cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Sulhan
Contact Email
sulhanmuhammad20@gmail.com
Phone
+6285814878301
Journal Mail Official
journal.inference@gmail.com
Editorial Address
https://newjournal.lppmunindra.ac.id/index.php/inference/editorial_team
Location
Kota adm. jakarta selatan,
Dki jakarta
INDONESIA
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
 4   5   6   7   8 
THE EFFECTS OF ACADEMIC SELF-EFFICACY AND VOCABULARY MASTERY TOWARDS STUDENTS’ READING SKILL (IN EXPOSITORY) Apriyani Rovita; Gustaman Saragih; Rifari Baron
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.v9i1.2581

Abstract

This study examines the effects of academic self-efficacy and vocabulary mastery towards students’ reading skills in expository text at private Madrasah Tsanawiyah schools in Rumpin, Bogor Regency, West Java. Employing a quantitative correlational design, the study involved 91 eighth grade students from three schools. Data were collected using an academic self-efficacy questionnaire, a vocabulary mastery test, and an expository reading comprehension test, and analyzed with SPSS. Results indicate that academic self-efficacy (M = 107.60) and vocabulary mastery (M = 103.58) were categorized as very good, whereas expository reading skills (M = 19.77) were very low. Multiple regression analysis revealed that both predictors jointly exerted a significant effect on reading skills (R = 0.796, R² = 0.633, p < .001), accounting for 63.3% of the variance. Individually, academic self-efficacy (β = 0.502, p = .001) and vocabulary mastery (β = 0.313, p = .036) significantly predicted reading performance.
A TRANSLATION ANALYSIS OF THE IDIOMATIC EXPRESSIONS IN CASSANDRA CLARE’S MORTAL INSTRUMENTS: CITY OF BONES Azarel Angeline Rinanto Rinanto; Esriaty Sega Kendenan
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.v9i1.2598

Abstract

This study aims to analyze the translations of idioms from English into Indonesian in The Mortal Instruments: City of Bones novel, through examining three specific aspects: idioms identification, translation strategies, and translation accuracy. A qualitative approach by content analysis was employed for data collection and analysis. The findings revealed 53 idioms in the Source Text (ST). The result of this study shows that only two out of six translation strategies were implemented. Paraphrasing was the most frequently applied strategy; by contrast, omission of the entire idiom strategy occurred least often. Additionally, other strategies were also observed beyond the framework, namely, literal translation and mistranslation. The majority of the idioms' intended meaning are accurately retained and classified as accurate in the target text. In conclusion, the application of paraphrasing in novels consistently proves its efficacy in achieving accuracy that maintains intended meaning.
NAVIGATING THE 21ST CENTURY: CRITICAL THINKING AND DIGITAL LITERACY IN INDONESIAN EFL TEXTBOOKS Ria Triana; Supeno; Rina Husnaini Febriyanti
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.v9i1.2669

Abstract

This study examines critical thinking skills and digital literacy in two Indonesian EFL textbooks: English for Nusantara and Bright an English. Using a qualitative descriptive content analysis framed by the SOLO Taxonomy and Pegrum et al.’s digital literacy domains, the research evaluates cognitive levels and pedagogical implications for critical reading. Findings indicate that English for Nusantara heavily concentrates Higher-Order Thinking Skills (HOTS) in productive skills (writing ≈93%, speaking ≈83%) while maintaining Lower-Order Thinking Skills (LOTS) in receptive tasks. It demonstrates a strong, explicit approach to multimodal and critical/extended abstract literacy. Similarly, Bright an English favors HOTS in productive skills but remains dominated by LOTS in listening (≈9% HOTS). While both books support digital literacy, English for Nusantara shows greater alignment with extended abstract levels. The study recommends a pedagogical shift toward "text-to-context" bridging and increased HOTS integration in receptive skills to ensure balanced cognitive development in EFL classrooms.
THE REPRESENTATION OF LANGUAGE IDEOLOGY AND MORAL VALUE IN “BRIGHT AN ENGLISH” BY NUR ZAIDA AND “INTERACTIVE ENGLISH” BY KENNETH W. AMENT, ETALL ahmad Gundar; Gustaman Saragih; Supadi
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.v9i1.2673

