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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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DEVELOPING "QUEST OF ENGLISH MASTERY" BOARD GAME BASED ON SCAFFOLDING FOR VOCABULARY MEDIA Ria Dewi Hudayani Sugara; Muhammad Irsya Maulidsyi; Nurdha Mhuzdallifah Ismail; Mutiara Syifa Rahmayanti
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.v9i2.4199

Abstract

This research aims to develop an educational board game titled "Quest of English Mastery" based on a scaffolding model and evaluate its feasibility as a vocabulary learning media for junior high school students. This Research and Development study adopted the 4D model (Define, Design, Develop, Disseminate). Data from 24 English Club students at MTs YLPI 'Ibaadurrahman were collected through observations, interviews, and questionnaires, then analyzed quantitatively. Initial observations and interviews revealed students' low vocabulary mastery, passive participation, and a lack of interactive media. The developed product scored 96% (Very Feasible) from material experts and 87% (Very Feasible) from media experts. Student trials achieved 71% (Feasible) in small groups and 85% (Very Feasible) in large groups, proving it as an effective edutainment tool. Future studies are recommended to digitalize the game into a Virtual Tabletop format and implement it on a broader scale.
EXPLORING STUDENTS’ MOTIVATION GAP AND LEARNING READINESS IN SPEAKING SKILLS: A QUALITATIVE CASE STUDY Ria Saparianingsih; Pitriani Putri; Devita Rahmadani; Mohammad Nabi Hussaini
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.v9i2.4395

Abstract

This research explored the motivation gap and multidimensional learning readiness in speaking tasks among tenth-grade students at MA Nurul Iman and identified the instructional and environmental factors underlying these phenomena. Using a qualitative case study design, data were collected through triangulation, including non-participant classroom observations, semi-structured interviews with fifteen students and the English teacher, and document analysis. The findings revealed a profound motivation gap, as students’ abstract future goals (Ideal L2 Self) remained disconnected from classroom engagement. Students also demonstrated behavioral avoidance and cognitive text dependency, preventing spontaneous language production. This communicative paralysis was reinforced by three interconnected factors: a high affective filter (speaking anxiety and fear of mistakes), pedagogical mismatch (the omission of motivational opening routines and warm-up activities), and structural planning failures (the absence of written lesson plans and continuous grade archives). The study concludes that abstract motivation requires systematic pedagogical scaffolding through structured lesson plans and routine warm-up activities.
THE EFFECT OF USING DIGITAL PICTURE STORYBOOKS FROM LET'S READ ASIA PLATFORM ON THE READING COMPREHENSION SKILLS OF FIFTH-GRADE STUDENTS AT SDN 1 PASIRHALANG Abdul Gapur; Anisa Alawiyyah; Devi Yulianti; Rika Iklima; Rida
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.v9i2.4419

Abstract

This study aimed to determine the effect of using digital picture storybooks from the Let’s Read Asia platform on the reading comprehension skills of fifth-grade students at SDN 1 Pasirhalang. Employing a one-group pretest-posttest pre-experimental design based on Richard Mayer’s Multimedia Learning Theory, the research involved 37 students selected through purposive sampling. Data were collected via pre-test and post-test (20 multiple-choice questions) and analyzed using paired sample t-test with IBM SPSS Statistics 27.0. Results showed a significant improvement: the mean pre-test score increased from 65.68 to 78.11 in the post-test (gain of 12.43 points), with an N-Gain of 0.48 (medium improvement). The t-value was 12.932 (p = 0.001 < 0.05), rejecting the null hypothesis. Digital picture storybooks, with their multimedia elements (text, images, audio), effectively enhanced comprehension of story elements like characters, plot, and moral values. Recommendations include regular integration by teachers with vocabulary support and student practice via the app.
THE DEVELOPMENT OF ENGLISH EARLY LITERACY AND NUMERACY WORKSHEETS FOR YOUNG LEARNERS AGED 5-6 YEARS Intan Dwi Persada; Nurhayati; Imanda Akbar Rabbani; Wafa Parhatil Fuadah
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.v9i2.4433

