The aims of this study were to find out
student teachers’ grammatical awareness and their
perception towards grammatical awareness. This study
employed a mixed method research. The participants were
129 English Education Study Program’s student teachers at
one state Islamic University in Indonesia. Purposeful
sampling technique was applied to choose the participants.
To collect the quantitative data, grammatical test was used
and interview was used to obtain qualitative data. 129
student teachers took the test and 12 of them were willing
to participate in the interview. The results indicated that
student teachers had four types of grammatical awareness,
namely (1) metalanguage recognition, (2) metalanguage
production, (3) identification and grammatical error
correction, and (4) grammatical rules explanation. The
student teachers lacked of grammatical awareness. It could
be seen from their ability to explain grammatical mistakes.
Rules in grammar and explanation tasks were the most
difficult for them whereas the easiest one was a
metalanguage recognition task. The major factor of their
weakness was the complexity of the rules of tenses.