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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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STUDENT'S DIFFICULTIES IN UNDERSTANDING ENGLISH INSTRUCTION IN THE CLASSROOM Faza Amelia; 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.v9i1.3135

Abstract

Understanding classroom instructions is essential for effective learning in EFL contexts, yet many students face difficulties in comprehending them. This study aims to investigate students’ challenges in understanding English classroom instructions and identify the contributing factors. A descriptive qualitative design was employed, involving five junior high school students in Semarang, Indonesia, selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed four major factors affecting comprehension: instruction delivery, linguistic limitations, classroom environment, and affective conditions. Students struggled with fast-paced and unclear instructions, limited vocabulary, classroom noise, and anxiety when seeking clarification. These findings suggest that effective instructional delivery and supportive classroom environments are crucial for improving students’ understanding. Future research is recommended to involve larger participants and incorporate classroom observations to provide deeper insights into instructional practices in EFL settings.
THE INFLUENCE OF GRAMMARLY METHOD PERCEPTION AND VOCABULARY MASTERY ON ENGLISH NARRATIVE TEXT WRITING SKILLS Nailul Rahman; Oom Rohmah Syamsudin; Nina Dwiastuty
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.v9i2.3393

Abstract

The purpose of this study was to determine: 1) the influence of perceptions of the Grammarly method and vocabulary mastery together on English narrative text writing skills, 2) the influence of perceptions of the Grammarly method on English narrative text writing skills, and 3) the influence of vocabulary mastery on English narrative text writing skills. This study used a quantitative method with a survey approach and correlational design. The research sample consisted of 85 eighth-grade students of private junior high schools. The data analysis technique used was multiple linear regression. The results showed that perceptions of the Grammarly method and vocabulary mastery together had a significant effect on students' narrative text writing skills, with a sig value of 0.000 <0.05 and an F value of 110.136. Partially, perceptions of the Grammarly method had a positive and significant effect on writing skills with a sig value of 0.000 <0.05 and a t value of 7.268. Vocabulary mastery also had a positive and significant effect with a sig value of 0.000 < 0.05 and a t value of 8.210. Thus, these two variables play an important role in improving students' narrative text writing skills.
EXPLORING EFL STUDENTS’ SELF-REGULATED LEARNING IN COLLABORATIVE WRITING: A QUALITATIVE STUDY Maylina Aprillyani; Yousef Bani Ahmad; Khoirul Bariyyah
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.v9i2.3735

Abstract

This qualitative study explores how EFL students demonstrate self-regulated learning (SRL) in collaborative writing at the senior high school level. Guided by Zimmerman and Moylan’s (2009) cyclical SRL model and Lowry and Lowry’s (2004) collaborative writing procedures, this study employed observation, student notes documentation, and focus group discussions. The participants were six tenth-grade students from a senior high school in Karawang, West Java, Indonesia. The findings revealed that students demonstrated partial SRL behaviors across the forethought, performance, and self-reflection phases, with self-reflection emerging as the weakest phase. Several challenges were identified, including linguistic inferiority complex, limited background knowledge, individual writing preference, product-oriented pragmatism, and environmental constraints. Supporting factors included teacher scaffolding, peer co-regulation, technology use, environmental support, and individual motivation. The findings highlight the importance of strengthening reflective practices and structured support to foster students’ SRL in collaborative writing.
ENGLISH SPEAKING LEARNING NEEDS OF EFL STUDENTS: A NEEDS ANALYSIS Ati&#039;anah; Dwi Agustina
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.v9i2.3866

