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 CIRC TECHNIQUE AND LEARNING MOTIVATION FOR IMPROVING STUDENTS’ READING COMPREHENSION SKILLS ]]>
<![CDATA[Eti Mulyawati]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 4, No 2 (2021): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v4i2.6038
<![CDATA[This research aims to know the effect of the CIRC technique and learning motivation on reading comprehension skills at State Senior High School in Pandeglang Regency. The research method which is conducted is an experimental study with two-way ANOVA. The samples were 30 students of SMAN 6 and 30 students of SMAN 8 taken by cluster. The technique of collecting data on each variable was acquired from the test. The data was analyzed by using a two-way analysis of variance (ANOVA 2x2). The research results show no interactive effects of teaching technique and learning motivation toward reading comprehension skill State Senior High School in Pandeglang Regency with the value of sig 0.01<0.05 and F0 =5.872.Keywords: teaching technique, learning motivation, and reading comprehension skill]]>
<![CDATA[THE USE OF SIMPLE PRESENT TENSE AND ADJECTIVES ON STUDENTS' DESCRIPTIVE WRITING AT PRIVATE VOCATIONAL SCHOOL IN BOGOR ]]>
<![CDATA[Arif Triyuono]]>;
<![CDATA[Supeno Supeno]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 4, No 2 (2021): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v4i2.6086
<![CDATA[The research objective is to analyze the use of Simple Present Tense and Adjectives on students' Descriptive Writing at Private Vocational School in Bogor. The method used in this study is Descriptive text analysis using qualitative data. The procedures are conducted by choosing the text from students' Descriptive writing, analyzing data, interpreting data, and concluding the result of the study. The result shows that 1) there are common errors produced using simple present tense in descriptive writing. The total error is 239 errors which the highest frequency is misformation error which consists of 128 errors or 54%. 2) the total error of using Adjectives in Descriptive writing is 25 errors, and the highest frequency of error is misformation which consists of 17 errors or 68%. The findings in this research are for students' analysis of using Simple Present Tense and Adjectives on Descriptive writing. It occurs because of some reasons they are affected by both Interlingual and Intralingual Error.Keywords: simple present tense; adjectives; descriptive writing]]>
<![CDATA[THE INFLUENCE OF SELF-CONCEPT AND LEARNING MOTIVATION ON SKILL OF LISTENING TO THE ENGLISH NARRATIVE ]]>
<![CDATA[Fransisca Ambar Safitri]]>;
<![CDATA[Gustaman Saragih]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 4, No 2 (2021): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v4i2.6023
<![CDATA[This research aims to understand: 1) The effect of self-concept and learning motivation in English narrative listening skills, 2) self-concept towards English reading, 3) The effect of learning motivation towards English narrative listening skills. The method used in this research is a survey using correlational and regression analysis techniques. The population in this research was 1015 students. The sample in this research was 100 students. The study results conclude that: 1) There was a significant effect of self-concept and learning motivation towards English narrative listening skills. Sig can prove that 0,000 <0.05 and Fcount = 20.325. 2) There was a significant effect of self-concept towards English narrative listening skills. The Sig proves that 0.002 <0.05 and tcount = 3.246. 3) There was a significant effect of learning motivation towards English narrative listening skills. The Sig proves 0,000 <0.05 and tcount = 4,617.Keywords: self-concept, learning motivation, English narrative listening skill]]>
<![CDATA[THE EFFECT OF VOCABULARY MASTERY AND LEARNING MOTIVATION ON STUDENTS WRITING SKILLS IN NARRATIVE TEXTS ]]>
<![CDATA[Mega Asriany Dewi]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 4, No 2 (2021): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v4i2.6101
<![CDATA[Abstract: This research aims to know the Effects of vocabulary and Learning Motivation on students’ writing skills in Narrative text. The population is 150 students. The sample is 84 students. The method is the survey method. Data collecting is taken through a test that consists of a multiplechoice test, questioner, and writing test. The research shows that: 1) there are significant effects of vocabulary mastery and Learning Motivation on students’ writing skills in narrative text. That is proved by Sig value 0,000 < 0,05 and Fo = 10,640; 2) there is a significant effect of vocabulary mastery towards students’ writing skills in narrative text. That is proved by Sig value 0,004 < 0,05 and to = 2,930. 3). There is a significant effect of Learning Motivation on students’ writing skills innarrative text. That is proved by Sig value 0,009< 0,05 and to = 2,678.Keywords: vocabulary mastery; learning motivation; writing skill; narrative text.]]>
