cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Sulhan
Contact Email
journal.inference@gmail.com
Phone
+6285814878301
Journal Mail Official
journal.inference@gmail.com
Editorial Address
Kampus A Building 2, 3rd Floor | Jl. Nangka No. 58 C (TB. Simatupang), Kel. Tanjung Barat, Kec. Jagakarsa, Jakarta Selatan 12530, Jakarta, Indonesia.
Location
Kota adm. jakarta selatan,
Dki jakarta
INDONESIA
INFERENCE: Journal of English Language Teaching
Published by Universitas Indraprasta PGRI
ISSN : 26158671     EISSN : 2615868X     DOI : http://dx.doi.org/10.30998/inference.v6i1.17543
Core Subject : Education,
Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 208 Documents
 12   13   14   15   16 
THE EFFECTS OF VOCABULARY AND GRAMMAR MASTERY ON STUDENT'S ABILITY TO WRITE ENGLISH (Survey at Private Vocational School in East Jakarta) Kamaludin Kamaludin; Supadi Supadi
INFERENCE: Journal of English Language Teaching Vol 3, No 1 (2020): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v3i1.6004

Abstract

This study aimed to determine the effect of mastery of vocabulary on students' ability to write English. Furthermore, to determine the effects of vocabulary and grammar mastery on students' ability to write English. The research method used was a survey method; samples were taken as many as 70 students with a simple random technique. Data collection using the instrument: tests, data analysis using descriptive statistics such as finding the mean, median, mode, standard deviation, multiple linear regression, normality test data, hypothesis testing, and inferencial statistics to find the correlation coefficient with the calculated T-test and F calculated. The research process takes a month, where the researcher gives the direct tests in class XI of vocational school. The research is done from September to January 2020. The hypothesis of this study is 1) There is a significant influence of mastering vocabulary and mastering grammar together on student's ability to write English, 2) There is a significant influence of mastering vocabulary on student's ability to write English, 3) There is a significant influence of mastering grammar on student's ability to write English. The research method used statistics with the help of Microsoft Excel and SPSS 22.0. Conclusions from the results of this study's analysis: There is a significant influence of mastering vocabulary and grammar mastery on students' ability to write English at private Vocational School in east Jakarta. This is evidenced by the acquisition of Sig = 0,000 < 0.05 and F count = 9,403. Second, there is a significant influence of vocabulary mastery on students' writing English at a private Vocational School in east Jakarta. This is evidenced by the acquisition of Sig = 0,029 < 0,05 and t count = 2,229. Third, there is a significant influence of grammar mastery on student's ability to write English at a private Vocational School in east Jakarta. This is evidenced by the acquisition of Sig = 0,002 < 0,05 and t count = 3,304.
AN ANALYSIS OF ILLOCUTIONARY ACT IN THE NOVEL OF “AND THE MOUNTAINS ECHOED” WRITTEN BY KHALED HOSSEINI Jeri Mario
INFERENCE: Journal of English Language Teaching Vol 1, No 1 (2018): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v1i1.4135

Abstract

AbstractThe aims of the research are: to know illocutionary acts, to know the types of illocutionary acts and to know the speaker’s intention in the novel of ‘And the Mountains Echoed’.The technique of collecting data of illocutionary acts are listening to the audio, reading novel ‘And the Mountains Echoed’, making research instrument. The research method that is used descriptive qualitative and technique of data analysis that used in this research is data reduction, such as: sorting, coding, categorizing, classifying, and interpreting the data; making data display such as the table of research instrument and concluding. The researcher analyzed the data from 9 chapters and 446 pages of the novel. The trustworthiness of the data is conducted to measure credibility, transferability, dependability and confirmability. The research findings are: 1). The researcher found the speakers’ utterances contained illocutionary acts in the novel. 2). The utterances in the novel contained five types of illocutionary acts, namely: directive, commissive, assertive, expressive and declarative. 3). The illocutionary acts were used by the speakers to convey their intentions to the addressee, such as: directive is used to ask someone to do something, commissive is used to intend the speaker’s commits, assertive is used to state the speaker’s belief, expressive is used to show speaker’s feeling, and declarative is used to change the condition. These are the speakers’ intention in the novel of ‘And the Mountains Echoed’ written by Khaled Hosseini. Key words : Illocutionary Act, Novel
MORAL VALUES OF THE CHARACTERS AND CHARACTERS ANALYSIS IN THE NOVEL ‘READY PLAYER ONE’ BY ERNEST CLINE Henny Belgrita Ginting
INFERENCE: Journal of English Language Teaching Vol 4, No 3 (2021): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v4i3.6840