Abstract

Analyzing students’ learning needs is essential to ensure that teaching and learning activities are relevant and aligned with learners’ actual needs. Referring to the benefits of doing needs analysis, this study is important to conduct as it aimed to analyze English speaking learning needs of students at Pekalongan University along with their fulfillment. Employing a mixed-methods design with 60 respondents, the authors used questionnaires which then analyzed using descriptive statistics in SPSS and semi-structured interviews. The findings revealed that students had high speaking learning needs, including speaking confidence, mastery of vocabulary, grammar, and pronunciation, as well as communication skills with the mean scores of 4.33, 4.27 and 3.47 respectively. The fulfillment of these needs was categorized as high, with a mean of 3.47.  Even so, the interviews confirmed students’ concerns on the lack of practice opportunities. This finding suggests teachers to provide more speaking practices to enhance students speaking skills.
REAL EXPERIENCE OF JUNIOR HIGH SCHOOL STUDENTS IN LEARNING GRAMMAR USING SYNTAX TREE Dita Wahyu Pratiwi; Candraning Prihatini; Ahmad Syafiq
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.v9i2.3935

Abstract

Grammar is often difficult for junior high school students because they struggle to understand sentence structure and the relationships between words in a sentence. Therefore, this study aimed to explore students’ experiences of using tree diagram to analyze sentence structure in English grammar learning. This research employed a qualitative phenomenological design and selected one eighth-grade class consisting of 28 students. Data were collected through classroom observation, practice sessions, interviews, and documentation. The findings showed that students improved their understanding of sentence structure. They were able to identify basic sentence elements, such as subjects, predicates, and objects, and began to understand more advanced concepts, including noun phrases and verb phrases. However, some students still faced difficulties in labeling word classes and organizing diagram branches correctly. Overall, tree diagram helps students understand how words and phrases are connected within a sentence, supports students in understanding sentence structure, and develops their syntactic awareness.
IMPLEMENTING COOPERATIVE LEARNING IN DESCRIPTIVE TEXT WRITING AT JUNIOR HIGH SCHOOL: PROCESS, PERCEPTIONS, AND CHALLENGES Dian Wulandari; Fela Dafitri
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.v9i2.4048

Abstract

Many Indonesian students experience difficulties in writing descriptive texts due to limited vocabulary, weak grammar, and low motivation. This study examined the contribution of Cooperative Learning (CL) to students’ descriptive writing skills and the challenges of its implementation. A descriptive qualitative design was conducted at a junior high school in Karawang, Indonesia, involving one English teacher and seven ninth-grade student group leaders selected through purposive sampling. Data were collected through classroom observations and semi-structured interviews and were analyzed using thematic analysis. The findings showed that CL improved writing through idea sharing, peer feedback, and vocabulary enrichment while increasing students’ motivation, participation, and social skills. However, challenges such as unequal participation, language barriers, and classroom management issues remained. The study concluded that CL was an effective strategy for teaching descriptive writing when supported by balanced group participation and explicit language instruction.
CONDITIONED ALLOMORPH ANALYSIS IN DONALD TRUMP’S INAUGURAL SPEECHES TRANSCRIPTION: A MORPHOLOGICAL STUDY Aris Setiawan Muhammad; Intan Dwi Persada; Ria Dewi Hudayani; Ria Saparianingsih; Alyah Maspupah
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.v9i2.4058

Abstract

Abstract: This study aims to identify the types of conditioned allomorphs present in the official transcripts of Donald Trump's inaugural addresses and to determine the most frequently occurring type. The research is grounded in the importance of understanding morphological variation in English, particularly how morphemes alter based on phonological, grammatical, lexical, or suppletive conditioning. Employing a qualitative descriptive method, this study uses a morphological analysis theory as proposed by Katamba (1993). The researcher served as the primary instrument in data collection and analysis. The data source consisted of two official transcripts of Donald Trump's inaugural speeches, delivered on January 20, 2025, retrieved from The American Presidency Project archive. The analysis revealed four major types of conditioned allomorphs: (1) Phonologically conditioned allomorphs (320 data or 80,60%), observed in past tense markers, plural suffixes, and negative prefixes; (2) Grammatically conditioned allomorphs (49 data or 12,34%), found in irregular past tense forms, third-person singular present tense verbs, and relative pronouns; (3) Lexically conditioned allomorphs (1 data or 0,25%), occurring notably in plural forms marked with -en; and (4) Suppletive allomorphs (26 instances or 6,80%), distributed among comparative adjectives, irregular verbs, auxiliary verbs, plural nouns, ordinal numbers, demonstratives, and possesive pronouns. The most dominant type was phonologically conditioned allomorphs especially the variant allomorph /-z/ appearing 145 times demonstrating variation in pronunciation based on the phonetic environment of the root word. These findings suggest that morpheme variation in English is primarily influenced by phonological and grammatical contexts, which frequently cause confusion and mispronunciation among language learners.
EXPLORING TEACHERS’ STRATEGIES IN TEACHING ENGLISH VOCABULARY AT A VOCATIONAL HIGH SCHOOL IN KARAWANG Lokita Paloma Dewi; Fela Dafitri; Yousef Bani Ahmad
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.v9i2.4095

