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INFERENCE: Journal of English Language Teaching
Published by Universitas Indraprasta PGRI
ISSN : 26158671     EISSN : 2615868X     DOI : https://doi.org/10.30998/inference.v9i1.2581
Core Subject :
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 : -
Articles 77 Documents
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PATRIOTISM AND EDUCATIONAL VALUES IN “STRANGERS THINGS” BY DUFFER BOTHER AND “LINCOLN” BY STEVEN SPIELBERG FOR WRITING ANALYTICAL EXPOSITION Muhammad Alfizan Adib Naufal Alfizan; Syahfitri Purnama; Hasbullah
INFERENCE: Journal of English Language Teaching Vol. 8 No. 3 (2025): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v8i3.76

Abstract

This study explores the themes of patriotism and educational values as depicted in the popular television series Stranger Things by the Duffer Brothers and the film Lincoln by Steven Spielberg. Utilizing a qualitative research approach and content analysis methodology, the research investigates how these narratives portray concepts of community loyalty, sacrifice, and ethical considerations in the context of patriotism. Additionally, it delves into the educational values demonstrated by the characters, including critical thinking, teamwork, and moral growth. The findings reveal that both Stranger Things and Lincoln employ nuanced narratives to highlight the interplay of cultural values and personal development, reflecting broader societal dynamics through character-driven storytelling. The research offers insights for educational institutions and content creators, emphasizing the potential of media to foster value-based learning and societal engagement.
AN ANALYSIS OF TRANSITION SIGNAL, MORPHOLOGICAL, AND SYNTACTICAL ERRORS IN VOCATIONAL STUDENT’S RECOUNT TEXT Ana Setyaningsih; Rifari Baron; Nurjanah
INFERENCE: Journal of English Language Teaching Vol. 8 No. 2 (2025): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v8i2.100

Abstract

This study analyzes transition signal, morphological, and syntactical errors in recount texts written by tenth grade vocational school students in Bogor. Using a qualitative descriptive method with purposive sampling, data from 120 students were examined. The results indicate 153 transition signal errors, mostly omission (34%); 556 morphological errors, dominated by misformation (66%); and 656 syntactical errors, also mainly misformation (59%). These findings demonstrate that students encounter significant challenges in maintaining coherence, grammatical accuracy, and sentence organization, which affect the clarity and flow of their writing. The study suggests the importance of strengthening teaching strategies through explicit grammar instruction, practice in using transition signals, and exercises in sentence construction. Such improvements are expected to enhance students’ ability to produce coherent and accurate recount texts. Ultimately, this research provides valuable insights for teachers to refine instructional approaches and support students’ writing development.
THE EFFECT OF PERCEPTION ON MIND MAPPING METHOD AND SIMPLE PAST TENSE MASTERY TOWARDS WRITING SKILLS ON RECOUNT TEXT (SURVEY OF STATE JUNIOR HIGH SCHOOL IN DEPOK CITY) Sulistyaning Astosari
INFERENCE: Journal of English Language Teaching Vol. 8 No. 3 (2025): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v8i3.110

Abstract

This study investigates the influence of students’ perception of the mind mapping learning method and their mastery of simple past tense on their recount text writing skills at public junior high schools in Depok City. Employing a quantitative approach with multiple correlation and regression analysis, the research involved 125 eighth-grade students selected randomly from a population of 828 students. Data were collected through a questionnaire on perception of mind mapping, a multiple-choice test on simple past tense mastery, and a cloze test on recount text writing. The findings reveal three main results: (1) perception of the mind mapping method and mastery of simple past tense jointly exert a positive and significant influence on recount text writing skills, contributing 68.88%; (2) perception of mind mapping individually contributes 19.97% to writing skills; and (3) mastery of simple past tense individually contributes 48.91%. These results emphasize the importance of combining visual learning strategies with grammatical mastery to enhance writing competence in EFL contexts.
ANALYZING LANGUAGE IDEOLOGY, POWER, AND CULTURE IN INDONESIAN EFL TEXTBOOKS (A CRITICAL DISCOURSE ANALYSIS OF THE MERDEKA CURRICULUM TEXTBOOKS FOR JUNIOR HIGH SCHOOL) Risko Pujiantono; Rifari Baron; Tatan. Z.M.
INFERENCE: Journal of English Language Teaching Vol. 8 No. 3 (2025): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v8i3.172