Abstract

Abstract: The purpose of the research is to demonstrate the moral values and characters in the novel “Ready Player One” by Ernest Cline. This research is designed as qualitative research. The approach that the writer used is the qualitative approach. The data are collected by analyzing the data found in the novel. The analysis of the novel is observed in the text and dialogues. The results of the research are in the form of moral values and characters analysis. 1) The moral values in the novel are: Justice is 34,62%, honesty is 26,92%, responsibility is 23,08%, and beneficence is 15,38%. 2) The characters which emerge in the novel “Ready Player One” Protagonist are 55,86%, Foil is 37,93%, and the antagonist is 6,21%. Moral values that dominate, or the novel would like to convey particularly to the readers, are Justice and Honesty. It means that the character who dominates the film is the protagonist.Keywords: moral; value; moral value; character; novel
THE EFFECT OF TEACING TECHNIQUE AND CRITICAL THINKING TOWARDS STUDENTS’ WRITING SKILL Ermina Ermina
INFERENCE: Journal of English Language Teaching Vol 1, No 3 (2018): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v1i3.5530

Abstract

Abstract. The purpose of this research was to: determine the interactive effect of teaching technique and critical thinking towards students’ writing skill. The research method used was experimental one. Sample size of 80 students consisted of 40 for experiment class from SMK PGRI Sukamulya and 40 from SMK Bani Usman Manunggal for control class. The sampling technique used was cluster sampling. Research instruments were used to test the results of critical thinking (30 items) and writing skill scoring that had been tested valid and reliable. The used test was two-way ANOVA analysis the result showed: (1) There is a significant effect of teaching technique towards students’ writing skill at Private Vocational High School in Tangerang. It is proved by the value of sig 0,000 < 0,05 and Fo = 77,449. (2) There is a significant effect of critical thinking towards students’ writing skill at Private Vocational High School in Tangerang. It is proved by the value of sig 0,000 < 0,05 and Fo = 51,791. (3) There are any significant interactive effects of teaching technique and critical thinking towards students’ writing skill at Private Vocational High School in Tangerang. It is proved by the value of sig 0,033 < 0,05 and Fo = 4,725. This suggests that teaching technique and critical thinking contribute to the improvement of students writing skill.Keyword: Teaching Technique, Critical Thinking, Writing Skill
THE EFFECT OF PERCEPTION ON LEARNING MEDIA AND VOCABULARY MASTERY ON ENGLISH SPEAKING ABILITY Salamah Salamah; Muhammad Sulhan
INFERENCE: Journal of English Language Teaching Vol 5, No 3 (2022): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v5i3.12308

Abstract

This research aims to determine the effects of perception of learning media and vocabulary mastery on the English-speaking ability of eighth grade State Junior High School students in South Jakarta. The research method uses a survey method, with the random sampling technique with a sample of 60 students as research respondents. The results of the research are 1) There is a significant effect between the variables perception of learning media and vocabulary mastery together on the English speaking ability, this is evidenced by the results of Sig. 0.000 < 0.05 and Fo = 69.411. 2) There is a significant influence on the perception of learning media on English speaking ability with the results of Sig. 0.030 < 0.05 and Fo = 2222. 3) There is a significant effect of vocabulary mastery on English speaking ability with the results of Sig. 0.000 < 0.05 and Fo = 5.472.
DIRECT AND INDIRECT ILLOCUTIONARY SPEECH ACTS ON DONALD TRUMP’S VICTORY SPEECH IN 2016 Lanjar Mulyana; Engliana Engliana
INFERENCE: Journal of English Language Teaching Vol 4, No 1 (2021): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v4i1.6850

Abstract

This research analyzes direct and indirect illocutionary speech acts on Donald Trump’s 2016 victory speech. This research is a qualitative descriptive study. This research focuses on utterances to analyze the types of illocutionary acts and how they are delivered in speech, directly or indirectly. The results of this study are: (1) there are five types of illocutionary speech acts found in the speech, namely commissive 24%, directive 9.3%, representative 17.3%, expressive 24.6%, and expressive 24.6% and declaration 22.7%. The research findings show that the dominant illocutionary act is an expressive action that is 24.6%. (2) Donald Trump delivers the speech that is mainly conveyed directly
THE EFFECTS OF READING HABIT AND GRAMMAR MASTERY TOWARDS STUDENT'S READING COMPREHENSION Zennytra Rachmativani; Supeno Supeno
INFERENCE: Journal of English Language Teaching Vol 3, No 2 (2020): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v3i2.5993

