relationship between their usage level. To end, employed descriptive-correlational research method. Data were collected through a questionnaire facilitated in Google Forms. The study's results revealed that, first, teachers have highly used Grammar Learning Strategies general when categorized as Cognitive, Meta-cognitive, Socio-affective; although all GLS categories used, one with highest mean was Cognitive while least Socio-affective GLS. Second, respondents found fair well specified Subject-Verb Agreement, Pronoun-Antecedent Parts Speech, Adjective-Adverb Agreement. Lastly, it present that there is significant but weak positive correlation at 0.20. outcome conducive better understand teachers' usage, maximize other which not supply some references for enhancing one’s level.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0017/a.php" alt="Hit counter" /></p>