IMPROVING PGSD TEACHERS’ PEDAGOGICAL COMPETENCE IN TEACHING PERSONAL PRONOUNS THROUGH CONTEXTUAL GRAMMAR WORKSHOP

Abstract

Personal pronouns are a basic yet problematic grammar point for many PGSD teachers. This action research aimed to improve the grammatical and pedagogical competence of 18 elementary school teachers who graduated from PGSD through a Contextual Grammar Workshop. The study was conducted in two cycles at Cluster 3, Mataram. Data from written tests, teaching simulations, and reflections showed significant improvement. The mean score of grammatical competence increased from 61.3 in the pre-cycle to 89.1 in cycle 2. Meanwhile, teaching performance scores rose from 65.2 to 92.3. TPR, games, and contextualized sentences helped teachers understand the difference between subject and object pronouns and design fun activities for young learners.