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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
 1   2   3   4   5 
EXPLORING ENGLISH TEACHERS' PERCEPTIONS ON TEACHING STRATEGIES AND TEACHING PRACTICES IN DEVELOPING STUDENTS' COMMUNICATIVE COMPETENCE Sa'adatul Fitriani; Sumaryoto Sumaryoto; 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.v8i2.383

Abstract

The purpose of this research is to explore English teachers’ perceptions of teaching strategies and instructional practices in developing students’ communicative competence. The research employed a descriptive qualitative approach. Data were obtained through semi-structured interviews and classroom observations involving seven English teachers from two public junior high schools in Mauk District, Tangerang Regency. The data were analyzed thematically using method triangulation to ensure validity. The results revealed that 71.43% of teachers perceived communicative competence as the ability to use English in real-life contexts. Meanwhile, 14.29% held a balanced view between communicative and grammatical aspects, and another 14.29% still emphasized grammatical accuracy. However, among the 13 observed teaching practices, only 38.46% involved group discussions or pair work, 30.77% used role-play or real-life simulations, 15.38% applied storytelling or presentations, and 15.38% still implemented grammar-based approaches. These findings indicate a gap between teachers' perceptions and their actual classroom practices. Although the teachers demonstrated a strong understanding of the importance of communicative approaches, their implementation remains limited due to structural and pedagogical constraints. It can be concluded that while most teachers show positive perceptions toward communicative teaching strategies, their classroom application is not yet optimal.
THE EFFECTS OF PERCEPTIONS ON LEARNING MODELS AND STUDENTS’ ATTITUDES TOWARDS READING SKILLS. DHANI ADHITYA; Sunar Abdul Wahid; Tatan Zenal Mutakin
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.v9i1.396

Abstract

This study investigates the effects of perceptions on learning models and students’ attitudes towards reading skills at private vocational high schools in Depok City, Indonesia. Recognizing the pivotal role of reading proficiency in academic and career success, the research aims to understand how cognitive and affective factors contribute to reading skill development. Employing a quantitative survey approach, data were collected from 90 eleventh-grade students using validated questionnaires and standardized reading tests. Statistical analyses, including multiple regression, revealed significant simultaneous effects of perceptions and attitudes on reading skills, accounting for 17.3% of the variance. Students' attitudes exhibited a stronger influence (35.5% contribution) compared to perceptions of learning models (20.1%). These findings underscore the necessity for vocational education programs to foster positive attitudes and implement engaging, context-relevant learning models to enhance reading competencies. Future research might explore additional variables influencing reading achievement and intervention effectiveness in diverse educational settings.
THE EFFECTS OF TEACHING MEDIA AND CREATIVE THINKING TOWARDS STUDENTS’ WRITING SKILLS Siti Nur Vadilah; Supeno; Asep Musliman
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.v9i1.515

Abstract

This research looks at how pupils' writing abilities at Islamic junior high schools are affected by media instruction and creative thinking exercises. Using a two-factor experimental approach, 60 students were chosen as samples. A two-way ANOVA with SPSS 22 was used to evaluate the data after it was gathered using a writing test and a creative thinking questionnaire. The data analysis reveals that both teaching media and creative thinking are significant variables. less than 0.05. The results show that both alone and in combination, teaching media and creative thinking have a major impact on writing abilities, which helps students become better writers.
THE INFLUENCE OF PERCEPTION OF LEARNING MEDIA AND VOCABULARY MASTERY ON THE SKILL IN WRITING RECOUNT TEXT (A SURVEY AT PRIVATE JUNIOR HIGH SCHOOLS IN KARAWANG REGENCY) Cecep Gaos; Oom Rohmah Syamsudin; Andri Suryana
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.v9i1.520

Abstract

This study investigates the influence of students' perceptions of Google Sites-based learning media and vocabulary mastery on their skills in writing recount texts in English. Utilizing a correlational survey method, the research sampled 84 students from private junior high schools in Karawang Regency. Statistical analysis showed a significant combined effect of perceptions of the learning media and vocabulary mastery on writing skills (F=71.521, p<0.05). Separately, both perception of Google Sites media and vocabulary mastery significantly influenced recount writing skills (t=7.380 and t=4.154 respectively, p<0.05). These findings highlight the importance of integrating digital media perceptions and vocabulary development in improving English writing proficiency.
LEARNING MODEL AND LEARNING INDEPENDENCE: THEIR EFFECT ON DESCRIPTIVE TEXT WRITING SKILL Nurotul Jannah; Sunar Abdul Wahid; 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.v9i2.550

Abstract

The purpose of this study is to determine and test the hypothesis of the effect of learning models and learning independence on the descriptive text writing skills of students at junior high school in Serang City. The method used is the experimental method by providing different types of treatment to two groups of students. Data analysis used descriptive statistics, normality tests, homogeneity tests, and two-way analysis of variance (ANOVA). The results of hypothesis testing obtained the following conclusions: 1)There is a significant effect of the Learning Model on the Descriptive Text Writing Skills, as indicated by significance value of 0,000< 0,05 dan FCount 25,840. 2)There is a significant effect of the learning independence on the descriptive text writing skills, as indicated by significance value of 0,000< 0,05 dan F Count 16,674. 3)There is a significant interactive effect of the learning model and learning independence on the descriptive text writing skills, as indicated by significance value of 0,028 < 0,05 dan FCount 5,063. The results of this study are useful for improving descriptive text writing skills and student learning independence as well as better understanding the effect of learning models in classroom teaching for teachers.
EXPLORING SELF LEARNER IN EFL LEARNERS’ SELF-DIRECTED READING COMPREHENSION THROUGH DUOLINGO (A NARRATIVE INQUIRY OF NOVICE LEARNERS FOR VOCATIONAL HIGH SCHOOL IN BOGOR) Muhammad Furqon Al Farizi; Supeno
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.v8i3.763