Abstract

This study analyzes ideological, cultural, and power-related content in two EFL textbooks, Bright and Interactive English 2, used by junior high students under the Indonesian Merdeka Curriculum. Using Critical Discourse Analysis (CDA), it examines how language ideologies, power relations, and cultural representations are embedded in textbook content. Findings indicate both textbooks promote English as a global success marker while marginalizing local languages and cultures. They also reinforce traditional power structures and gender roles. Recommendations urge textbook writers and curriculum developers to enhance inclusivity, equity, and cultural relevance, ensuring English learning empowers students without undermining local identity.
RELIGIOUS MODERATION IN INDONESIAN SENIOR HIGH SCHOOL ENGLISH TEXTBOOKS OF KURIKULUM 2013 AND KURIKULUM MERDEKA Erfan Muhamad Fauzi
INFERENCE: Journal of English Language Teaching Vol. 9 No. 1 (2026): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v9i1.192

Abstract

As the concept of Moderasi Beragama, or religious moderation, was introduced in education as an effort to promote a balanced, tolerant, and respectful attitude between religious communities, this study aims to analyze its representation in English textbooks for high school students in Indonesia, which are compiled based on the 2013 Curriculum and the Merdeka Curriculum. Using corpus analysis approach, this study identifies the frequency and collocations that reflect eight indicators of religious moderation as determined by the Ministry of Religious Affairs. Corpus data were obtained by collecting texts from all textbooks published by Kemendikbud in both curricula. The results showed the lexical frequency analysis indicates the presence of moderation-related vocabulary in both curricula but it constitutes less than 1% of the total word count. The Merdeka Curriculum demonstrates a notable shift from explicitly religious terminology toward more universal, civic-oriented language. the contrastive analysis of collocation of related words to religious moderation in English textbooks of Indonesia's 2013 and Merdeka curricula reveals a significant pedagogical shift from passive, abstract value presentation to active, contextualized implementation.
THE EFFECT OF PERCEPTION ON DIGITAL LEARNING MEDIA AND SELF-ESTEEM TOWARDS WRITING SKILLS Dian Novita Sari; Hanna Sundari; Acep Musliman
INFERENCE: Journal of English Language Teaching Vol. 8 No. 2 (2025): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v8i2.214

Abstract

This study examines the effects of students’ perception of digital learning media and self-esteem on writing skills. A quantitative survey was conducted with 88 eighth-grade students from two public junior high schools in Tangerang Regency, selected using proportional random sampling. Data were collected through questionnaires on perception of digital learning media, self-esteem, and a descriptive writing test, then analyzed using multiple linear regression. Results indicate that perception of digital learning media and self-esteem jointly have a significant effect on writing skills (Sig = 0.001; F = 17.549). Individually, perception of digital learning media (Sig = 0.002; t = 3.208) and self-esteem (Sig = 0.002; t = 3.145) also show significant effects. The findings suggest that both factors play a crucial role in improving students’ writing skills.
THE EFFECTS OF PERCEPTION ON LEARNING MEDIA AND SELF-EFFICACY TOWARDS STUDENTS SPEAKING SKILL’S ayu niasari; Hasbullah; Supadi
INFERENCE: Journal of English Language Teaching Vol. 9 No. 2 (2026): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v9i2.228

