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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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ADDRESSING THE DISCONNECT REALIGNING THE ENGLISH CURRICULUM WITH GLOBAL WORKFORCE NEEDS muh mahrup zainuddin sabri sabri
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.v8i2.915

Abstract

This study analyses the gap between the English language education curriculum in higher education and the competency requirements of the global job market. Using a mixed-methods approach with a sequential explanatory design, data was collected through questionnaires administered to 20 graduates and 5 industry supervisors, followed by in-depth interviews and analysis of syllabus documents and job descriptions. The results reveal that 80% of graduates feel that the curriculum only prepares them for 40–50% of the skills needed in the workplace, with the largest gaps in English for Specific Purposes (ESP) and business communication. The industry perspective confirms that graduates need 6–12 months to become fully productive. Document analysis shows that only 30% of courses are practice-oriented. The study identified three factors determining work readiness: the availability of ESP courses, internship experience in global companies, and international certification. As recommendations, the study calls for the comprehensive integration of ESP (at least 40% of credits), the strengthening of certified internship programmes, and the establishment of sustainable strategic partnerships with industry. The implementation of these recommendations is expected to produce graduates who are not only academically excellent but also ready to face the challenges of the dynamic global job market.
AFFIRMATION PRACTICES ANDTEACHER FEEDBACK IN ENHANCINGSTUDENTS' SPEAKING SKILLS IN EFLCLASSES AMONG HIGH SCHOOLSTUDENTS Agus Gumilar; Hanna Sundari; Oom Rohmah Syamsudin
INFERENCE: Journal of English Language Teaching Vol. 8 No. 1 (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.v8i1.1384

Abstract

This research investigates the impact of self-affirmation practices and teacher feedback on students' speaking skills in EFL classes, focusing on students in grades XI at two vocational high schools in Karawang, Indonesia. Using a qualitative case study design, this research identifies the self affirmation practices that students employed before participating in classroom speaking activities. It also examines how teacher feedback, both corrective and encouraging, shapes students' perceptions and performance. The findings highlighted the importance of integrating self-affirmation and effective feedback in EFL classrooms, as well as the need for teacher training to create a supportive learning environment. This study has implications for EFLeducators, curriculum developers, and policymakers, showing that psychological reinforcement in language teaching can address students' emotional needs, leading to improved speaking proficiency and confidence.  
THE EFFICACY OF EXTENSIVE READING AND STUDENTS’ STRATEGIES IN READING COMPREHENSION ON TOEFL AT INDONESIA AVIATION POLYTECHNIC Eka Uliyanti Putri; Triyani Retno Putri Sari Dewi; Rizki Isfahani
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.v8i3.1407

Abstract

This study aimed to know the efficacy of extensive reading and find out the students’ strategies in answering TOEFL reading comprehension section of the Indonesia Aviation polytechnic. This study was categorized as a descriptive quantitative research. This study was conducted by the seventh semester students of Indonesia Aviation Polytechnic. There were three instruments in this research; test, questionnaire and interview. Based on the findings, the researcher finds some benefits from extensive reading. The benefits of extensive reading are that students learn more vocabulary, students become more motivated to read, students can learn more about grammar and extensive reading helps learners to build reading speed and reading fluency. Furthermore, the other result of analyzing data shows that many students had the highest score in the reading comprehension section on TOEFL. Most students use several strategies such as: skimming and scanning, predicting and re-reading.
GRAMMARLY AS A SELF-ASSESSMENT TOOL FOR EFL WRITING: INSIGHTS FROM PRE-SERVICE EFL TEACHERS Heri Mudra
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.v8i3.1456