<![CDATA[THE IMPLEMENTATION OF SIMPLE PRESENT VERB AND VOCABULARY MASTERY TOWARDS STUDENTS' WRITING SKILLS IN PROCEDURE TEXT ]]>
<![CDATA[Nuhra M Saleh]]>;
<![CDATA[Muhammad Sulhan]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 4, No 2 (2021): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v4i2.6095
<![CDATA[This research is a kind of survey and aims to determine the effects of simple present verb and vocabulary mastery on students' writing skills in procedure text. This research has three variables which are divided into two independent variables and one dependent variable. Test scores do the collection of the data for independent and dependent variables. The gained data were then analyzed by using the multiple regressions method. The results of this research are: 1) There are significant effects of simple present verb and vocabulary mastery towards students' writing skills in procedure text. It is proved by Sig.= 0.000 < 0.05 and Fobserved = 12.541; 2) There is a significant effect of simple present verb towards students' writing skill in procedure text. It is proved by Sig.= 0.000 < 0.05 and tobserved = 2.041; 3) There is a significant effect of vocabulary mastery towards students' writing skills in procedure text. It is proved by Sig.= 0.000 < 0.05 and tobserved = 2.201.Keywords: simple present verb, vocabulary mastery, procedure English text]]>
<![CDATA[PENGGUNAAN KATA KERJA SIMPLE PAST TENSE DAN ADJECTIVE DALAM PENULISAN TEKS RECOUNT ]]>
<![CDATA[Fathurrahman Fathurrahman]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 4, No 2 (2021): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v4i2.6026
<![CDATA[The aim of the research is to know the use of simple past tense and adjective verbs ofSMPN in Central Jakarta in writing recount text and to find out what errors the most dominant students made. The research approach used in this study is a qualitative approach. After analyzing the students' writing, the writer gets the conclusion that 1) the most common types of mistakes in simple past tense are misformation at 67.99%. This error reached 189 errors out of a total of 278 errors. Meanwhile, the least type of misuse of is misordering by 3.96%. This error reached 11 errors out of a total of 278 errors. While the other types of errors were error of omission of 12.23% which reached 34 errors out of a total of 278 errors and error of addition of 9.71% which totaled 27 errors out of a total of 278 errors. 2) Errors in adjective writing were 17 errors or 6.11%.Keywords: simple past tense, recount text, EFL, junior high school]]>
<![CDATA[WRITTEN CORRECTIVE FEEDBACK IN WRITING SKILL: A BRIEF REVIEW ]]>
<![CDATA[Setiyowati Setiyowati]]>;
<![CDATA[Hanna Sundari]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 4, No 2 (2021): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v4i2.6552
<![CDATA[The study presented here includes collectively selected research papers that emphasize written corrective feedback, particularly Direct Written Corrective Feedback and Indirect Written Corrective Feedback. Writing is considered the most challenging task for students because writing needs the student's creativity to form ideas of their minds into a form of a text. Some difficulties that EFL students in writing usually find are the lack of the knowledge to choose the appropriate vocabulary, and they also have some problems in grammar and syntax. To overcome these, Written Corrective Feedback (WCF) has been used widely to show students grammatical errors in EFL students' writing works and help EFL students minimize their errors. The Written Corrective Feedback also shows students' performance in enhancing their writing accuracy. Five selected research papers have been selected to give some enlightenment about the effectiveness of Written Corrective Feedback. The feedback was given by EFL teachers and lecturers who teach in Indonesia, China, Iran, Malaysia, and Thailand. The method that is used in this literature review study is thematic analysis design. These are divided into five themes. The themes are Participants, Treatment, The Treatment Length, Instruments and Writing Prompt, and The Effectiveness of The Written Corrective Feedback. The findings reveal various results in the use of Direct Written Corrective Feedback and Indirect Written Corrective Feedback.]]>
