INFERENCE: Journal of English Language Teaching
INFERENCE: Journal of English Language Teaching (ELT) focuses on various aspects of teaching and learning English as a second or foreign language. It covers innovative teaching methods, language skill development, teacher training, assessment practices, curriculum design, learner-centered approaches, language acquisition theories, and cross-cultural communication. Essentially, it provides a platform for educators and researchers to share insights and best practices for effective language teaching and learning.
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<![CDATA[THE EFFECTS LEARNING MEDIA AND VOCABULARY MASTERY TOWARDS DESCRIPTIVE TEXT SKILL ]]>
<![CDATA[Munap Munap]]>;
<![CDATA[Supeno Supeno]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 2, No 3 (2019): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v2i3.5803
<![CDATA[This research aims to get information and test the hypothesis of the effects of learning media and vocabulary mastery towards the descriptive writing skill at state junior high school in Serang. The research hypothesis is 1) there is no effect of learning media on the descriptive writing skill at state junior high school in Serang. 2) there is any effect of vocabulary mastery towards the descriptive writing skill at state junior high school in Serang. 3) There are any interactive effects of learning media and vocabulary mastery towards the students’ descriptive writing skills. This research method uses an experiment with a 2 x 2 factorial design. Using a random sampling technique, the interpretation sample established 60 students of two classes in grade 8 at state junior high school in Serang by giving 40 items for vocabulary items and one item for writing text. The results conclude that first, there are learning media effects towards descriptive writing skills at state junior high school in Serang. It is proved the analysis of data obtained Fo = 5,975, and Sig = 0,018<0,05. Second, Vocabulary Mastery has effects on the descriptive writing skill at state junior high school in Serang. It is proved the analysis of data obtained Fo = 7,955. and Sig = 0,007<0.05. Third, there are interactive effects of learning media and vocabulary mastery towards the students’ descriptive writing skills. It is based on the analysis of interaction data Fo = 12,763, and Sig = 0,001< 0,05. This research concluded that writing descriptive text skills could be achieved by increasing vocabulary mastery and using learning media.]]>
<![CDATA[THE EFFECT OF VOCABULARY MASTERY AND GRAMMAR TOWARDS STUDENTS’ WRITING SKILL IN NARRATIVE TEXT ]]>
<![CDATA[Ana Wiliana]]>;
<![CDATA[Soenardjati Djajanegara]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 2, No 3 (2019): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v2i3.5783
<![CDATA[This study aims to analyze the effect simultaneously and partially of mastery of vocabulary and grammar of writing English narrative texts. The research method used is a survey with correlation and regression analysis that is by connecting data showing the mastery of vocabulary and grammar with From the result of data analysis of research, it can be concluded that: (1) there is a significant influence of mastery of vocabulary and grammar of the ability to write English narrative texts, this is proved by Sig = 0.000<0.05 and Fcount = 38.284; (2) there is a significant influence of mastery of the vocabulary of the ability to write English narrative texts, the value of Sig = 0.006 pieces of evidence this and tcount = 2.879; and (3) there is the significant influence of mastery of the grammar of the ability to write English narrative texts, this is proved by Sig = 0.000 and tcount = 4.379. Keywords: mastery of vocabulary, mastery of grammar, writing ability, English narrative text]]>
<![CDATA[THE EFFECTS OF SIMPLE PAST TENSE AND VOCABULARY MASTERY TOWARDS STUDENTS’ WRITING SKILL IN RECOUNT TEXT ]]>
<![CDATA[Nurliani Nurliani]]>;
<![CDATA[Venny Eka Meidasari]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 2, No 3 (2019): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v2i3.5784
