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
 14   15   16   17   18 
[RETRACTED] THE EFFECTS OF LEARNING MEDIA AND MOTIVATION TOWARDS STUDENTS’ READING ABILITY (Experiment Study at Private Colleges in Subang Regency) [RETRACTED] Dody Wahyudi Purnama; Gustaman Saragih
INFERENCE: Journal of English Language Teaching Vol 5, No 1 (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.v5i1.6914

Abstract

This article is retracted
SKIMMING-SCANNING STRATEGIES AND VOCABULARY MASTERY IMPACT ON READING ENGLISH TEXTS Atikah Atikah; Engliana Engliana
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.v1i3.5580

Abstract

Since reading requires both grammatical knowledge of the language used in the intended text, strategies employed, and vocabulary mastery, therefore, it is important to gather information necessary to understand the connection how far reading strategies and vocabulary master can impact the students’ understanding on reading English texts with English as foreign language. This study aims to determine: the effect of reading strategies on the ability to read English procedure text, the influence of vocabulary mastery on the ability to read English procedure text, and the interactive influence of reading strategies and vocabulary mastery on the ability to read English procedure text. The method used in research is classroom experiment. The population was a group of students of State Junior High Schools in Tangerang – 899 students in total. The sample was 80 students (11% of the population). The results of the study show that 1) there was a significant effect of reading strategies on the ability to read English procedure text in junior high school students. This is evidenced by the value of Sig = 0,000 <0.05 and FH = 24.442; 2) there is a significant influence in the mastery of vocabulary on the ability to read English procedure text in junior high school students in the Tangerang Regency. This is evidenced by the value of Sig = 0,000 <0.05, and FH = 30,515. 3) There is a significant interactive effect on reading strategies and vocabulary mastery on the ability to read English procedure text in state junior high school students in Tangerang Regency. This is evidenced by the value of sig = 0.033 <0.05, and FH = 4.755Key Words: reading strategy; vocabulary mastery; reading in foreign language
THE USE OF SIMPLE PRESENT TENSE AND ADJECTIVE IN STUDENTS' DESCRIPTIVE TEXTS Akhmad Fauzi
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.v3i1.6032

Abstract

This study was conducted to know the use of simple present tense and adjectives by students in Junior High Schools in Indramayu when writing a descriptive text. The method used in this study was Descriptive Qualitative. The procedure employed includes collecting students' work, analyzing the data, interpreting them, and concluding. The result shows that: 1) In the simple present tense, students make many errors when writing a descriptive text to describe people. The most dominant errors made by the students are omission (46%), followed by misformation (33%), then addition (20%), and finally, the misordering (1%). In the use of the adjective, the most errors produced by the students are misformation (39%), followed by omission (38%), misordering (18%), and the least is addition (5%). Students' interlanguage problem usually causes the high frequency of errors made by students. They use their native language's structure in the target language.
THE EFFECTS OF READING INTEREST AND VOCABULARY MASTERY ON STUDENTS’ READING COMPREHENSION Trah Kusumaningrum; Merry Lapasau
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.v4i2.6028

Abstract

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
THE EFFECT OF TEACHING MEDIA AND VOCABULARY MASTERY ON STUDENTS’ SPEAKING SKILL (Experiment at the Tenth Grade of State Senior High School in Tasikmalaya-West Java) Yudi Kurniadi
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.v1i1.3817

Abstract

The aims of this research are to find 1) the interaction effect of teaching media and vocabulary mastery on the students’ speaking skill. 2) the effect of teaching media on students’ speaking skill, 3) the effect of vocabulary mastery on students’ speaking skill, The research methodology used is experiment. The sample size of 72 students which consists of 36 for experiment class and 36 for control class, and the sampling technique used is cluster sampling. Data collection is obtained by testing their vocabulary mastery and speaking skill. Data analysis is using descriptive statistics, normality test, homogeneity test, and two ways ANOVA to test hypothesis testing. The research results conclude 1) there is no significant interaction effect of teaching media and vocabulary jointly on student’s speaking skill. This is proved by the results of significance value (sig) is 0.450 and Fo = 0.577. Because Sig.=0.450 > 0.05, then Ho is accepted and H1 is rejected. 2) There is a significant effect of teaching media on students’ speaking skill. This is proved by the result of significance value (sig) is 0.000 and Fo = 16.236. Because Sig.=0.000 < 0.05, then Ho is rejected and H1 is accepted, 3) There is a significant effect of vocabulary mastery on student’s speaking skill. This is proved by the result of significance value (sig) is 0.001 and Fo= 11.770. Because Sig.=0.001 < 0.05), then Ho is rejected and H1 is accepted. Keywords: Teaching Media, Vocabulary Mastery, Speaking Skill
EDUCATION VALUES AND MORALITY OF THE MAIN CHARACTER IN “THE THEORY OF EVERYTHING” BY JAMES MARSH Is Mariyani
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.v4i3.5837

