Socialization of English Pronoun Teaching in Enhancing their Comprehension of English for the Students of STIE Sultan Agung

Abstract

This community service article aims to describe the socialization of English pronoun teaching conducted for 12 students at STIE Sultan Agung. The activity was carried out in three main stages: a material presentation session, a question and answer session, and a group discussion session, and a group discussion session. A qualitative descriptive method was applied, with data gathered through observation and field documentation. Before the activity began, most participants had difficulty distinguishing between the different types of pronouns, particularly personal pronouns, possessive pronouns, and reflexive pronouns. After the socialization participants showed a clear improvement in their ability to use pronouns correctly in sentences. The discussion session helped students clarify common misconceptions about subject pronouns, object pronouns, and possessive pronouns. This activity concludes that structured grammar socialization, especially on the topic of pronouns, greatly benefits non-English major university students in building their English competence. Follow-up sessions are recommended to reinforce and sustain the learning outcomes. Participants also showed positive responses toward the activity and actively participated in the learning process. Through various examples and exercises, students gained a better understanding of pronoun usage in both written and spoken English. The activity also increased their confidence in applying pronouns appropriately in different communication contexts.