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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.
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Articles 77 Documents
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READING TEXT APPROPRIATENESS AND READING COMPREHENSION QUESTIONS IN THE TEXTBOOK “SIAP MERDEKA BELAJAR BAHASA INGGRIS” BY BUDIYONO, ET AL. AND “ENGLISH” BY DENDY DESMAL, ET AL. Anisa Faradiba; Gustaman Saragih
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.v8i2.242

Abstract

This study investigates the appropriateness of reading texts and comprehension questions in two Indonesian senior high school English textbooks: Siap Merdeka Belajar Bahasa Inggris by Budiyono et al. and English by Dendy Desmal et al. Using qualitative content analysis, the study adopts Nuttall’s (1996) framework, these are suitability, exploitability, and readability to evaluate the reading texts, and Day and Park’s (2005) taxonomy to analyze comprehension questions across six levels: literal, reorganization, inferential, prediction, evaluative, and personal response. Findings reveal inconsistencies in content relevance, authenticity, and language difficulty across texts in both books. Furthermore, the comprehension questions largely emphasize lower-order thinking skills (LOTS), with limited emphasis on higher-order thinking skills (HOTS). The study highlights the need for textbook improvement to align with learners’ cognitive levels, language proficiency, and curriculum standards. It contributes to the field of English language teaching by providing practical recommendations for textbook evaluation and instructional material development.  
THE EFFECTS OF TEACHING MEDIA AND SELF-CONFIDENCE TOWARDS STUDENTS’ READING SKILLS OF DESCRIPTIVE TEXTS Asep Marpu
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.v8i2.245

Abstract

This study investigates the effects of teaching media and self-confidence on students’ reading skills of descriptive texts at state junior high schools in Central Jakarta. Using a quantitative quasi-experimental design, 80 seventh-grade students were divided into groups based on their confidence levels and the instructional media applied. Data were collected through a self-confidence questionnaire and reading skills tests, then analyzed using SPSS 29.0 with Two-Way ANOVA. The results indicate: (1) teaching media significantly affect students’ reading skills (Sig. = 0.000 < 0.05; F = 59.215), (2) self-confidence significantly affects reading skills (Sig. = 0.036 < 0.05; F = 4.551), and (3) there is a significant interaction between teaching media and self-confidence (Sig. = 0.047 < 0.05; F = 4.076). These findings highlight the importance of integrating suitable teaching media with confidence-building strategies to improve students’ reading skills in descriptive texts.
PERCEPTION ON LEARNING STYLES AND VOCABULARY MASTERY: THEIR EFFECTS TOWARDS READING COMPREHENSION IN NARRATIVE TEXTS Dewi Puspitasari; Hasbullah; Maria Cleopatra
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.v9i2.246

Abstract

This study investigates the effects of perception on learning styles and vocabulary mastery on students’ reading comprehension of narrative texts. The research was conducted at Public Junior High Schools in Bogor in the 2024/2025 academic year with 87 students as the sample. Using a survey method with a quantitative approach, data were analyzed through descriptive statistics and multiple linear regression with SPSS 22. The regression equation obtained was Ŷ = 8.534 + 0.354X₁ + 0.578X₂. The findings indicate that perception on learning styles and vocabulary mastery significantly and simultaneously influence students’ reading comprehension (Sig. = 0.000 < 0.05; F = 163.277). Partially, perception on learning styles (t = 3.992; Sig. = 0.000 < 0.05) and vocabulary mastery (t = 5.696; Sig. = 0.000 < 0.05) both show significant effects. Thus, these two factors play an important role in improving students’ comprehension of narrative texts.
ACTIVITIES, TASK TYPES AND DIGITAL TOOLS IN THE SENIOR HIGH SCHOOLS TEXTBOOKS Harry Brata; Supeno; Enny Nurcahyawati
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.v8i2.256

Abstract

This study analyzed the activities, task types, and digital tools in two English textbooks: the 2013 Curriculum by Utami Widiati et al. and the Merdeka Curriculum’s Life Today by Susanti Retno Hardini et al. Using a qualitative approach and frameworks like Bloom's revised taxonomy, findings show the 2013 book emphasizes remembering (32%) and understanding (29%), with a focus on reading (44%) and speaking (21%), using digital access tools (100%). The Merdeka book emphasizes understanding (35%) and evaluating (20%), with reading (46%) and writing (21%), and slightly broader digital use (91% access, 6% interaction). The study suggests balancing skills and enhancing digital integration.
TEACHERS' AND STUDENTS' STORIES OF FLIPPED LEARNING IN EFL EDUCATION Anisa Mahendrawati Mahendra; Supena; Hanna Sundari
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.v9i1.287

Abstract

This study looks into how teachers and students perceive flipped learning when teaching English as a Foreign Language (EFL), with an emphasis on engagement, attitudes and instructional strategies at two State Vocational High School in Tasikmalaya. Data were gathered using narrative inquiry design, using semi-structured interview and narrative frame of five English teachers and five vocational students. Thematic study found that flipped learning improved engagement in the behavioral, emotional, cognitive, and reflective, and social aspect. Overall attitudes toward flipped learning were positive, with emphasis on usefulness, autonomy, engagement, motivation and satisfaction. Instructional strategy combined pre-class with active in-class activities, demonstrating flipped learning's transformative potential in vocational EFL context.
CULTURAL CATEGORIES, CULTURAL DIMENSIONS, AND GENDER REPRESENTATION IN ENGLISH TEXTBOOKS FOR SENIOR HIGH SCHOOL Tasyaa Arridhawati; Mayang Pipit
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.v8i3.289