Abstract

This research is aimed to assess the representation of language ideology and moral values in two English textbooks for junior high school students in Indonesia, namely Bright an English by Nur Zaida and Interactive English by Kenneth W. Ament et al. Using a qualitative approach grounded in Critical Discourse Analysis (CDA), the study analyzes selected texts, dialogues, and learning activities to examine how English is ideologically positioned and how moral values are constructed. The findings show that Bright an English strongly emphasizes English as a language of global communication and social mobility, with representations of the status of English in social life accounting for 78.26% (36 occurrences) of the total language ideology data, followed by values associated with using English (8.69%, 4 occurrences), identity linked to English proficiency (8.69%, 4 occurrences), and hierarchical representations between English and other languages (4.36%, 2 occurrences). Moral values in Bright an English are mostly embedded implicitly within general and secular narratives. In contrast, Interactive English integrates moral values more explicitly through communicative tasks emphasizing honesty, respect, cooperation, and responsibility; however, it similarly reflects a dominant ideology that associates English proficiency with modernity and positive social identity. Despite their pedagogical strengths, both textbooks provide limited representation of multilingual identities and boarding school-based moral perspectives. The study concludes that critical mediation and contextual adaptation are necessary to align English textbook use with the moral, cultural, and linguistic needs of Islamic boarding school contexts.
THE EFFECT OF PERCEPTION OF LEARNING METHODS AND VOCABULARY MASTERY ON NARRATIVE TEXT READING SKILLS (SURVEY AT PUBLIC JUNIOR HIGH SCHOOLS IN BOGOR REGENCY) gladys putrisari santosa; Oom Rohmah; Nurjanah
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.v9i2.2693

Abstract

English narrative text writing skills are still a challenge for junior high school students, especially because students' perceptions of the learning methods used are not optimal and their vocabulary mastery is still limited. The jigsaw method as a visual-based learning method is believed to be able to increase students' learning motivation and reading ability through active involvement in the text composition process. This study aims to determine the effect of perceptions of the jigsaw learning method and vocabulary mastery on English narrative text writing skills. This study uses a quantitative method with a survey approach and correlational design. The research sample consisted of 87 state junior high school students in Bogor district, selected using the Slovin formula with a 10% error rate. Data analysis was carried out using multiple linear regression to test the relationship between variables. The results showed that the correlation coefficient value was 0.802. Both variables simultaneously had a significant effect on descriptive text writing skills with a significance value of 0.001 with a calculated F of 23.873, which indicates a simultaneous significant influence between perceptions of learning methods and vocabulary mastery on narrative text reading skills. Partially, the perception of the Jigsaw learning method has a regression coefficient of 0.350 with a t-value of 3.671 and a significance of 0.001, while vocabulary mastery has a regression coefficient of 0.373 with a t-value of 3.737 and a significance of 0.001. Based on these results, it can be concluded that positive perceptions of the Jigsaw learning method and good vocabulary mastery are important factors in improving English descriptive text reading skills in junior high school students in Bogor Regency.
THE EFFECTS OF VOCABULARY AND GRAMMAR MASTERY TOWARDS STUDENTS’ SKILLS IN READING EXPOSITORY TEXTS nurhayani; Gustaman Saragih; Rifari baron
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.v9i2.2922

Abstract

This study examines the effects of vocabulary mastery and grammar mastery on students’ ability to read expository texts. The research employed a quantitative survey design using multiple regression analysis. The participants consisted of 85 students from two state senior high schools in East Jakarta selected through random sampling. Data were collected through three instruments: a vocabulary mastery test, a grammar mastery test, and a reading comprehension test focusing on expository texts. The data were analyzed using descriptive statistics and multiple regression analysis with the help of SPSS version 22. The results indicate that vocabulary mastery and grammar mastery simultaneously have a significant effect on students’ reading skills (Sig = 0.000 < 0.05; F = 33.734). The coefficient of determination (R² = 0.451) shows that both variables contribute 45.1% to students’ reading skills. Individually, vocabulary mastery contributes 20.66%, while grammar mastery contributes 24.44%. These findings highlight the importance of strengthening students’ vocabulary knowledge and grammatical competence in improving reading comprehension. 
EXPLORING STUDENTS’ PRACTICES AND PERCEPTIONS OF IMPLEMENTING GENRE-BASED LEARNING (GBL) IN DIFFERENTIATED LEARNING FOR WRITING SKILL DEVELOPMENT Risyandi; Hanna Sundari; Gustaman Saragih
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.v9i1.2950