Abstract

This study aimed to examine (1) the effect of students’ perceptions of learning media on their speaking skills, (2) the effect of self-efficacy on speaking skills, and (3) the combined effect of both factors on speaking skills. A quantitative method with a survey design was applied, involving a population of state junior high school students in Lampung. A total of 91 students were selected through random sampling. Data were collected using three instruments: a questionnaire on perceptions of learning media, a self-efficacy scale, and a speaking skills test. The data were analyzed through multiple linear regression using SPSS version 25. The results indicated that perceptions of learning media significantly influenced speaking skills (Sig = 0.038 < 0.05; t = 2.532), self-efficacy also significantly affected speaking skills (Sig = 0.029 < 0.05; t = 2.485), and both variables together had a significant simultaneous effect (Sig = 0.044 < 0.05; F = 3.299). These findings suggest that perceptions of learning media and self-efficacy play crucial roles in improving students’ speaking skills.
THE EFFECTS OF PERCEPTIONS ON LEARNING METHODS AND CRITICAL THINKING TOWARDS STUDENTS’ SPEAKING SKILLS Fatimah Zahrah; Hasbullah; Gustaman Saragih
INFERENCE: Journal of English Language Teaching Vol. 9 No. 2 (2026): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v9i2.232

Abstract

This study aims to examine: (1) the effects of perceptions on learning methods and critical thinking on students’ speaking skills, (2) the effect of perceptions on learning methods toward speaking skills, and (3) the effect of critical thinking on speaking skills. The research was conducted at private junior high schools in East Jakarta using a survey method with multiple regression analysis. The population consisted of 550 eighth-grade students, and a sample of 61 students was randomly selected. The study was carried out from March to July 2025. The findings revealed that perceptions of learning methods and critical thinking jointly had a significant effect on students’ speaking skills (Sig. = 0.000 < 0.05; F = 18.418), with a determination coefficient of 0.388, indicating a 38.8% contribution. Perceptions of learning methods alone significantly influenced speaking skills (Sig. = 0.012 < 0.05; t = 2.588), and critical thinking also had a significant effect (Sig. = 0.000 < 0.05; t = 5.432).
AUSTRALIAN AND BRITISH ENGLISH IN THE FILMS BLUEY AND PEPPA PIG IN TEACHING SPEAKING SKILLS Edita Dewi Permana; Rifari Baron; Oom Rohmah
INFERENCE: Journal of English Language Teaching Vol. 8 No. 2 (2025): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v8i2.236

Abstract

This study aims to describe the use of Australian English and British English variations in two animated films, Bluey by Joe Brumm and Peppa Pig by Mark Baker and Neville Astley, and to analyze how these two films can be used for teaching speaking skills at the junior high school level. This study uses a qualitative descriptive method with a content analysis approach, interviews, and is supported by Greimas' actant schema to analyze the narrative structure of the characters in both films. The results show that Bluey predominantly uses Australian English, while Peppa Pig features British English. Through the application of Greimas' actant schema, the researcher successfully mapped the roles of the main characters as subjects, objects, helpers, and opponents in the narrative process by each character. The use of films in speaking lessons is used to increase students' activity, courage, and fluency in speaking English.
THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION AND TASK-BASED INSTRUCTION IN TEACHING SPEAKING SKILLS WITHIN THE MERDEKA CURRICULUM (STUDY AT JUNIOR HIGH SCHOOLS OF SOUTH TANGERANG) Asep Saefullah; Mashadi Said; Venny E. Meidasari
INFERENCE: Journal of English Language Teaching Vol. 8 No. 3 (2025): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v8i3.240

Abstract

This study aimed to examine the implementation of Differentiated Instruction (DI) and Task-Based Instruction (TBI) in improving English speaking skills within the Merdeka Curriculum framework at junior high schools in South Tangerang. A qualitative research design was employed, utilizing semi-structured interviews, classroom observations, and document analysis involving both teachers and students. The results indicate that both DI and TBI positively influence students' speaking proficiency. These approaches promote student engagement and the development of speaking fluency. Teachers reported difficulties in addressing diverse learning needs and overcoming students' speaking anxiety. Furthermore, while the Merdeka Curriculum offers flexibility that supports the integration of DI and TBI, its effective application is contingent upon factors such as teacher preparedness, access to resources, and contextual adaptation. In conclusion, the study suggests that the combined use of DI and TBI enhances students’ speaking abilities, but successful implementation requires targeted teacher training, adequate resources, and an environment conducive to differentiated and Task-Based learning.

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