Abstract

The aim of this research are to find: 1) The effects of Reading Habit and Grammar Mastery jointly Towards Student’s Reading Comprehension. 2) The Effects of Reading Habit Towards Student’s Reading Comprehension. 3) TheEffects of Grammar Mastery Towards Student’s Reading Comprehension. The method used is survey method. The instruments were used multiple choice and questioner. Total samples of this research followed by 75 students with a cluster simple random technique. The result showed: 1)There are significant effects of reading habit and grammar mastery jointly towards the student’s reading comprehension. This is proved by the value of sig.0.000<0.05 and Fobserved=52.564. 2) There is a significant effect of reading habit towards student’s reading comprehension. This is proved by the This is proved by the value of sig.0.000<0.05 and tobserved=7.620. 3)There is significant effect of the grammar mastery towards student’s reading comprehension significantly. This is proved by the This is proved by the value of sig.0.000<0.05 and tobserved = 6.100.
PENGARUH PENGUASAAN TATA BAHASA DAN KOSAKATA TERHADAP KEMAMPUAN MENULIS TEKS NARATIF BAHASA INGGRIS (Survei Pada SMK Swasta di Kota Tangerang) Abdul Fatah
INFERENCE: Journal of English Language Teaching Vol 1, No 1 (2018): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v1i1.3811

Abstract

AbstrakPenelitian ini bertujuan adalah untuk mengetahui pengaruh penguasaan tata bahasa dan penguasaan kosakata terhadap kemampuan menulis teks naratif Bahasa Inggris. Metode yang digunakan adalah survey. Sampel berukuran 314 siswa diambil secara acak (random sampling). Pengumpulan data dilaksanakan dengan metode tes. Analisis data dengan menggunakan metode statistik deskriptif, analisis regresi linear berganda, uji statistik dengan uji t dan uji F. Penelitian ini dilaksanakan pada semester genap tahun pelajaran 2017/2018. Hasil penelitian menunjukkan: 1) Terdapat pengaruh yang signifikan penguasaan tata bahasa dan kosakata secara bersama-sama terhadap kemampuan menulis teks naratif Bahasa Inggris siswa SMK Swasta di Kota Tangerang. Hal ini dibuktikan dengan perolehan nilai sig = 0,000 < 0,05 dan Fhitung = 26,745. Secara bersama-sama penguasaan tata bahasa dan penguasaan kosakata memberikan kontribusi sebesar 16,2% terhadap kemampuan menulis teks naratif Bahasa Inggris. 2) Terdapat pengaruh yang signifikan penguasaan tata bahasa terhadap kemampuan menulis teks naratif Bahasa Inggris siswa SMK Swasta di Kota Tangerang. Hal ini dibuktikan dengan perolehan nilai sig = 0,000 < 0,05 dan thitung = 7,247. Secara parsial penguasaan tata bahasa memberikan kontribusi sebesar 13,9 %. terhadap variabel kemampuan menulis teks naratif Bahasa Inggris. 3) Terdapat pengaruh yang signifikan penguasaan kosakata terhadap kemampuan menulis teks naratif Bahasa Inggris siswa SMK Swasta di Kota Tangerang. Hal ini dibuktikan dengan perolehan nilai sig = 0,004 < 0,05 dan  thitung = 2,880. Secara parsial penguasaan kosakata memberikan kontribusi sebesar 2,3%. terhadap variabel kemampuan menulis teks naratif Bahasa Inggris.Kata Kunci: Penguasaan Tata Bahasa, Kosakata, Kemampuan Menulis Teks Naratif Bahasa Inggris AbstractThis study aims to determine the effect of grammar mastery and vocabulary mastery towards the ability to write English narrative text. The method used is a survey. The results of the study show: 1) There is a significant influence of the mastery of grammar and vocabulary mastery together on the ability to write English narrative texts of private vocational students in Tangerang City. This is evidenced by the acquisition of sig = 0,000 <0,05 and Fobserve = 26,745. The mastery of both grammar and vocabulary contributed 16.2% towards the ability to write English narrative text. 2) There is a significant influence on grammar mastery towards the ability to write English narrative texts of private Vocational students in Tangerang City. This is evidenced by the acquisition of sig = 0,000 <0,05 and t observe = 7,247. Partially mastery of grammar contributes 13.9%. towards the variable ability to write English narrative text. 3) There is a significant influence on vocabulary mastery towards the ability to write English narrative texts of private vocational students in Tangerang City. This is evidenced by the acquisition of sig = 0.004 <0.05 and t observe = 2.880. Partially vocabulary mastery contributes 2.3%. on the variable ability to write English narrative text.Keywords: Grammar Mastery, Vocabulary, Ability to Write Narrative English Text
THE EFFECTS OF VOCABULARY AND GRAMMAR MASTERY ON STUDENTS’ WRITING SKILL IN RECOUNT TEXT Jamhuri Jamhuri; Mashadi Said
INFERENCE: Journal of English Language Teaching Vol 4, No 2 (2021): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v4i2.6098