Abstract

 This qualitative study examines students' practices, perceptions, and challenges in learning English writing through Genre-Based Learning (GBL) and Differentiated Instruction (DI) in two Senior High Schools in Bekasi Regency. Using classroom observation and semi-structured interviews with twenty students, the research explores how genre writing steps, model texts, and differentiated tasks support the development of writing skills. The findings indicate that GBL and DI help students understand text structure, construct clearer sentences, and generate ideas more effectively. Students perceived the instructional guidance as clear and supportive, and reported increased motivation when writing tasks were varied, collaborative, and aligned with their ability levels. However, students also experienced difficulties, including limited vocabulary, grammatical challenges, spelling errors, and adjusting to different writing genres. To overcome these barriers, they employed various strategies, including using dictionaries, searching for examples online, and seeking assistance from teachers or peers. This study provides practical implications for English teachers to integrate structured guidance and differentiated support in writing lessons. It also contributes to existing literature by demonstrating how GBL and DI can enhance writing competence and learner engagement in the Indonesian EFL high school context.
ANALYSIS OF HIGHER ORDER THINKING SKILLS (HOTS) AND CHARACTER EDUCATION VALUES IN ENGLISH TEXTBOOKS FOR GRADE X SEMESTER 1 IN CURRICULUM 2013 AND MERDEKA CURRICULUMm Dwi Wahyu Auwalia Syahruramadhan; hanna sundari; Hasbullah
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.v9i1.3042

Abstract

This study analyzes the integration of Higher Order Thinking Skills (HOTS) and character education values in English textbooks for Grade X Semester 1 within Curriculum 2013 and the Merdeka Curriculum. Employing qualitative content analysis, this research utilized a checklist instrument based on the Revised Bloom’s Taxonomy (analyzing, evaluating, creating) and character education indicators (religiosity, nationalism, independence, integrity, cooperation). Data were collected from two textbooks officially issued by the Ministry of Education. The results indicate that the Merdeka Curriculum textbook incorporates a higher proportion of HOTS-based activities (45%) compared to Curriculum 2013 (32%), which remains dominated by LOTS. Regarding character education, both textbooks represent core values, yet the Merdeka Curriculum provides explicit alignment with the Profil Pelajar Pancasila. Findings suggest that the Merdeka Curriculum textbook is more effective in supporting 21st-century skills, although improvements in contextual task design are still needed.
MORAL AND SOCIAL VALUES IN THE MOVIE "RISE" AND THE MOVIE "YOUNG WOMAN AND THE SEA" AND THEIR IMPLICATIONS FOR ENGLISH LEARNING IN HIGH SCHOOL Baby Chintya Pangaribuan; Soenarjati Djajanegara; Nurjanah
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.v9i2.3114

Abstract

This study aims to demonstrate the moral and social values in  Akin Omotoso's Rise and Joachim Rønning'  s Young Woman and the Sea.In analyzing moral values, the author applies the theory of Sulistyorini (2011) and analyzes social values, the author applies the theory of Türkkahraman (2014). The findings of this study contained 40 data on moral values in the film Rise and the film Young Woman and the Sea which were divided into 3 categories, namely individual morality amounting to 17 data or 42%, social morality amounting to 16 data or 40% and religious morality amounting to 7 data or 18%. The findings of this study were 38 data on social values in the film Rise and the film Young Woman and the Sea which were divided into 4 categories, namely honesty amounting to 9 data or 24%, perseverance amounting to 14 data or 37%, helpfulness amounting to 11 data or 29% and politeness amounting to 4 data or 10%. The most dominant values are individual morality and social values of perseverance.
EXPLORING JUNIOR HIGH SCHOOL STUDENTS’ TRUST AND DEPENDENCY TOWARD CHATGPT IN LEARNING ENGLISH Damai Nugroho; Seful Bahri
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.v9i1.3134

Abstract

This study explores junior high school students’ trust and dependency toward ChatGPT in learning English within an Indonesian EFL context. Using a qualitative design, three students who frequently used ChatGPT were selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings reveal that students develop conditional trust, recognizing both the usefulness and limitations of ChatGPT. Dependency varies from supportive use to strong reliance, with some students showing reduced confidence without AI assistance. While ChatGPT improves learning efficiency and accessibility, excessive reliance may reduce students’ cognitive engagement and independent problem-solving. The study highlights the importance of guided and critical use of AI tools to support learner autonomy while preventing overdependence.

Page 6 of 8 | Total Record : 77

 4   5   6   7   8 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 9 No. 2 (2026): INFERENCE: Journal of English Language Teaching Vol. 9 No. 1 (2026): INFERENCE: Journal of English Language Teaching Vol. 8 No. 3 (2025): INFERENCE: Journal of English Language Teaching Vol. 8 No. 2 (2025): INFERENCE: Journal of English Language Teaching Vol. 8 No. 1 (2025): INFERENCE: Journal of English Language Teaching