Abstract

This study explores Duolingo as a Mobile-Assisted Language Learning platform to support self-directed reading comprehension among vocational high school students. Using a qualitative descriptive design, data were collected through interviews, classroom observations, and document analysis. The findings show that Duolingo’s interactive and gamified features increase student engagement and motivation, aiding the use of reading strategies like contextual guessing and self-reflection to enhance comprehension. Challenges include limited vocabulary, inconsistent motivation, and technical issues, which impact autonomous learning. The study highlights the need for teacher training to integrate technology with pedagogical methods and for creating a supportive environment that promotes learner autonomy. These insights inform the effective application of technology-enhanched self-directed learning in EFL settings, supporting adaptive English language teaching
IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN TEACHING ENGLISH SPEAKING SKILLS WITHIN THE MERDEKA CURRICULUM (A Qualitative Research At Junior High School  in South Jakarta) Fajry Raehana Syarif; Supadi
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.v8i3.764

Abstract

This qualitative study aims to describe the Implementation of Differentiated Instruction (DI) in teaching English speaking skills within the Merdeka Curriculum at the junior high school level. The research addresses the need for adaptable learning strategies that cater to diverse student abilities, interests, and needs, promoting optimal development for every learner. Using a descriptive qualitative method, data was collected through observation, interviews, and documentation at El-Syifa Junior High School and Jagakarsa Junior High School in South Jakarta. The subjects were English teachers and eighth-grade students. Inductive analysis showed that teachers implemented DI through variations in content, process, and product. Specific strategies included role-play, discussion, group presentations, and providing choices in expressing learning outcomes. Students reported that this approach boosted their speaking skills, motivation, and confidence, making previously passive students more active. However, challenges identified included time constraints, large class sizes, and wide ability gaps. Overall, the findings confirm that DI is an effective approach for supporting the Merdeka Curriculum's emphasis on freedom, flexibility, and the development of individual potential.
THE ANALYSIS OF MORPHOLOGICAL AND SYNTACTIC FEATURES ON JOURNEY TO THE CENTRE OF THE EARTH NOVEL BY JULES VERNE AND DOWN AND OUT IN PARIS AND LONDON NOVEL BY GEORGE ORWELL AND ITS UTILIZATION AS ENGLISH TEACHING MODULE FOR JUNIOR HIGH SCHOOL STUDENTS Haki Mariyam Sholikah Suganda; Hanna Sundari; Nurjanah
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.v8i3.776

Abstract

This research aims to analyze morphological features and syntactic features in journey to the centre of the earth  and down and out in paris and london and its utilization as english teaching module for junior high school students. The background of this research is junior high school students not only obtaining moral value from the novel but they can obtain knowledge about morphological features and syntactic feature in journey to the centre of the earth novel by Jules Verne and down and out in paris and london novel. this research is classify, identify and describe about morphological features namely derivation and inflection and also syntactic features namely syndetic coordination and asyndetic coordination. The data collected by analyzed , identified, documentation and observation. The result of this research is discovered morphological features and syntactic features in journey to the centre of the earth novel and down and out in paris and london.
THE EFFECT OF PERCEPTION ON LEARNING MODEL AND SELF-EFFICACY TOWARD READING SKILL Ferra Junita; Sumaryoto; Imam Suseno
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.v8i2.872

Abstract

The purpose of this study was to determine: 1) The combined effect of perceptions of learning models and self-efficacy on reading comprehension skills among students at public junior high schools in Tangerang Regency. 2) The effect of perceptions of learning models on reading comprehension skills among students at public junior high schools in Tangerang Regency. 3) The effect of self-efficacy on reading comprehension skills among students at public junior high schools in Tangerang Regency. The method used in this study was a survey method with a correlational quantitative approach. The population in this study were seventh grade students at SMP Negeri 4 Tigaraksa and SMP Negeri 1 Tigaraksa, totaling 636 students, and the sample size was 86 students. Research results: 1) There is a significant influence of perceptions of learning models and self-efficacy together on reading comprehension skills among public junior high school students in Tangerang Regency. This is evidenced by a Sig. value of 0.000 < 0.05 and F count = 99.305. 2) There is a significant effect of perceptions of learning models on reading comprehension skills among public junior high school students in Tangerang Regency. This is evidenced by a Sig. value of 0.000 and a t-value of 7.713. 3) There is a significant effect of self-efficacy on reading comprehension skills among public junior high school students in Tangerang Regency. This is evidenced by a Sig. value of 0.000 < 0.05 and a t-value of 3.987.
CULTURAL INTEGRATION IN THE TRANSLATION PROCESS: UNIFYING SEMANTICS, MORPHOSYNTAX, AND PRAGMATICS puput anggun; Lidhya Zulyani; Rury Fadilah Anwar; Refika Andriani
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.v8i3.904

Abstract

 This study investigates the role of cultural integration in translation by synthesizing findings from twenty peer-reviewed journal articles published between 2020 and 2025. Using a Systematic Literature Review (SLR) method, the research explores how cultural mediation unites the semantic, morphosyntactic, and pragmatic dimensions of translation. The results reveal that culture-bound and idiomatic translation dominates recent scholarship (60%), followed by pragmatic (25%) and morphosyntactic (15%) approaches. These findings indicate that effective translation requires not only linguistic accuracy but also cultural and ethical awareness. Emerging trends such as eco-translation and AI-assisted translation demonstrate a growing interdisciplinarity in translation studies. The study concludes that translators function as cultural negotiators, bridging language, technology, and ethics to ensure communicative coherence across cultures. Future research is recommended to validate these findings through empirical and practice-based studies.

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