Abstract

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
PENGARUH PERSEPSI SISWA ATAS LINGKUNGAN SEKOLAH DAN DISIPLIN BELAJAR TERHADAP PRESTASI BELAJAR BAHASA INGGRIS Gola Kusnarti; Supeno Supeno
INFERENCE: Journal of English Language Teaching Vol 2, No 1 (2019): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v2i1.5411

Abstract

The purpose of this study is to determine the effect of Student Perceptions on School Environment and Discipline Learning Together Against English Learning Achievement, the effect of students' perceptions of school environment on English learning achievement, the effect of learning discipline on English learning achievement. The research method used is descriptive survey method, which is a research method that takes samples from a population and uses a questionnaire as a data collection tool. The samples are two classes from two different schools, namely Mulia Hati Insani Warunggunung Vocational School, and Mathala'ul Anwar Cibuah Vocational School. The results of this study indicate that: 1) there is a significant influence of students' perceptions of the school environment and the discipline of learning together on the achievement of English learning for students of SMK Lebak in Banten Province. This is evidenced by the acquisition of Sig. 0.043 <0.05 and Fcount = 8.3329. 2) There is no significant effect of students' perceptions of the school environment on the achievement of English learning students of Vocational Private Schools in Lebak Regency, Banten Province. This is evidenced by the acquisition of Sig. 0.679> 0.05 and t = 0.415. 3) There is a significant influence of learning discipline on the achievement of English learning of students of Vocational Schools in the Lebak Regency of Banten Province. This is evidenced by the acquisition of Sig. 0.038 <0.05 and t count = 2.869.Key Words: environment; discipline; student achievement; learning English; private vocational school 

Page 14 of 21 | Total Record : 208

 12   13   14   15   16 

Filter by Year

2018 2024


Reset
Filter By Issues
All Issue Vol 7, No 3 (2024): Inference: Journal of English Language Teaching Vol 7, No 2 (2024): Inference: Journal of English Language Teaching Vol 7, No 1 (2024): Inference: Journal of English Language Teaching Vol 6, No 3 (2023): INFERENCE: Journal of English Language Teaching Vol 6, No 2 (2023): INFERENCE: Journal of English Language Teaching Vol 6, No 1 (2023): INFERENCE: Journal of English Language Teaching Vol 5, No 3 (2022): INFERENCE: Journal of English Language Teaching Vol 5, No 2 (2022): INFERENCE: Journal of English Language Teaching Vol 5, No 1 (2022): INFERENCE: Journal of English Language Teaching Vol 4, No 3 (2021): INFERENCE: Journal of English Language Teaching Vol 4, No 2 (2021): INFERENCE: Journal of English Language Teaching Vol 4, No 1 (2021): INFERENCE: Journal of English Language Teaching Vol 3, No 3 (2020): INFERENCE: Journal of English Language Teaching Vol 3, No 2 (2020): INFERENCE: Journal of English Language Teaching Vol 3, No 1 (2020): INFERENCE: Journal of English Language Teaching Vol 2, No 3 (2019): INFERENCE: Journal of English Language Teaching Vol 2, No 2 (2019): INFERENCE: Journal of English Language Teaching Vol 2, No 1 (2019): INFERENCE: Journal of English Language Teaching Vol 1, No 3 (2018): INFERENCE: Journal of English Language Teaching Vol 1, No 2 (2018): INFERENCE: Journal of English Language Teaching Vol 1, No 1 (2018): INFERENCE: Journal of English Language Teaching More Issue