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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
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Infographics: An Effective Tool for Modern Learning in Indonesia Abroriah, Hasna; Wahyuni, Reti
INFERENCE: Journal of English Language Teaching Vol 7, No 3 (2024): Inference: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v7i3.27179

Abstract

This research aims to explore the effectiveness of infographics in learning in higher education, as well as the challenges and perceptions of students. A qualitative method was conducted in the research, and employing the structured interviews that involving UIN Walisongo students who applied infographics in their learning. The research results revealed that infographics increase student’s understanding and engagement, with image and color visualization that assisted in elevating the absorption of information. The challenges found were infographic designs that were dense or less structured. The findings recommend to display in simple, clear design and concise text. In conclusion, infographics are effective in conveying complex material.
Critical Analysis of Humanity and Character Education Values in EFL Textbooks for Grade Ninth Students Khoiriyah, Siti Farihatul; Said, Mashadi; E. Meidasari, Venny
INFERENCE: Journal of English Language Teaching Vol 7, No 3 (2024): Inference: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v7i3.28259

Abstract

This study focuses on analyzing the representation of humanity and character education values through the concept of Think Globally, Act Locally applied both in content and pedagogical approaches. The subjects of this research are Think Globally, Act Locally textbook and English for Nusantara textbook used as student guides. The study analyzes the implementation of Think Globally, Act Locally concept in both content and pedagogy and evaluates its impact on students. Using a qualitative approach through critical analysis, the findings revealed humanistic values such as truth, peace, responsibility, love, and non-violence, meanwhile character education values include religious, nationalism, appreciation, independence, and cooperation. The findings of this study not only serve as a learning tool but also as a means to foster positive social attitudes and character traits relevant to daily life. These findings also provide insights for the development of more comprehensive textbooks and strengthen character education objectives for future generations.
A Critical Multimodal Analysis of Text and Images in Roald Dahls Matilda and The Witches Surya, Nobel Dilavenna; Nurhadi, Muljani Ahmad; Musliman, Acep
INFERENCE: Journal of English Language Teaching Vol 7, No 3 (2024): Inference: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v7i3.28386

Abstract

This thesis investigates the multimodal analysis of text and illustrations in Roald Dahl’s Matilda and The Witches. It explores the relationship between text and illustrations in constructing themes, characters, and narrative experience, using a multimodal framework based on representational, interactional, and compositional meanings. The findings reveal that illustrations in both novels significantly enhance the narrative. In Matilda, they emphasize Matilda’s intelligence, power, and resilience while highlighting her parents’ oppressive behavior. In The Witches, illustrations intensify danger and fear through grotesque depictions of the witches. Both novels demonstrate the synergy between text and illustrations in creating emotional impact, clarifying themes, and enriching the reading experience. This study underscores the importance of illustrations in children’s literature as tools that contribute meaningfully to readers’ understanding, rather than mere decorative elements.
Parents Role and the Representation of Bullying Acts in the Drama "The Glory" by Kim Eun Sook and "Pyramid Game" by Choi So I (Semiotics Analysis) Febrianthy, Cindy; Saragih, Gustaman; Hasbullah, Hasbullah
INFERENCE: Journal of English Language Teaching Vol 7, No 3 (2024): Inference: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v7i3.28768

Abstract

The phenomenon of bullying is widespread in society and involves a group of people or individuals which is often triggered by pressure from both social norms and class levels in society, making someone a perpetrator or passive observer of bullying behavior. This research is a qualitative study that observes the role of parents in dealing with bullying, and the representation of bullying that occurs in the drama "The Glory" by Kim Eun Sook and "Pyramid Game" by Choi So-i using Roland Barthes' semiotic analysis by explaining the meaning of connotation, denotation and myth. Based on the research results, the role of parents in acts of bullying in the form of negative responses is represented more in the drama "The Glory" by Kim Eun Sook with 71% of views, while the representation of acts of bullying from both dramas shows verbal bullying as much as 44% in the drama "Pyramid Game" by Choi So-I.
Cultural Categories and Gender Representation in "English Starter" by Bachtiar Bima M. And Friends Marwati, Wa; Saragih, Gustaman; Rohmah S., Oom
INFERENCE: Journal of English Language Teaching Vol 7, No 3 (2024): Inference: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v7i3.27181

