INFERENCE: Journal of English Language Teaching
Subjects Area : Language Education, Literature Studies, Linguistics, Semiotics, Issues on Modern Language, Language in Multicultural Society
EXPLORING JUNIOR HIGH SCHOOL STUDENTS’ TRUST AND DEPENDENCY TOWARD CHATGPT IN LEARNING ENGLISH
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.
Copyright (c) 2026 Muhammad Kusuma Damai Nugroho, Dr. Seful Bahri, S.Pd., M.Pd. (Author) https://creativecommons.org/licenses/by/4.0
STUDENT'S DIFFICULTIES IN UNDERSTANDING ENGLISH INSTRUCTION IN THE CLASSROOM
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.
Copyright (c) 2026 Faza Amelia, Dr. Seful Bahri, S.Pd., M.Pd. (Author) https://creativecommons.org/licenses/by/4.0
THE REPRESENTATION OF LANGUAGE IDEOLOGY AND MORAL VALUE IN “BRIGHT AN ENGLISH” BY NUR ZAIDA AND “INTERACTIVE ENGLISH” BY KENNETH W. AMENT, ETALL
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.
Copyright (c) 2026 ahmad Gundar, Gustaman Saragih, Supadi (Author) https://creativecommons.org/licenses/by/4.0
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
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.
Copyright (c) 2026 Dwi Wahyu Auwalia Syahruramadhan, Dr. Hanna Sundari, M,Pd., Dr. Hasbullah. M,Pd. (Author) https://creativecommons.org/licenses/by/4.0
EXPLORING STUDENTS’ PRACTICES AND PERCEPTIONS OF IMPLEMENTING GENRE-BASED LEARNING (GBL) IN DIFFERENTIATED LEARNING FOR WRITING SKILL DEVELOPMENT
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.
Copyright (c) 2026 Risyandi, Hanna Sundari, Gustaman Saragih (Author) https://creativecommons.org/licenses/by/4.0
THE EFFECTS OF TEACHING MEDIA AND CREATIVE THINKING TOWARDS STUDENTS’ WRITING SKILLS
This research looks at how pupils' writing abilities at Islamic junior high schools are affected by media instruction and creative thinking exercises. Using a two-factor experimental approach, 60 students were chosen as samples. A two-way ANOVA with SPSS 22 was used to evaluate the data after it was gathered using a writing test and a creative thinking questionnaire. The data analysis reveals that both teaching media and creative thinking are significant variables. less than 0.05. The results show that both alone and in combination, teaching media and creative thinking have a major impact on writing abilities, which helps students become better writers.
Copyright (c) 2026 Siti Nur Vadilah, Supeno, Asep Musliman (Author) https://creativecommons.org/licenses/by/4.0
STUDENTS’ USAGE AND CHALLENGES OF GRAMMAR CONVENTIONS AND VOCABULARY IN WRITING RECOUNT
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.
Copyright (c) 2026 Hermi Romika Sihotang, Hanna Sundari, Muhammad Sulhan muhammad (Author) https://creativecommons.org/licenses/by/4.0
NAVIGATING THE 21ST CENTURY: CRITICAL THINKING AND DIGITAL LITERACY IN INDONESIAN EFL TEXTBOOKS
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.
Copyright (c) 2026 Ria Triana, Supeno, Rina Husnaini Febriyanti (Author) https://creativecommons.org/licenses/by/4.0
A TRANSLATION ANALYSIS OF THE IDIOMATIC EXPRESSIONS IN CASSANDRA CLARE’S MORTAL INSTRUMENTS: CITY OF BONES
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.
Copyright (c) 2026 Azarel Angeline Rinanto Rinanto, Esriaty Sega Kendenan (Author) https://creativecommons.org/licenses/by/4.0
THE EFFECTS OF ACADEMIC SELF-EFFICACY AND VOCABULARY MASTERY TOWARDS STUDENTS’ READING SKILL (IN EXPOSITORY)
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.
Copyright (c) 2026 Apriyani Rovita, Dr. Gustaman Saragih, M.Pd, Dr. Rifari Baron, M.Pd (Author) https://creativecommons.org/licenses/by/4.0
THE INFLUENCE OF PERCEPTION OF LEARNING METHOD AND STUDENTS’ SELF-CONFIDENCE TOWARDS ENGLISH SPEAKING SKILL
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.