<![CDATA[Abstract: This research is a kind of survey and aims to determine the effects of simple past tense and vocabulary mastery towards students' writing skills in recount text at SMPN Lebak Regency. The 67 samples were gained through the cluster, proportional, and random sampling. The gained data were then analyzed by using the multiple regressions method. These research results are: 1) There are any significant effects of simple past tense and vocabulary mastery jointly towards students' writing skills in recount text. It is proved by Sig.= 0.000 < 0.05 and Fobserved = 24.561; 2) There is a significant effect of simple past tense mastery towards students' writing skills in recount text. It is proved by Sig.= 0.000 < 0.05 and tobserved = 3.764; 3) There is a significant effect of vocabulary mastery towards students' writing skills in recount text. It is proved by Sig.= 0.000 < 0.05 and tobserved = 4.974. Keywords: Simple past tense; Vocabulary mastery; Writing skills; EFL]]>
<![CDATA[PENGARUH PENGUASAAN KOSAKATA DAN RASA PERCAYA DIRI TERHADAP PRESTASI BELAJAR BAHASA INGGRIS ]]>
<![CDATA[Siti Habibah]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 2, No 3 (2019): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v2i3.5838
<![CDATA[Abstract: This aims to analyze the effect simultaneously and partially of vocabulary mastery and self-confidence on English learning achievement, especially vocation middle school students in English subjects. The research method used surveys with correlation and regression analysis, that is connected between data showing vocabulary mastery and self-confidence with data showing English learning achievement, it can be concluded that: (1) there is a significant influence of vocabulary and self-confidence together to the English learning achievement’sstudents, this is proved by Sig = 0.000 <0,05 and Fcount = 43.918; (2) there is a significant influence of vocabulary mastery on the English learning achievement’sstudents, this is proved by the value of Sig = 0.000<0.05 and tcount = 5.406; and (3) there is a significant influence of self-confident on the English learning achievement’s students, this is proved by the value of Sig = 0.000 < 0.05 and tcount = 4.338.Keywords: vocabulary mastery; confidence; EFL students ]]>
<![CDATA[THE EFFECTS OF STUDENTS’ PERCEPTION ON USING TEACHING MEDIA AND VOCABULARY MASTER ON STUDENTS’ LISTENING SKILL ]]>
<![CDATA[Desi Adrianty]]>;
<![CDATA[Syahfitri Purnama]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 2, No 3 (2019): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v2i3.5789
<![CDATA[Abstract: This research aims to know the effect of students’ perception of learning media and vocabulary mastery toward students’ listening comprehension skills. The result of the research shows that; 1). There are significant effects of students’ perception on the use of learning media and vocabulary mastery toward students’ listening comprehension skills at the Private Colleges in Jakarta. The significant effect was proved by the score of Sig. = 0,000< 0,05 andF0= 47.238. Both variables, the students’ perception on the use of learning media and vocabulary mastery, had a contribution of 62.4 % to the students’ listening comprehension. 2). There is a significant effect of the students’ perception of learning media toward the students listening comprehension skills at the Private Colleges in Jakarta. Keywords: Learning media; vocabulary mastery; listening comprehension skill]]>
<![CDATA[EFFECTS OF LEARNING METHODS AND EMOTIONAL INTELLIGENCE ON THE ABILITY TO WRITE ENGLISH NARRATIVE TEXT ]]>
<![CDATA[Suwardin Mbulu]]>;
<![CDATA[Rifari Baron]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 2, No 3 (2019): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v2i3.5797
<![CDATA[This study aims to show the influence of Learning Methods and Emotional Intelligence on the Ability to Write Students' English Narrative Texts. The research hypotheses tested include: 1).Effect of Learning Methods on the Ability to Write English Narrative Texts. 2).The Effect of Emotional Intelligence on the Ability to Write English Narrative Texts.3).The interaction effect of Learning Methods and Emotional Intelligence on the Ability to Write English Narrative Texts. This study uses an experimental method. Research results:1).There is a significant influence of learning methods on students' ability to write English narrative texts at students.This is evidenced by the summary of sig values 0.016<0.05,with Fcount=6.062. 2).Theren is a significant influence of emotional intelligence on students' ability to write English narrative texts at students. This is evidenced by the summary value of sig 0,000<0.05,with Fcount=15.638. 3).There is a significant interactive effect of learning methods and emotional intelligence on students' ability to write narrative English texts at students. This is evidenced by the summary of Sig. 0.047<0.05, with Fcount=4.058.key words: learning Methods; emotional Intelligence; ability to write english narrative texts.]]>