<![CDATA[PENGARUH PENGUASAAN KOSAKATA DAN STRUKTUR KALIMAT TERHADAP KETERAMPILAN MENULIS TEKS EKSPOSISI BAHASA INGGRIS ]]>
<![CDATA[Novani Puspitasati]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 4, No 2 (2021): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v4i2.6027
<![CDATA[The purpose of this research is to find out: 1). The effects of vocabulary mastering and sentence structure towards English exposition writing skills. 2). The effects of vocabulary mastering towards English exposition writing skills. 3). The effects of sentence structures on English exposition writing skills. The research method used is a survey with double linear regression analysis—the study sample has as many as 93 students, which are taken using a proportional and simple random sampling technique. The statistics test is using the F test. The result showed that: 1). There are significant effects of vocabulary mastering and sentence structure towards English exposition writing skills at State Vocational Schools in Tangerang. That is proved by Sig = 0.000 <0.05 and F observe = 38.543. 2). The effects of vocabulary mastering towards English exposition writing skills, presented by Sig = 0.000 < 0.05 and t observe = 3.779. 3). There are significant effects of sentence structures on English exposition writing skills at State Vocational Schools in Tangerang. It is proven by Sig = 0.000 < 0.05 and t observe = 4.331.Keywords: vocabulary mastering, sentence structure, English exposition writing skills.]]>
<![CDATA[THE EFFECTS OF VOCABULARY AND GRAMMAR MASTERY ON STUDENTS’ WRITING SKILL IN RECOUNT TEXT ]]>
<![CDATA[Jamhuri Jamhuri]]>;
<![CDATA[Mashadi Said]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 4, No 2 (2021): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v4i2.6098
<![CDATA[Abstract: The research was performed in 9th-grade students of three (3) Private Junior High Schools in South Tangerang City. The method is an explanatory survey with quantitative research through the descriptive method, a method designed to determine if two or more variables are connected. The hypothesis test showed: 1) There are significant effects of vocabulary and grammar mastery jointly towards students’ writing skill in recount text at Private Junior High School in South Tangerang City. It is proved by the Sig = 0.000 < 0.005 and Fo = 57.783. The increasing vocabulary mastery contributes 0.395, and grammar mastery contributes to the contribution 0.240 towards writing skill in recount text. 2) There is a significant effect of vocabulary mastery towards students’ writing skills in recount text at Private Junior High School in South Tangerang City. It is proved by Sig = 0.000 < 0.005 and to 5.169. 3) There is a significant effect of grammar mastery towards students’ writing skills in recount text at Private Junior High School in South Tangerang City. It is proved by Sig = 0.00 < 0.05 and to 4.045 this second independent variable (X2.)Keywords: writing skills, recount text, vocabulary, grammar]]>
<![CDATA[THE EFFECTS OF READING INTEREST AND VOCABULARY MASTERY ON STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Trah Kusumaningrum]]>;
<![CDATA[Merry Lapasau]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol 4, No 2 (2021): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v4i2.6028
<![CDATA[Abstract: The research aims to show that 1) there are any effects of reading interest and vocabulary mastery jointly towards students' reading comprehension, 2) there is a significant effect of reading interest towards students' reading comprehension, 3) there is a significant effect of vocabulary mastery towards students' reading comprehension. The research method is a survey with a simple random sampling for 61 students using a questionnaire used for data collection. The research results show that; 1) There are significant effects of reading interest and vocabulary mastery on students' reading comprehension. It is proved by the score of Sig 0,000 < 0,05 and F0 = 63,019. 2) There is a significant effect of reading interest on student's reading comprehension. It is proved by the score of Sig 0,011 < 0,05 and to = 2,614. 3) There is a significant effect of vocabulary mastery on student's reading comprehension. It is proven by the score of Sig 0,000 < 0,05 and to = 6,148.Keywords: reading interest, vocabulary mastery, reading comprehension]]>