Abstract

Diverse cultural context and representation of gender equality in English textbooks are able to support students in achieving intercultural communicative competence, also critical and creative thinking ability according to the Independent Curriculum English learning objectives. Thus, this research aims to investigate cultural categories, cultural dimensions, and gender representation in Independent Curriculum English textbooks “Life Today” and “Pathway to English” for senior high school using qualitative content analysis method and theoretical frameworks; cultural categories (Chao, 2011), cultural dimensions (Moran, 2001), and gender representation (Porreca, 1984). The result findings revealed that the universality across culture dominated cultural categories representation, practices and products dominated cultural dimensions representation, and male representation dominated gender representation. Therefore, the learning materials need to be improved by providing more diverse cultural context and no to contain gender bias.
THE EFFECTS OF LEARNING MODEL AND SELF LEARNING TOWARDS STUDENTS' SPEAKING SKILLS Euis Ratnawati; Muljani A. Nurhadi
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.v8i2.300

Abstract

This study investigates the effects of the Learning Model and Self-Learning towards senior high school students’ speaking skills, as well as their interaction in improving performance. Employing a 2x2 factorial experimental design, the research compared an experimental group using the YouTube-mediated Project-Based Learning (PjBL) model with a control group applying the traditional learning model. Data were collected through pretest and posttest speaking assessments and questionnaires measuring self-learning. Results reveal that both the Learning Model (F=47.374, p<0.05) and self-learning (F=282.048, p<0.05) significantly affect speaking skills. Moreover, their interaction is also significant (F=4.076, p<0.05). Posttest outcomes show higher speaking scores for the experimental group (M=86.31) than the control group (M=82.14), with a significant mean difference (p=0.003). These findings suggest that YouTube-mediated PjBL combined with self-learning effectively enhances speaking skills and can be recommended for broader implementation in senior high schools.
AN ANALYSIS OF THINKING SKILLS AND TASK TYPES IN THE TEXTBOOK “ENGLISH IN MIND” AND “BRIGHT AN ENGLISH” Dewiwati Dewiwati; Gustaman Saragih; Hanna Sundari
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.v8i3.309

Abstract

This research aims to assess the integration of thinking skills and evaluate writing task types in the textbooks English in Mind and Bright an English. Using a qualitative method, it applies Revised Bloom’s Taxonomy to identify thinking levels and Paul Nation’s theory to classify task types. The researcher collected the data in March 2025  and analyzed the data for two and half months.The results show that in English in Mind, 64.3% of tasks reflect Medium Order Thinking Skills (MOTS), 32.1% High Order Thinking Skills (HOTS), and only 3.6% Low Order Thinking Skills (LOTS). It primarily features guided tasks (77.8%) and some experience tasks (22.2%), with no shared or independent tasks. In contrast, Bright an English includes 50% MOTS, 42.9% HOTS, and 7.1% LOTS. Task types are more varied: 28.6% experience, 25% shared, 42.8% guided, and 3.6% independent. These results indicate that Bright an English better promotes critical thinking, creativity, collaboration, and autonomy—supporting 21st-century learning goals beyond language accuracy.
THE EFFECT OF WRITING APPREHENSION AND SELF-REGULATED LEARNING TOWARDS EFL STUDENTS DESCRIPTIVE TEXT WRITING SKILLS (A Survey at Private Islamic Junior High Schools in South Tangerang) waluyo; Hasbullah; Rifari Baron
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.v8i2.372

Abstract

This study examined how writing apprehension and self-regulated learning influence students’ ability in writing descriptive texts at private Islamic junior high schools in South Tangerang. Using a quantitative survey design, 90 students were chosen through proportional random sampling. Data were collected with three instruments: a questionnaire on learning strategies, a scale of reading interest, and a descriptive writing test. Multiple regression analysis revealed three key findings: (1) writing apprehension significantly affected descriptive writing skills (Sig. = 0.037; t = 2.331), (2) self-regulated learning also had a significant influence (Sig. = 0.019; t = 2.567), and (3) both variables together strongly contributed to writing achievement (Sig. = 0.000; F = 96.161). Overall, the study highlights that internal learning factors and self-regulation are crucial in improving students’ English descriptive writing performance.
THE EFFECTS OF PERCEPTION ON FREE WRITING TECHNIQUE AND CRITICAL THINKING TOWARDS STUDENTS ENGLISH DESCRIPTIVE TEXT WRITING SKILL (A Survey at Private Islamic Junior High Schools In South Tangerang) Zahra Fauziyyah Akmal; Hasbullah; Irwan Agus
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.v8i2.376

Abstract

The aim of this research is to describe the effects of perception on the use of free writing technique and critical thinking in learning activities—both simultaneously and individually—on students’ English descriptive text writing skills. It also investigates the individual influence of students' perception toward teacher feedback and self-regulated learning on their writing skills. The study was conducted in private Islamic junior high schools (Madrasah Tsanawiyah) in South Tangerang during the 2024/2025 academic year. The research method used was a survey, involving a sample of 90 respondents. Data collection was carried out through questionnaires and descriptive text writing tests in English. The results indicate that: (1) There is a significant simultaneous effect of students’ perception of teacher feedback and self-regulated learning on their descriptive text writing skills (Sig = 0.000 < 0.05, F = 91.062); (2) There is a significant effect of students’ perception of free writing technique on their descriptive text writing skills (Sig = 0.040 < 0.05, t = 2.854); (3) There is a significant effect of critical thinking on students’ descriptive writing performance (Sig = 0.049 < 0.05, t = 2.478). These findings suggest a recommendation for English teachers to improve students’ English descriptive writing skills at the junior high school level in South Tangerang by focusing on enhancing the quality of feedback and promoting self-regulated learning.

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