<![CDATA[THE EFFECTS OF GRAMMAR MASTERY AND READING HABIT TOWARDS STUDENTS’ WRITING SKILL IN RECOUNT TEXT ]]>
<![CDATA[Dewi Mustika Sari]]>;
<![CDATA[Gustaman Saragih]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 2, No 3 (2019): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v2i3.5790
<![CDATA[This research aims to determine the effects of grammar mastery and reading habits on students’ writing skills in recount text at State Junior High School in Tangerang Regency. The population is students from state junior high schools. The 60 samples were gained through a cluster. The data was analyzed by using the multiple regression method. The results are: 1) There are any significant effects of grammar mastery and reading habits jointly towards students’ writing skills in recount text. It is proved by Sig.= 0.000 < 0.05 and Fobserved = 20.653; 2) There is a significant effect of grammar mastery towards students’ writing skills in recount text. It is proved by Sig.= 0.001 < 0.05 and tobserved = 3.435; 3) There is a significant effect of reading habit on students’ writing skills in recount text. It is proved by Sig.= 0.000 < 0.05 and tobserved = 4.639.]]>
<![CDATA[THE EFFECTS OF VOCABULARY MASTERY AND SENTENCE STRUCTURE ON NARRATIVE WRITING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS IN DEPOK ]]>
<![CDATA[Sri Endar Retnowati]]>;
<![CDATA[Effrina Yuricki]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 2, No 3 (2019): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v2i3.5769
<![CDATA[Abstract. The purpose of this study is to show that there are 1) the influence of mastery of vocabulary and sentence structure together on the ability to write narration of junior high school students in Depok, 2) the influence of vocabulary mastery on the ability to write narration of junior high school students in Depok, 3) the influence of mastery of structure sentence on the ability to write narration of junior high school students in Depok. The study was conducted at Al-Qalam SMPIT and Dharma Pertiwi Middle School in Depok .The selected population was IX grade students with a sample of 60 students using cluster sampling techniques. The results of this thesis study is There is a significant influence of mastery of vocabulary and mastery of sentence structure together on the ability to write narration of junior high school students in Depok. This is evidenced by the acquisition of Sig. 0.001 <0.05 and Fh = 8.517.Keywords: vocabulary mastery; sentence structure; narrative text; writing skills]]>
<![CDATA[THE EFFECT STUDENT’S VIEW OF PARENTS PATTERN AND CRITICAL THINKING STUDENT TO ENGLISH LEARNING ACHIEVMENT ]]>
<![CDATA[Nurulia Falah]]>;
<![CDATA[Julinda Siregar]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 2, No 3 (2019): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v2i3.5780
<![CDATA[This study aims to determine the effect of parenting, critical thinking skills, and English learning achievement together. The research method used was a survey, with a total sample of 60 people in Junior High School. Data collection uses a questionnaire. Data analysis carried out gave results: 1) Parenting and critical thinking skills together positively and significantly influenced English learning achievement. The formed regression equation is = 31,689 + 0,252X1 + 0,244X2; with a regression significance of Sig. 0,000 < 0.05 and Fh = 9,049. 2) Parenting pattern has a positive and significant influence on English learning achievement; this is shown by the value of Sig 0,026 < 0,05 dan the = 2,285. 3) Critical thinking has a positive and significant influence on English learning achievement. This is shown from the value of Sig 0,035 < 0,05 dan the = 2,166. Keywords: parenting pattern: critical thinking: English: study.]]>
<![CDATA[SIMPLE PAST TENSE AND CONJUNCTION ERRORS IN WRITING RECOUNT TEXT ]]>
<![CDATA[Daniel Buhis]]>;
<![CDATA[Supadi Supadi]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 2, No 3 (2019): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v2i3.5787
<![CDATA[Abstract. This study aims to present the number and percentage of errors in using simple past tense and conjunction in writing recount text. The method used in this research is the descriptive qualitative method. This study's objects were 35 students of 12th (12th) grade 1 (one) of Link and Match Vocational School. This study's results are 179 findings (82%) errors in using simple past tense and 39 findings (18%) errors in using a conjunction. Keywords: error analysis; simple past tense; conjunction; recount text]]>
