INFERENCE: Journal of English Language Teaching
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.
Articles
77 Documents
<![CDATA[EFL STUDENTS’ PERCEPTIONS OF NUMBERED HEADS TOGETHER ON THEIR SPEAKING ANXIETY ]]>
<![CDATA[Jefri Aris Munandar -]]>;
<![CDATA[Pasca Kalisa]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol. 9 No. 1 (2026): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v9i1.2030
<![CDATA[Speaking anxiety often becomes a major challenge for EFL students, leading to low willingness or confidence when speaking in English. Cooperative learning techniques have been suggested to address this issue. This study aims to investigate EFL students' perceptions of Numbered Head Together on their speaking anxiety. This study uses a descriptive qualitative method, with 58 students from a senior high school in Semarang. The data were gathered through a structured questionnaire using a five-point Likert scale and a semi-structured interview. The questionnaire data were analyzed descriptively to identify the response pattern, while the interview data were analyzed thematically. The findings indicate that students generally perceive NHT positively in reducing their speaking anxiety. The integration of the questionnaire and the interview findings shows that NHT creates a supportive learning environment, reduces the fear of negative evaluation, and fosters self-confidence in speaking activities.]]>
<![CDATA[STUDENT LANGUAGE ATTITUDE TOWARDS THE USE OF REGIONAL LANGUAGE AND INDONESIAN LANGUAGE AT INDRAPRASTA PGRI UNIVERSITY ]]>
<![CDATA[Memmy Dwi Jayanti]]>;
<![CDATA[Siti Muharomah]]>;
<![CDATA[Chadis]]>;
<![CDATA[Ahmad Muzaki]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol. 9 No. 1 (2026): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v9i1.2051
<![CDATA[Students as an intellectual group have a strategic role in preserving the regional language and Indonesian language. The purpose of this research is to describe how students' language attitudes towards regional languages and Indonesian languages with sociolinguistic studies. The method used in this study is descriptive qualitative with a sociolinguistic approach. The data collection technique used a questionnaire based on Gavin & Mathiot (2010), data analysis on the use of language associated with a language that is actively used indicates that the language is chosen by the speaker. The research results show that students at Indraprasta PGRI University, Jakarta have a good language attitude. The attitude towards the regional language is to be proud, preserve, and maintain so that the regional language can be passed down to the next generation through the process of regional language transition. This is important considering that the symptoms of language extinction begin when children have used other languages as a means of communication both in the family environment and at school. Meanwhile, the attitude of students towards the use of the Indonesian language has a positive tendency with an attitude of loyalty, pride, and awareness of language norms that consider the importance of the existence of the Indonesian language]]>
<![CDATA[AN ESP NEEDS ANALYSIS FOR TRAVEL VLOGGERS: EVIDENCE FROM VLOG DISCOURSE ]]>
<![CDATA[Brandon Hendry Kusuma]]>;
<![CDATA[Engliana]]>;
<![CDATA[Luciana]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol. 9 No. 1 (2026): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v9i1.2072
<![CDATA[The travel vlogger profession demands specific English language competencies for effective tourism promotion. This study aims to conduct a Needs Analysis for EFL vloggers through discourse analysis. Using six samples of Indonesian destination vlogs from YouTube, this study applies an analysis of rhetorical moves and linguistic features. The findings indicate a gap between the target situation (TSA) and the present situation (PSA); vloggers tend to only use basic narrative structures and underutilize directive expressions to provide recommendations that build rapport with viewers. Therefore, this study suggests a curriculum focused on mastering narrative scripts and recommendation phrases. This implementation is expected to bridge the skills gap and increase audience engagement in digital tourism promotion.]]>
<![CDATA[DELVING INTO EFL TEACHER LEARNING DEVELOPMENT: A SURVEY STUDY ]]>
<![CDATA[Heri Mudra]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol. 9 No. 1 (2026): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v9i1.2103
