Abstrak
DITHA YULIA FHIRNANDA, Reg. No. 2130104018 entitled: “SOCIAL STRATEGIES USED BY EFL COLLEGE STUDENTS IN LEARNING GRAMMAR”, English Teaching Department, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Mahmud Yunus Batusangkar 2026. Social strategies have been found to play an important role in grammar learning, the specific types of social strategies used by EFL college students have not been clearly identified. Therefore, this study aimed to identify the social strategies used by EFL college students in learning grammar. A descriptive quantitative approach with a survey design was employed. The population consisted of students of the English Education Department at UIN Mahmud Yunus Batusangkar who had completed the Intermediate Grammar course. The sample was selected using convenience sampling and involved 65 respondents. The main instrument was a Likert-scale questionnaire developed based on the social strategy frameworks proposed by Oxford (2010) and Rubin (1981). The questionnaire consisted of statements related to seven aspects of social strategies, namely making your own opportunities, asking for clarification or verification, asking for correction, cooperating with peers, developing cultural understanding, becoming aware of others’ thoughts and feelings, and learning productive techniques. The content validity test using Aiken’s V resulted in a coefficient of 0.75, indicating high validity. The reliability of the questionnaire was tested using Cronbach’s Alpha through SPSS version 30.0. The data were analyzed using descriptive statistics to obtain the mean score, frequency, percentage, and standard deviation. The findings showed that EFL college students used all seven social strategies in learning grammar, although the frequency of use varied across strategies. Asking for clarification or verification was regularly used by 54 students, followed by making your own opportunities and cooperating with peers, which were each regularly used by 54 students. Learn productive techniques was regularly used by 51 students, while asking for correction was regularly used by 49 students. Meanwhile, developing cultural understanding and becoming aware of others’ thoughts and feelings were each regularly used by 47 students. These findings indicate that students tended to rely more on social strategies involving clarification, creating learning opportunities, cooperation with peers, productive learning techniques, and correction to support their grammar learning.