Abstract

Abstract: This research aims to analyze the values and character building in “The Theory of Everything,” to identify the morality of the main character of “The Theory of Everything” 3) the method of value formation, and 4) the implications of using this film in character building and morality in children. This research is done by using a descriptive qualitative method with a literature-based approach. This research uses content analysis, which analyzes the content of dialogue, scene, and character according to the value of character education and morality of the main character. Based on the result of research, it can be concluded that this film contains 1) the values and character building, such as religious, honesty, tolerance, hard work, creativity, independently, curiosity, nationalism, loving the country, respect for achievement, friendly or communicative, peaceful love, fond of reading, caring society dan responsibility. 2) the moral value of the main character, which is dominant, is as honest, independent, and hard work. 3) the method of value formation through dialogue and very inspirational scenes through the main characters; and 4) the implications of using this film in character building and morality in children is to build self-confidence and self-actualization.Keywords: character education; film analysis; moral values
THE EFFECTS OF READING INTEREST AND VOCABULARY MASTERY TOWARDS DESCRIPTION WRITING SKILL Neneng Hasanah
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.v2i1.5449

Abstract

Vocabulary Mastery  towards Description Writing Skills. The research method used is survey method. The sample was taken as many as 85 students with simple random technique. Data collection was done by direct questionnaire to sample. Data analysis using descriptive statistics such as finding mean, median, standard deviation, and inferential statistic is to find simple and double correlation coefficient followed by correlation coefficient significance test with t test. This study was conducted on March 1 to July 30, 2018. The results showed: (1) There is a significant and simultaneous  effect of Reading Interest and Vocabulary Mastery together towards Desctiption Writing Skills of SMP Negeri students in  Bekasi City. This is evidenced by the sig score of 0.000 <0.05, and the score of F test= 9,774. While the magnitude of simultaneous effect of Reading Interest and Vocabulary Mastery together  towards Description Writing Skills are shown by the coefficient of determination as much as 19.3% and the rest of  80.7% effected by other variables. (2) There is a significant effect of Reading Interest towards description writing skill of SMP Negeri students in Bekasi City. This is evidenced by the sig score of 0.001 <0.05, and the score of  t test : 3.592. (3) There is a significant effect of Vocabulary Mastery towards  Description Writing Skills  of  SMP Negeri students in  Bekasi city. This is evidenced by the sig score of 0.040 <0.05, the score of t test: 2.085. Keywords: Reading Interest, Vocabulary Mastery, Description Writing Skill
THE INFLUENCE OF PERCEPTION ON LEARNING TECHNIQUES AND VOCABULARY MASTERY TOWARD ENGLISH WRITING ABILITY (Survey on Students of Public Vocational High School in Central Jakarta) Annisa Farah; Doni Anggoro Ari Santoso
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.v5i3.8705

Abstract

The purpose of this study is to determine the effect of learning technique and vocabulary mastery on the English writing ability of students of XI grade of Public Vocational High School in Central Jakarta. The research method used is quantitative research with correlational survey research techniques. The data analysis technique used in this research is Path Analysis. The population in this study was students of XI grade of Public Vocational High School (SMK Negeri) in Central Jakarta area. The sample in this study was 110 students. The results of the study prove that: (1) there is a significant influence of perception on learning technique toward English writing ability as indicated by the t-count = 1.865, (2) there is a significant influence of perception on vocabulary mastery toward English writing ability as indicated by the t-count value = 16,733, and (3) there is a significant influence of perception on learning technique and vocabulary mastery together toward the ability to write English as indicated by the value of F-count = 161.202. The results of this study can provide input to vocational level teachers, especially English teachers to improve their competence in order to develop learning techniques and improve students’ vocabulary mastery, so as to optimize students' English writing ability.
KARAKTER DAN NILAI MORAL DALAM FILM SOCIAL NETWORK YANG DISUTRADARAI OLEH DAVID FINCHER Septia Agnia; Rifari Baron
INFERENCE: Journal of English Language Teaching Vol 2, No 2 (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.v2i2.5995

Abstract

The purpose of the research is to find out 1). The main character in the film The Social Network directed by David Fincher, 2) Moral values in the film The Social Network directed by David Fincher. The method used in this research is descriptive qualitative. The technique used in this research is the literature method. The results showed: 1) The characters contained in the film "Social Network" directed by David Fincher are 50% including the characters of Mark and Aduardo who are protagonist with 5 data and antagonists with 5 data. 2) Moral Value contained in the film "Social Network" directed by David Fincher is amounting to 50%, namely the character of Mark contained moral values 1) Good learners with 3 data 2) Compassion with 2 data 3) Successful and famous with 2 data, and Eduardo contained good moral values: 1) familiar with 1 data, and 2) many relations with 2 data.
THE COHERENCE AND UNITY IN STUDENTS’ WRITING DESCRIPTIVE TEXT (Descriptive Study at Private Junior High School in East Jakarta) Putri Dwijayanti; Syahfitri Purnama
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.v3i2.6012

Abstract

Abstract: This study was conducted to analyze the coherence and unity of the paragraphs written by students in their descriptive text. The method of the study was descriptive analysis by using content analysis. The result of the research stated that: (1) the students’ writings are coherent. It could be seen in pronoun, anaphora, cataphora, repetition key noun, transition signal, and logical order are well organized. (2) the texts are not unified. They were able to state a clear topic discussion in the first sentence but couldn’t maintain the topic in all of the supporting sentences. They were lack of related supporting details in discussing the topic of the paragraph. The common errors made by the students are from the inconsistent topic, not logical order sentences, redundant sentences, and unrelated sentences. It can be concluded that the students were success to make coherent paragraphs, but they were failed to make unified paragraphs.Keywords: coherence; unity; students’ writing Descriptive text.

Page 16 of 21 | Total Record : 208

 14   15   16   17   18 

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