Abstract

It is undisputable that Artificial Intelligence (AI) tool such as Grammarly has impacts on foreign language learning. This current study aimed to explore pre-service EFL teachers’ (PSTs) insights on the use of Grammarly as a tool in writing self-assessment. Six PSTs from English pedagogy department in one public university were involved in attending a semi-structured interview study. interview was the main method to collect data. the results revealed that Grammarly has both advantages and disadvantages when utilized as a tool for assessing writing. the advantages consisted of immediate feedback, enhanced writing skills, increased writing confidence, focus on higher-level skills, customized learning, accessibility and convenience, plagiarism detection, and learning resources. meanwhile, it was also disadvantageous that the PSTs consider Grammarly contains overreliance on technology, misinterpretations on suggestions, undermining creativity, subscription costs, privacy concerns, limited feedback on content, and potential reliance on correction. In short, the use of Grammarly for writing self-assessment should consider its strengths and weaknesses before its utilization.
EDUCATION MANAGEMENT AND SEMIOTICS IN ENHANCING CULTURAL UNDERSTANDING IN EFL LEARNING Supadi
INFERENCE: Journal of English Language Teaching Vol. 8 No. 1 (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.v8i1.1779

Abstract

This study aims to explore the role of education management through the use of semiotics in enhancing students’ understanding of cultural context in English language learning at the senior high school level in Jakarta. The unit of analysis comprises educational management policies and teaching strategies based on semiotic principles. This research employs a qualitative design with a descriptive approach. The data sources include English teachers, senior high school students, and policy documents related to teaching strategies. Data were collected through in-depth interviews, classroom observations, and document analysis. The collected data were then analyzed using thematic analysis to identify patterns in the implementation of semiotics in English language instruction. The findings indicate that the integration of semiotics into education management significantly enhances students’ comprehension of English by facilitating the interpretation of culturally relevant signs and symbols. This research contributes valuable insights into how semiotic approaches can be effectively incorporated into education management policies to improve the effectiveness of culturally contextualized language learning.
THE INFLUENCE OF PERCEPTION ON COMPUTER-ASSISTED LANGUAGE LEARNING AND SELF-EFFICACY ON VOCABULARY ACQUISITION: A SURVEY IN INDONESIAN VOCATIONAL HIGH SCHOOLS Aprilia A’isyah Larasita Ahmed; Syahfitri Purnama; Imam Suseno
INFERENCE: Journal of English Language Teaching Vol. 8 No. 1 (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.v8i1.1780

Abstract

The current study aims to investigate the influence of the perception of Computer-Assisted Language Learning (CALL) and self-efficacy on students' vocabulary acquisition. The research was conducted using the survey method. The population involved 11th-grade students from three public vocational high schools in Bekasi, Indonesia, with a sample of 84 students,and employed a simple random sampling technique. The instruments were questionnaires and a multiple-choice vocabulary acquisition test with 25 questions. The data was analyzed by a multiple regression. The results revealed that 1) There is a significant influence of perception on CALL and self-efficacy on students' vocabulary acquisition of Sig. 0.001 < 0.05 and F observed  = 173.975; 2) There is a significant influence of perception on CALL on students' vocabulary acquisition with the point of Sig.0.001 < 0.05 with t observed  = 13.086; 3) There is a significant influence of self-efficacy on students' vocabulary acquisition at with the amount of Sig. = 0.001 < 0.05 with t observed = 10.542. The implications of the present study might benefit in developing technology-based learning strategies and student self-efficacy to enhance vocabulary acquisition and support more innovative educational practices.
COMPARATIVE ANALYSIS OF DIRECT AND INDIRECT ILLOCUTIONARY ACTS IN COMMENCEMENT SPEECHES : A STUDY OF TAYLOR SWIFT (NYU 2022) AND MARIA RESSA (HARVARD 2024) Ridhaswari Isnainingrum Fatihah; Rifari Baron; Nurjanah
INFERENCE: Journal of English Language Teaching Vol. 8 No. 1 (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.v8i1.1781

Abstract

This study looks at how Taylor Swift and Maria Ressa use different types of speech acts in their commencement speeches at NYU (2022) and Harvard (2024). It focuses on five types: representatives, directives, commissives, expressives, and declaratives. Using a qualitative approach, the study explores how these speech acts are used directly or indirectly and how they shape the message and impact the audience. The results show that both speakers use different strategies to connect with their listeners, inspire them, and express personal or social values. This study also highlights how understanding speech acts can improve communication skills in English language learning, helping learners use language more effectively in real-life situations.
ENGLISH LANGUAGE ACQUISITION AMONG SCHOOL GRADUATES IN DIVERSE CURRICULUM SETTING Tri Achmad Efendi
INFERENCE: Journal of English Language Teaching Vol. 8 No. 1 (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.v8i1.1782