Copyright (c) 2026 rahma donawanti Donawanti, Syahfitri Purnama, Imam Suseno (Author) https://creativecommons.org/licenses/by/4.0
STUDENT LANGUAGE ATTITUDE TOWARDS THE USE OF REGIONAL LANGUAGE AND INDONESIAN LANGUAGE AT INDRAPRASTA PGRI UNIVERSITY
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
Copyright (c) 2026 Memmy Dwi Jayanti, Siti Muharomah, Chadis, Ahmad Muzaki (Author) https://creativecommons.org/licenses/by/4.0
A COMPARATIVE ANALYSIS OF ILLOCUTIONARY ACTS AND FELICITY CONDITIONS IN THE MAIN CHARACTERS OF ENCANTO AND RAYA AND THE LAST DRAGON
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.
Copyright (c) 2026 Sity Rohmah, Mashadi Said, Venny E. Meidasari (Author) https://creativecommons.org/licenses/by/4.0
THE INFLUENCE OF VOCABULARY AND GRAMMAR MASTERY ON STUDENTS’ READING COMPREHENSION ON DESCRIPTIVE TEXT
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.
Copyright (c) 2026 Ratna Komala Dewi, Oom Rohmah Syamsudin, Nurjanah (Author) https://creativecommons.org/licenses/by/4.0
AN ESP NEEDS ANALYSIS FOR TRAVEL VLOGGERS: EVIDENCE FROM VLOG DISCOURSE
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.
Copyright (c) 2026 Brandon Hendry Kusuma, Engliana, Luciana (Author) https://creativecommons.org/licenses/by/4.0
RELIGIOUS MODERATION IN INDONESIAN SENIOR HIGH SCHOOL ENGLISH TEXTBOOKS OF KURIKULUM 2013 AND KURIKULUM MERDEKA
As the concept of Moderasi Beragama, or religious moderation, was introduced in education as an effort to promote a balanced, tolerant, and respectful attitude between religious communities, this study aims to analyze its representation in English textbooks for high school students in Indonesia, which are compiled based on the 2013 Curriculum and the Merdeka Curriculum. Using corpus analysis approach, this study identifies the frequency and collocations that reflect eight indicators of religious moderation as determined by the Ministry of Religious Affairs. Corpus data were obtained by collecting texts from all textbooks published by Kemendikbud in both curricula. The results showed the lexical frequency analysis indicates the presence of moderation-related vocabulary in both curricula but it constitutes less than 1% of the total word count. The Merdeka Curriculum demonstrates a notable shift from explicitly religious terminology toward more universal, civic-oriented language. the contrastive analysis of collocation of related words to religious moderation in English textbooks of Indonesia's 2013 and Merdeka curricula reveals a significant pedagogical shift from passive, abstract value presentation to active, contextualized implementation.
Copyright (c) 2026 Erfan Muhamad Fauzi (Author) https://creativecommons.org/licenses/by/4.0
DELVING INTO EFL TEACHER LEARNING DEVELOPMENT: A SURVEY STUDY
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.
Copyright (c) 2026 Heri Mudra (Author) https://creativecommons.org/licenses/by/4.0
THE EFFECT OF APPLYING HERRINGBONE TECHNIQUE ON SENIOR HIGH SCHOOL EFL STUDENTS’ ABILITY TO COMPREHEND NEWS ITEM TEXTS: A QUASI-EXPERIMENTAL STUDY
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.
Copyright (c) 2026 Ihsan Tanama Sitio, T. Thyrhaya Zein, David Berthony Manalu, Afdhalina4 (Author) https://creativecommons.org/licenses/by/4.0
EFL STUDENTS’ PERCEPTIONS OF NUMBERED HEADS TOGETHER ON THEIR SPEAKING ANXIETY
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.
Copyright (c) 2026 Jefri Aris Munandar -, Pasca Kalisa (Author) https://creativecommons.org/licenses/by/4.0
THE DEVELOPMENT OF ENGLISH TEXTBOOK BASED ON ADDIE MODEL AT PJKR STUDI PROGRAM PGRI UNIVERSITY OF BANYUWANGI
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.
Copyright (c) 2026 Arin Inayah, dimas priagung (Author) https://creativecommons.org/licenses/by/4.0
ENGLISH LANGUAGE ACQUISITION AMONG SCHOOL GRADUATES IN DIVERSE CURRICULUM SETTING
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 educational background, 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 curriculum development and language policy in EFL context like Indonesia.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
COMPARATIVE ANALYSIS OF DIRECT AND INDIRECT ILLOCUTIONARY ACTS IN COMMENCEMENT SPEECHES : A STUDY OF TAYLOR SWIFT (NYU 2022) AND MARIA RESSA (HARVARD 2024)
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.