<![CDATA[It is noticed that learning not only refer to students, but also involve teachers whose task is to learning new knowledge as a part of professional teaching development. This study contributed on investigating EFL teachers’ perceptions regarding teacher learning process. Using a survey study, it invited 113 novice and experienced EFL teachers from both urban and rural Indonesia to participate in completing a questionnaire within two weeks. Descriptive statistics was promoted to estimate participants’ quantitative perceptions. As for the results, the participants disclosed either positive or negative perceptions, beliefs, and practices of four indicators of teacher learning, including Teacher cognition and beliefs, Teacher emotions, Teacher motivations, and Contextual variables. Although the participants emerged with different ideas about their learning responsibility, their perceptions regarding the importance of understanding new knowledge remained higher. It implies that the EFL teachers require continuous transformative integration of learning engagement that leads them to empower professional development as effective English teachers. ]]>
<![CDATA[THE INFLUENCE OF VOCABULARY AND GRAMMAR MASTERY ON STUDENTS’ READING COMPREHENSION ON DESCRIPTIVE TEXT ]]>
<![CDATA[Ratna Komala Dewi]]>;
<![CDATA[Oom Rohmah Syamsudin]]>;
<![CDATA[Nurjanah]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol. 9 No. 1 (2026): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v9i1.2359
<![CDATA[Reading plays an essential role in English as a Foreign Language (EFL) learning because it supports students’ understanding of vocabulary and grammar within texts. However, many junior high school students in Indonesia still experience difficulties in comprehending descriptive texts due to limited vocabulary and weak mastery of the simple present tense. Although previous studies have examined vocabulary and grammar separately, limited research has explored their combined influence on reading comprehension. This study investigates the effect of vocabulary mastery and simple present tense mastery on students’ comprehension of descriptive texts. A quantitative survey design was applied to students from public junior high schools in Banjarmasin selected through cluster random sampling. Three validated tests were administered: vocabulary, simple present tense, and reading comprehension. Multiple regression analysis revealed that both vocabulary and grammar mastery significantly affect reading comprehension, both individually and simultaneously, highlighting the importance of integrating linguistic components in reading instruction.]]>
<![CDATA[STUDENTS’ USAGE AND CHALLENGES OF GRAMMAR CONVENTIONS AND VOCABULARY IN WRITING RECOUNT ]]>
<![CDATA[Hermi Romika Sihotang]]>;
<![CDATA[Hanna Sundari]]>;
<![CDATA[Muhammad Sulhan]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol. 9 No. 1 (2026): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v9i1.2366
<![CDATA[Abstract: This research aims to identify students’ usage and challenges of English grammar conventions and vocabulary knowledge in writing recount text. It applied a descriptive qualitative design. The participants were 53 eleventh-grade students from SMKN in Bogor, and they were gained through purposive sampling. Data were collected through students’ writing, questionnaires, and interviews. The data were analyzed using the qualitative data analysis model consisting of data condensation, data display, and conclusion drawing. The result of this research showed that 44.52% of students are able to apply the usage of English grammar conventions in writing recount text appropriately, 55.5% faced problems. Then, 39.6% of students were able to apply the usage of vocabulary knowledge appropriately, and 60.4% faced problems. The research concludes that grammar mastery and vocabulary knowledge significantly influence students’ ability to write recount texts. Therefore, English teachers are encouraged to provide more focused instruction and practice. Keywords: Usage; Challenges; Grammar Conventions; Vocabulary. ]]>
<![CDATA[A COMPARATIVE ANALYSIS OF ILLOCUTIONARY ACTS AND FELICITY CONDITIONS IN THE MAIN CHARACTERS OF ENCANTO AND RAYA AND THE LAST DRAGON ]]>
<![CDATA[Sity Rohmah]]>;
<![CDATA[Mashadi Said]]>;
<![CDATA[Venny E. Meidasari]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol. 9 No. 1 (2026): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v9i1.2368