Abstract

The limited availability of contextually appropriate English instructional materials integrating early literacy and numeracy has become a challenge in supporting English as a Foreign Language (EFL) learning for young children in Indonesia. Therefore, this Research and Development (R&D) study aimed to develop and evaluate the feasibility of an integrated English early literacy and numeracy worksheet for kindergarten children aged 5–6 years. The study employed the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through needs analysis interviews, expert validation questionnaires, and student response questionnaires completed by parents during field trials at RA Banu Ahyan 2. The findings indicated that the developed worksheet achieved high validity, obtaining scores of 90% from material experts, 80% from a language expert, and 97% from a media expert. In addition, the worksheet demonstrated high practicality, with scores of 91% in the small-group trial and 90% in the limited field trial. Overall, the worksheet obtained an average feasibility score of 89.6%, indicating that it is categorized as “Very Feasible” for use in early childhood education. These findings imply that the developed bilingual worksheet can serve as a contextual instructional resource to support early English literacy and numeracy development, while providing Indonesian EFL teachers with age-appropriate learning materials for young learners.
PROFILING THE AFFECTIVE–MOTIVATIONAL LEARNING NEEDS OF VOCATIONAL ENGINEERING STUDENTS: A NEEDS ANALYSIS FOR ESP CURRICULUM DESIGN Murdanianto Dani; Muhammad Arsyad
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.v9i2.4479

Abstract

Effective English for Specific Purposes (ESP) provision in vocational polytechnics requires accurate profiles of learners' proficiency, exposure, and affective–motivational dispositions, scarce for Indonesian engineering-track students. This descriptive survey profiled 120 students across five engineering programs on foreign language anxiety, willingness to communicate (WTC), and learning motivation. The sample was predominantly low-proficiency (82.5%) with minimal out-of-class exposure (66.7% never/rarely). All three constructs were significantly above the scale midpoint, with motivation strongest (M = 3.58, d = 1.05), driven by intrinsic mastery goals. WTC (M = 3.42) collapsed on public-performance tasks but remained robust for private clarification; anxiety (M = 3.29) centred on comprehension breakdown, not general apprehension. These task-specific patterns show curiosity-driven appeals outperform competitive ones. By quantifying these dispositions for under-researched population, the study extends ESP needs-analysis literature beyond target-situation skills into the affective–motivational domain, offering a baseline for curricula prioritizing comprehensible input, scaffolded speaking, and discovery-framed instruction.
SPEAKING ANXIETY AND ITS COPING STRATEGIES: A STUDY ON EFL STUDENT TEACHERS IN IMPROMPTU SPEECH Daniella Rosquin; Made Frida Yulia
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.v9i2.4716

Abstract

Speaking anxiety is one of the challenges frequently experienced by EFL student teachers, particularly in the context of spontaneous speaking. This basic qualitative research aimed to explore EFL student teachers' experiences of speaking anxiety in impromptu speech and how to overcome them. Data were obtained through semi-structured interviews and classroom observations involving four EFL student teachers selected through purposive sampling, then analyzed using thematic analysis. The results indicated that EFL student teachers experienced speaking anxiety manifested as physical symptoms and psychological responses. To overcome these problems, EFL student teachers used strategies to address the source of the problem and strategies that focused on regulating emotions. These findings offer practical applications for teachers to create a supportive learning environment and serve as a basis for further research involving different participant characteristics and testing the effectiveness of specific coping strategies for addressing speaking anxiety.
THE INTERPLAY OF SPEAKING DIFFICULTIES AND PERCEIVED PROGRESS IN DIGITAL STORYTELLING Khoirun Nissa Nurul Fauziah; Yustika Nur Fajriah; Anne Ratna Suminar
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.v9i2.4726

Abstract

This study aims to explore how students describe the relationship between speaking difficulties and perceived progress during a Digital Storytelling project in an EFL classroom. While previous research discusses the challenges and benefits of Digital Storytelling as two separate findings, little research has examined how they interrelate in students' learning experiences. This qualitative case study involved six eleventh-grade students from a high school in Garut Regency, Indonesia. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed three interrelated patterns: technical and contextual challenges influenced students' motivation and confidence, repeated practice supported by digital tools contributed to speaking improvement, and confidence developed differently among students. These findings suggest that speaking difficulties and perceived progress are interrelated aspects of students' learning experiences during Digital Storytelling. This study contributes to an understanding of students' speaking experiences and provides insights for teachers in supporting speaking instruction through Digital Storytelling.  

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