THE INFLUENCE OF PERCEPTION ON COMPUTER-ASSISTED LANGUAGE LEARNING AND SELF-EFFICACY ON VOCABULARY ACQUISITION: A SURVEY IN INDONESIAN VOCATIONAL HIGH SCHOOLS
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.
EDUCATION MANAGEMENT AND SEMIOTICS IN ENHANCING CULTURAL UNDERSTANDING IN EFL LEARNING
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.
GRAMMARLY AS A SELF-ASSESSMENT TOOL FOR EFL WRITING: INSIGHTS FROM PRE-SERVICE EFL TEACHERS
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.
Copyright (c) 2025 Heri Mudra (Author) https://creativecommons.org/licenses/by/4.0
THE EFFICACY OF EXTENSIVE READING AND STUDENTS’ STRATEGIES IN READING COMPREHENSION ON TOEFL AT INDONESIA AVIATION POLYTECHNIC
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.
Copyright (c) 2025 Eka Uliyanti Putri, Triyani Retno Putri Sari Dewi, Rizki Isfahani (Author) https://creativecommons.org/licenses/by/4.0
AFFIRMATION PRACTICES ANDTEACHER FEEDBACK IN ENHANCINGSTUDENTS' SPEAKING SKILLS IN EFLCLASSES AMONG HIGH SCHOOLSTUDENTS
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 EFL educators, curriculum developers, and policymakers, showing that psychological reinforcement in language teaching can address students' emotional needs, leading to improved speaking proficiency and confidence.
Copyright (c) 2025 opo wae (Author) https://creativecommons.org/licenses/by/4.0
ADDRESSING THE DISCONNECT REALIGNING THE ENGLISH CURRICULUM WITH GLOBAL WORKFORCE NEEDS
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.
Copyright (c) 2025 muh mahrup zainuddin sabri sabri (Author) https://creativecommons.org/licenses/by/4.0
CULTURAL INTEGRATION IN THE TRANSLATION PROCESS: UNIFYING SEMANTICS, MORPHOSYNTAX, AND PRAGMATICS
This study investigates the role of cultural integration in translation by synthesizing findings from twenty peer-reviewed journal articles published between 2020 and 2025. Using a Systematic Literature Review (SLR) method, the research explores how cultural mediation unites the semantic, morphosyntactic, and pragmatic dimensions of translation. The results reveal that culture-bound and idiomatic translation dominates recent scholarship (60%), followed by pragmatic (25%) and morphosyntactic (15%) approaches. These findings indicate that effective translation requires not only linguistic accuracy but also cultural and ethical awareness. Emerging trends such as eco-translation and AI-assisted translation demonstrate a growing interdisciplinarity in translation studies. The study concludes that translators function as cultural negotiators, bridging language, technology, and ethics to ensure communicative coherence across cultures. Future research is recommended to validate these findings through empirical and practice-based studies.
Copyright (c) 2025 puput anggun, Lidhya Zulyani, Rury Fadilah Anwar, Refika Andriani (Author) https://creativecommons.org/licenses/by/4.0
THE EFFECT OF PERCEPTION ON LEARNING MODEL AND SELF-EFFICACY TOWARD READING SKILL
The purpose of this study was to determine: 1) The combined effect of perceptions of learning models and self-efficacy on reading comprehension skills among students at public junior high schools in Tangerang Regency. 2) The effect of perceptions of learning models on reading comprehension skills among students at public junior high schools in Tangerang Regency. 3) The effect of self-efficacy on reading comprehension skills among students at public junior high schools in Tangerang Regency. The method used in this study was a survey method with a correlational quantitative approach. The population in this study were seventh grade students at SMP Negeri 4 Tigaraksa and SMP Negeri 1 Tigaraksa, totaling 636 students, and the sample size was 86 students. Research results: 1) There is a significant influence of perceptions of learning models and self-efficacy together on reading comprehension skills among public junior high school students in Tangerang Regency. This is evidenced by a Sig. value of 0.000 < 0.05 and F count = 99.305. 2) There is a significant effect of perceptions of learning models on reading comprehension skills among public junior high school students in Tangerang Regency. This is evidenced by a Sig. value of 0.000 and a t-value of 7.713. 3) There is a significant effect of self-efficacy on reading comprehension skills among public junior high school students in Tangerang Regency. This is evidenced by a Sig. value of 0.000 < 0.05 and a t-value of 3.987.
Copyright (c) 2025 Ferra Junita, Sumaryoto, Imam Suseno (Author) https://creativecommons.org/licenses/by/4.0