Abstract

This study aimed at investigating the English language acquisition among Indonesian school graduated from international, bilingual, and local curricula. To seek for the answer, this study employed a mixed-method approach, meaning that the researcher used questionnaire data from 28 participants with in depth interviews to gain information on how educationalbackground, home environment and social interaction factors influence their English proficiency. The findings revealed that early and consistent exposure to English- particularly through English Medium Instruction (EMI) in international school setting- contributed to participants’ higher fluency and confidence. However, other factors such as individual motivation and engagement with media and personal learning strategies played significant factors, even for those who were from local school settings. In conclusion, this study reflected that effective English acquisition is not determined merely by school type but also a combination of structured input, meaningful interaction, and learner agency. These findings provide implications for curriculumdevelopment and language policy in EFL context like Indonesia. 
THE EFFECT OF APPLYING HERRINGBONE TECHNIQUE ON SENIOR HIGH SCHOOL EFL STUDENTS’ ABILITY TO COMPREHEND NEWS ITEM TEXTS:  A QUASI-EXPERIMENTAL STUDY Ihsan Tanama Sitio; T. Thyrhaya Zein; David Berthony Manalu; Afdhalina4
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.v9i1.1891

Abstract

Reading comprehension remains a complex skill that imposes significant challenges on senior high school students. However, the application of Herringbone technique is deemed to be an effective way to address these challenges. Therefore, this study examines the effect of applying Herringbone technique on senior high school EFL students’ ability to comprehend news item texts as well as analyzes their attitudes towards learning English (reading comprehension of news item texts) using Herringbone technique. Quantitatively, this study employed a quasi-experimental with a pretest-posttest design to assess the effect and students’ learning progress. A pretest was given before treatments, while the posttest was given after the students were taught by applying Herringbone technique. In addition, a 5-point Likert scale questionnaire was also distributed to see the learning attitudes of the students’ in the experimental class. 70 eleventh-grade students from a state senior high school in Pematangsiantar, North Sumatra, were purposefully chosen as the sample in this study. It was revealed that the mean score of the experimental class (78.42) is higher than that of the control class (70.71). The score of the t-test (3.18) is also higher than the t-table (1.99) at a level of significance of 5% of two-tailed test, which means the null hypothesis is rejected and the alternative hypothesis is accepted. The result of the questionnaire also indicates that the students have good and positive attitudes towards learning English (reading comprehension of news item texts) using Herringbone technique. Thus, this study concludes that Herringbone technique could have a significant effect on senior high school students’ ability in comprehending news item texts.
THE DEVELOPMENT OF ENGLISH TEXTBOOK BASED ON ADDIE MODEL AT PJKR STUDI PROGRAM PGRI UNIVERSITY OF BANYUWANGI Arin Inayah; dimas priagung
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.v9i1.2025

Abstract

This study aimed to develop an English textbook for the Physical Education, Health, and Recreation (PJKR) Study Program using the ADDIE model. The research employed a research and development (R&D) approach, systematically implementing the Analysis, Design, Development, Implementation, and Evaluation stages. Needs analysis was conducted through questionnaires to identify students’ linguistic, pedagogical, and contextual requirements. The findings revealed the necessity for contextual, level-appropriate English materials emphasizing sports terminology, instructional language, academic reading, and professional communication. Based on these findings, the textbook was designed and developed with theme-based units, integrated language skills, contextual tasks, and visual supports relevant to the PJKR study program context. The textbook was then implemented through a limited try-out and evaluated by students, a material expert, and a language expert. The results showed that the textbook achieved a feasibility level of 78% from students (feasible), 74% from the material expert (feasible), and 82% from the language expert (very feasible). These results indicate that the developed textbook is pedagogically sound, relevant, and suitable for English textbook in PJKR Study Program. Overall, the study confirms that integrating ESP principles with the ADDIE model provides an effective framework for developing contextual, learner-centered instructional materials in higher education.

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