Exploring Pedagogical Grammar to Improve Communication Skills of Second-Semester University Students
Keywords:
Pedagogical Grammar, Approach, Communication SkillAbstract
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.
Downloads
References
A. Alsamadani, H. (2022). Dictogloss in Saudi EFL Context: Potential Effects on Students’ Writing Skill and Attitudes towards Learning English. Arab World English Journal, 13(1), 27–37. https://doi.org/10.24093/awej/vol13no1.2
Dewi, Y. N., Zaim, M., & Rozimela, Y. (2022). Interactive Learning Using E-Learning Module in Learning English for Senior High School: A Review of Related Articles. JELITA: Journal of Education, Language Innovation, and Applied Linguistics, 1(2), 125–134. https://doi.org/10.37058/jelita.v1i2.5306
Etfita, F., & Wahyuni, S. (2020). Developing english learning materials for mechanical engineering students using padlet. International Journal of Interactive Mobile Technologies, 14(4), 166–181. https://doi.org/10.3991/IJIM.V14I04.12759
Hardacre, B., & Snow, M. A. (2020). Teaching Pedagogical Grammar in English Language Teacher Education. Content Knowledge in English Language Teacher Education, January 2020. https://doi.org/10.5040/9781350084650.0010
Hopp, H., Thoma, D., Kieseier, T., Jakisch, J., & Sturm, S. (2022). Early plurilingual foreign language teaching in mixed classrooms: Linguistic and metalinguistic predictors of foreign language development among majority-language and minority-language students in EFL classes. System, 108. https://doi.org/10.1016/j.system.2022.102828
Iamsirirak, E., & Phoocharoensil, S. (2023). The Recognition of English Tenses by Thai EFL Learners. Journal of Higher Education Theory and Practice, 23(19), 7–18. https://doi.org/10.33423/jhetp.v23i19.6672
Ilyas, M., Syarif, H., & Refnaldi. (2023). The Use of English Language Learning Videos Designed Through Canva App: Students’ Perceptions. International Journal of Interactive Mobile Technologies, 17(8), 100–112. https://doi.org/10.3991/ijim.v17i08.39215
Jasrial, D., Eang, J. N., Hamka, J. P., Tawar, A., Sumatera, W., & Krung, I. C. (2024). Pedagogical Grammar in an Indonesian ELT Textbook : Features , Approaches , and Design Criteria Analysis. 4(1), 40–51. https://doi.org/10.24036/ijolp.v4i1.63
Jufrizal. (2014). Tense and Aspect of English In Pedagogical Grammar: How essential are they for EFL Learners in Indonesia. ISELT FBS Universitas Negeri Padang, 2, 265–274.
Khalil, L., & Kholofelo Semono-Eke, B. (2020). Appropriate Teaching Methods for General English and English for Specific Purposes from Teachers’ Perspectives. Arab World English Journal, 11(1), 253–269. https://doi.org/10.24093/awej/vol11no1.19
Lee, M. W. (2025). Bridging Traditional Practices and Modern Tools: Technology-Supported Reading Aloud for North Korean Refugee Students. Korean Journal of English Language and Linguistics, 25, 264–276. https://doi.org/10.15738/kjell.25..202502.264
Mara, T., & Saliés, G. (2020). PED GRAMMAR IN THE TEACHING AND LEARNING OF FLs.
Nasim, S. M., Mujeeba, S., Alshraah, S. M., Khan, I. A., & Ali, Z. (2024). Exploring pedagogical perspectives of EFL instructors: advantages, disadvantages, and implications of Blackboard as an LMS for language instruction. Cogent Social Sciences, 10(1). https://doi.org/10.1080/23311886.2024.2312659
Nawir, E. (2020). The Contribution of Teachers ’ Beliefs t o Pedagogical Grammar Instruction in English as Second and Foreign Language. December, 17–18.
Novitri, S., & Astuti, M. T. (2022). Enhancing English Language Skills through a Pedagogical Grammar Approach : A Case Study at the Islamic Institute of Diniyyah Pekanbaru.
Novitri, S., Mulyani Rusli, S., Putri, R., & Sari Bulan, L. (2023). Revitalization Of Language Learning Management Through Mobile Learning. International Journal of Language Pedagogy, 3(1), 29–38. https://doi.org/10.24036/ijolp.v3i1.8
René, D. (1990). Pedagogical grammar. Language Teaching, 23(1), 1–18. https://doi.org/10.1017/S0261444800005498
Rovai, A., & Pfingsthorn, J. (2022). “Good Foreign Language Teachers Pay Attention to Heterogeneity”: Conceptualizations of Differentiation and Effective Teaching Practice in Inclusive EFL Classrooms by German Pre-Service Teachers. Languages, 7(3). https://doi.org/10.3390/languages7030162
Rozimela, Y., Fatimah, S., & Fudhla, N. (2025). EFL teachers’ practices and perspectives on self- and collaborative contextualized reflective practice. Asian-Pacific Journal of Second and Foreign Language Education, 10(1). https://doi.org/10.1186/s40862-025-00338-9
Saeed Mohammed, G. M. (2021). Mother tongue influence on english writing: A study with EFL learners at the University of Bisha. Asian ESP Journal, 17(3.2), 198–210. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105350420&partnerID=40&md5=3edd688ab2807d498cd1c1788e4a28ca
Wijnands, A., Rijt, J. van, & Coppen, P. A. (2021). Learning to think about language step by step: a pedagogical template for the development of cognitive and reflective thinking skills in L1 grammar education. Language Awareness, 30(4), 317–335. https://doi.org/10.1080/09658416.2021.1871911
Zhang, S. (2022). Chinese Language Teaching Methodology and Technology Chinese Language Teaching Methodology and Technology Volume 5 Issue 1 Article 2 CFL learners. Chinese Language Teaching Methodology and Technology, 5(1). https://engagedscholarship.csuohio.edu/cltmtAvailableat:https://engagedscholarship.csuohio.edu/cltmt/vol5/iss1/2
Published
How to Cite
Issue
Section
Copyright (c) 2026 Safriyani Novitri Yani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This is an open-access article distributed under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License which permits unrestricted use, distribution, and reproduction in any medium. Users are allowed to read, download, copy, distribute, search, or link to full-text articles in this journal without asking by giving appropriate credit, providing a link to the license, and indicating if changes were made. All of the remixes, transform, or build upon the material must distribute the contributions under the same license as the original.