Abstract

Teaching English vocabulary is essential for preparing vocational school students to communicate in workplace settings. This study aimed to explore teachers’ vocabulary teaching strategies, the challenges they encountered, and how they addressed them. A qualitative case study design was employed involving two English teachers in Vocational High School in Karawang. Data were collected through classroom observations and semi-structured interviews and analyzed using thematic analysis. The findings revealed that teachers applied various strategies, including direct translation, repetition, memorization, role play, hangman games, differentiated learning, and social emotional learning activities. These strategies encouraged student engagement and supported vocabulary learning in a vocational context. However, teachers faced challenges related to maintaining students’ attention, differences in learning abilities, and students’ reliance on mobile phones and AI-generated answers. To address these issues, teachers simplified materials, provided relevant examples, used step-by-step explanations, and designed activities that encouraged independent thinking. The study highlights the importance of flexible vocabulary instruction in vocational education.
MIDDLE SCHOOL STUDENTS’ PERSPECTIVE ON READING STRATEGIES IN IMPROVING READING FLUENCY Mahfuzh Bahrudin; Alief Noor Farida
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.v9i2.4173

Abstract

Reading fluency presents a significant challenge for EFL students, who often struggle with unfamiliar vocabulary and pronunciation. This study investigated how Indonesian middle school students perceived seven reading strategies aimed at improving fluency. Using a mixed-methods design, survey data (Likert-scale and open-ended questions) were collected from 20 seventh-grade EFL students. The findings revealed that teacher-led and audio-assisted methods helped students pronounce unfamiliar words and recognize text pacing. Students also preferred collaborative activities because reading with peers reduced their anxiety and increased their willingness to read aloud. Additionally, repeated reading helped students become more comfortable with difficult vocabulary. Overall, the findings indicate that students viewed reading fluency as requiring both decoding support and peer collaboration. Based on these findings, teachers should integrate shared and collaborative reading tasks to build learner confidence. Future research should pair student perception data with longitudinal measures of reading rate and accuracy.
THE CORRELATION OF SELF-EFFICACY AND LEARNING MOTIVATION WITH STUDENTS' ENGLISH READING COMPREHENSION Dino Dharma Diansyah; M. Fajru Sidqi
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.v9i2.4180

Abstract

Reading comprehension is a fundamental component of English language learning. However, many students continue to face challenges in comprehending English texts. This study aimed to investigate the correlation between self-efficacy and students’ English reading comprehension and to examine the correlation between learning motivation and students’ English reading comprehension. The population of this study consisted of eighth-grade students at SMP Negeri 1 Kedungwuni, with 36 students selected as the research sample. A quantitative correlational design was employed. Data were collected through self-efficacy and learning motivation questionnaires and a reading comprehension test. The collected data were analyzed using the Pearson Product-Moment Correlation technique after meeting the assumptions of normality and linearity. The findings revealed significant positive correlations between self-efficacy and reading comprehension (r = .817, p < .001) and between learning motivation and reading comprehension (r = .782, p < .001). Self-efficacy showed a stronger correlation with students’ English reading comprehension than learning motivation. The results emphasize the important role of psychological variables in supporting reading success. Future studies may involve larger samples and different educational contexts.

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