<![CDATA[This study aims to (1) identify and categorize the types of illocutionary acts used by the main characters in Encanto and Raya and the Last Dragon; (2) analyze the fulfillment and violation of felicity conditions; and (3) compare the two films based on pragmatic features. Using a descriptive qualitative method, the research examines the utterances of Mirabel and Raya. The findings show four types of illocutionary acts such as representatives, directives, commissives, and expressives while declarations do not appear. Mirabel mainly uses representatives, whereas Raya frequently uses directives. In terms of felicity conditions, most utterances meet the propositional content condition, although Mirabel shows more violations in sincerity and essential conditions than Raya. The comparison also highlights cultural differences in their communicative styles. These findings imply that film dialogues can serve as effective authentic materials for developing students’ pragmatic competence, particularly in understanding how intentions and context shape meaning.]]>
<![CDATA[HOW VOCABULARY AND GRAMMAR MASTERY SHAPE STUDENTS’ DESCRIPTIVE WRITING SKILLS IN ENGLISH CLASSROOMS ]]>
<![CDATA[Agus Haryanto]]>;
<![CDATA[Supeno]]>;
<![CDATA[Hasbullah]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol. 9 No. 2 (2026): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v9i2.2399
<![CDATA[This article discusses the importance of vocabulary and grammar mastery in improving junior high school students’ ability to write descriptive texts in English, particularly in East Jakarta. Writing descriptive texts requires the ability to select appropriate vocabulary and use accurate grammatical structures so that ideas can be conveyed clearly and coherently. Based on a survey and multiple linear regression analysis involving 87 students, the findings indicate that vocabulary and grammar mastery contribute significantly to students’ writing quality, both simultaneously and partially. Vocabulary mastery enriches content and expression, while grammar mastery supports sentence accuracy. These findings highlight the need for balanced instruction in both areas. With well-planned teaching strategies, strengthening vocabulary and grammar can effectively enhance students’ descriptive writing skills.]]>
<![CDATA[THE EFFECTS OF PERCEPTION ON TEACHERS' PEDAGOGICAL COMPETENCE AND TPACK TOWARDS STUDENTS ENGLISH SPEAKING SKILLS ]]>
<![CDATA[Indah Maharani Febrianti]]>;
<![CDATA[Hanna Sundari]]>;
<![CDATA[Tatan Zainal Mutakin]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol. 9 No. 2 (2026): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v9i2.2467
<![CDATA[This research aims to describe students’ English speaking skills at swasta junior high schools in Kec. Jatisampurna, Kota Bekasi, and examine their relation to students’ perceptions of English teachers’ pedagogical competence and TPACK. Using a quantitative survey design, the study involves 419 eighth-grade students as the population and 81 students selected through random sampling as the sample. The independent variables are teachers’ pedagogical competence (X1) and TPACK (X2), while the dependent variable is students’ English speaking skills (Y). Data were collected through a 30-item Likert-scale questionnaire and an oral speaking test, then analyzed using multiple linear regression. The results show significant combined effects of X1 and X2 on Y (Sig. 0.000 < 0.05; F = 22.051). Individually, pedagogical competence (Sig. 0.028; t = 2.240) and TPACK (Sig. 0.003; t = 3.064) both significantly affect speaking skills. TPACK has a stronger contribution than pedagogical competence in improving students’ English Speaking Skills.]]>
<![CDATA[THE INFLUENCE OF PERCEPTION OF LEARNING METHOD AND STUDENTS’ SELF-CONFIDENCE TOWARDS ENGLISH SPEAKING SKILL ]]>
<![CDATA[rahma donawanti Donawanti]]>;
<![CDATA[Syahfitri Purnama]]>;
<![CDATA[Imam Suseno]]>
<![CDATA[ INFERENCE: Journal of English Language Teaching Vol. 9 No. 1 (2026): INFERENCE: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/inference.v9i1.2542
<![CDATA[The study aims to overview the influence of perception of learning method and students' self confidence to improve English speaking skill at SMKN in Bogor Regency. Students' perception of teachers' less optimal implementation of learning method, as well as students' low self confidence, show an influence on their English speaking skill. The research method used a multiple linear regression approach. the sample was 92 participants, and the instruments used were questionnaires and speaking test. the results of the hypothesis test indicate that there are significant influences of perception of learning method and students' self confidence together on the improvement of English speaking skill. With a Sig value of 0.001 < 0.05. Likewise, both perception of learning method and students self confidence individually shows a significant influence to improve English speaking skill, with Sig value 0.025 < 0.05 and 0.001 < 0.05, Teachers need to improve the optimal use of learning methods and foster students' self confidence.]]>
