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Journal : JOURNAL OF ENGLISH FOR ACADEMIC

Developing EFL Critical Reading Aids: Project-Based Learning Activities for Electrical Industrial Engineering Students Khulaifiyah, Khulaifiyah; Milawati, Milawati; Suparti, Suparti
J-SHMIC : Journal of English for Academic Vol. 11 No. 1 (2024): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2024.vol11(1).15949

Abstract

The Independent Learning and Independent Campus (MBKM) curriculum for vocational education provided learning experiences for students. However, the reading material conducted had not reached the curriculum target. Thus, this study aimed to develop critical reading material and worksheets based on the MBKM curriculum. The development procedure was designed in three stages: defining, designing, and developing for 3-D aids. The research resources employed were validation sheets for critical reading aids and semi-observation sheets to provide student activity during PjBL field trial. The results of this study were project-based learning (PjBL) used to construct English language learning aids for the syllabus and coursework units, including worksheets for critical reading. Hence, this learning aid could slightly enhance students' reading competence, which could lead them to have soft and hard skills as well as meet the MBKM curriculum target.
Exploring Pedagogical Grammar to Improve Communication Skills of Second-Semester University Students Safriyani Novitri; Khulaifiyah, Khulaifiyah; Astuti, Missi Tri; Rizqiani, Diyah Ayu; Kurnia, Rima Maulani
J-SHMIC : Journal of English for Academic Vol. 13 No. 1 (2026): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2026.vol13(1).25751

Abstract

The purpose of this learning is to explore the application of the educational grammar. Engaging in the pedagogical grammar approach can help students communicate better. Student cognitive memories of the word strengthen their skill. A qualitative methodology was employed for data collection, utilizing observation as the principal tool for evaluating students' competencies. The research concept is based on training programs that motivate students to use English more often. As a result, English became a second language for most students more often in everyday life and in the classroom. The analysis also indicated learners seemed much better able to speak the language when they employed the pedagogical grammar approach. Researchers saw that they were more excited and sure of themselves when they spoke English in both planned and unplanned activities. In short, the pedagogical grammar approach made it easier for students to talk to each other. After receiving this kind of training, the students' eagerness and willingness to use English more frequently and with greater confidence demonstrate its effectiveness. Cognitive processes should involve how individuals perceive, think, and understand the world around them.