Abstract

This research examines the cultural categories and gender representation in the English textbook "English Starter" for seventh-grade junior high school students. The study uses Chao's cultural type theory (2011) and Susanto's gender theory (2021). The results show that 61% of the pictures are Universality across Culture, 28% Source Culture, 4% International Culture, 7% intercultural Interaction, and 0% Target Culture. In terms of gender representation, male gender names are represented 49% and female 51%, while female gender is represented 51% and female 52% in address terms, identity markers, adjectives, and nouns. This uneven presentation of cultural categories highlights the need for a more comprehensive approach to curriculum development. The book also demonstrates gender equality, with female gender being more dominant than male, avoiding bias and boosting women's confidence.
Perfectionism and Gender Dynamics in Greta Gerwig’s Barbie and Patty Jenkins’ Wonder Woman Pitaloka, Roro Meifi; Said, Mashadi; Meidasari, Venny Eka
INFERENCE: Journal of English Language Teaching Vol 7, No 3 (2024): Inference: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v7i3.28277

Abstract

This study examines the portrayal of perfectionism and gender dynamics in Barbie and Wonder Woman. It utilizes Greimas’s Actantial Model and an intrinsic narrative analysis to explore how both films depict these themes. Barbie and Wonder Woman investigate the societal roots of perfectionism and its effects, offering distinct perspectives on gender roles, expectations, and power structures. A qualitative methodology, applied in this study, enables an in-depth analysis of shaping the protagonists' identities. The findings reveal that both films challenge traditional norms and empower their female leads, demonstrating how media critiques and redefines cultural perceptions of gender and perfectionism. Ultimately, this study underscores film’s potential as a tool for raising awareness and fostering positive social change, emphasizing its role in shaping discourse around gender expectations and the pursuit of perfection.
The Influence of Learning Models and Learning Motivation on English Grammar Skills (Experiment at Private Vocational Schools in Cilegon) Mutmainah, Mutmainah; Purnama, Syahfitri; Suseno, Imam
INFERENCE: Journal of English Language Teaching Vol 7, No 3 (2024): Inference: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v7i3.28244

Abstract

This study aims to analyze the effect of the jigsaw learning model and students' learning motivation on their skill of English grammar. A quantitative approach with an experimental method was employed in this research. The research sample consisted of 60 students of 12th-grade from a high school in Cilegon. Data were collected using grammar tests and student learning motivation questionnaires. Data analysis was conducted using two-way ANOVA. The results revealed that the jigsaw learning model significantly improved students' grammar skills compared to conventional teaching methods. Students with high learning motivation showed greater improvement in grammar proficiency than those with low motivation. Moreover, an interaction was found between the jigsaw learning model and students' learning motivation. The implications of this study highlight the importance of applying models jigsaw in classrooms to improve grammar skill, particularly in grammar. It also emphasizes the need for teachers to understand the critical role of student motivation in supporting successful learning.
A Linguistic Study of Euphemism and Dysphemism in Lois Lowry’s the Giver and George Orwell’s Animal Farm Duriat, Fajar; Said, Mashadi; Supadi, Supadi
INFERENCE: Journal of English Language Teaching Vol 7, No 3 (2024): Inference: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v7i3.28222

Abstract

This study investigates the use of euphemisms and dysphemisms in Lois Lowry’s The Giver and George Orwell’s Animal Farm within the framework of Politeness Theory, focusing on how these linguistic strategies influence societal norms and individual roles. This research employs a descriptive qualitative method, which focuses on the detailed analysis and interpretation of textual data. The results demonstrate that euphemisms align with negative politeness and off record strategies to obscure unpleasant truths, while dysphemisms correspond with bald on record strategies to directly attack and discredit. Both novels strategically employ euphemisms to soften harsh realities and maintain societal control, while dysphemisms are used to stigmatize opposition and reinforce authority. The implication of this study is that it highlights how language shapes reality, enabling students to critically analyze linguistic manipulation. Moreover, by examining euphemisms and dysphemisms in The Giver and Animal Farm, students gain insights into control, power, and oppression, while exploring the connection between language and societal critique in dystopian literature.

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