INFERENCE: Journal of English Language Teaching
Subjects Area : Language Education, Literature Studies, Linguistics, Semiotics, Issues on Modern Language, Language in Multicultural Society
THE INTERPLAY OF SPEAKING DIFFICULTIES AND PERCEIVED PROGRESS IN DIGITAL STORYTELLING
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.
Copyright (c) 2026 Khoirun Nissa Nurul Fauziah, Yustika Nur Fajriah, Anne Ratna Suminar (Author) https://creativecommons.org/licenses/by/4.0
SPEAKING ANXIETY AND ITS COPING STRATEGIES: A STUDY ON EFL STUDENT TEACHERS IN IMPROMPTU SPEECH
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.
Copyright (c) 2026 Daniella Rosquin, Made Frida Yulia (Author) https://creativecommons.org/licenses/by/4.0
PROFILING THE AFFECTIVE–MOTIVATIONAL LEARNING NEEDS OF VOCATIONAL ENGINEERING STUDENTS: A NEEDS ANALYSIS FOR ESP CURRICULUM DESIGN
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.
Copyright (c) 2026 Murdanianto Dani, Muhammad Arsyad (Author) https://creativecommons.org/licenses/by/4.0
THE CORRELATION OF SELF-EFFICACY AND LEARNING MOTIVATION WITH STUDENTS' ENGLISH READING COMPREHENSION
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.
Copyright (c) 2026 Dino Dharma Diansyah, M. Fajru Sidqi (Author) https://creativecommons.org/licenses/by/4.0
THE DEVELOPMENT OF ENGLISH EARLY LITERACY AND NUMERACY WORKSHEETS FOR YOUNG LEARNERS AGED 5-6 YEARS
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.
Copyright (c) 2026 Intan Dwi Persada, Nurhayati, Imanda Akbar Rabbani, Wafa Parhatil Fuadah (Author) https://creativecommons.org/licenses/by/4.0
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
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.
Copyright (c) 2026 Abdul Gapur, Anisa Alawiyyah, Devi Yulianti, Rika Iklima, Rida (Author) https://creativecommons.org/licenses/by/4.0
EXPLORING STUDENTS’ MOTIVATION GAP AND LEARNING READINESS IN SPEAKING SKILLS: A QUALITATIVE CASE STUDY
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.
Copyright (c) 2026 Ria Saparianingsih, Pitriani Putri, Devita Rahmadani, Mohammad Nabi Hussaini (Author) https://creativecommons.org/licenses/by/4.0
DEVELOPING "QUEST OF ENGLISH MASTERY" BOARD GAME BASED ON SCAFFOLDING FOR VOCABULARY MEDIA
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.
Copyright (c) 2026 Ria Dewi Hudayani Sugara, Muhammad Irsya Maulidsyi, Nurdha Mhuzdallifah Ismail, Mutiara Syifa Rahmayanti (Author) https://creativecommons.org/licenses/by/4.0
MIDDLE SCHOOL STUDENTS’ PERSPECTIVE ON READING STRATEGIES IN IMPROVING READING FLUENCY
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.
Copyright (c) 2026 Mahfuzh Bahrudin, Alief Noor Farida (Author) https://creativecommons.org/licenses/by/4.0
EXPLORING TEACHERS’ STRATEGIES IN TEACHING ENGLISH VOCABULARY AT A VOCATIONAL HIGH SCHOOL IN KARAWANG
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.
Copyright (c) 2026 Lokita Paloma Dewi, Fela Dafitri, Yousef Bani Ahmad (Author) https://creativecommons.org/licenses/by/4.0
CONDITIONED ALLOMORPH ANALYSIS IN DONALD TRUMP’S INAUGURAL SPEECHES TRANSCRIPTION: A MORPHOLOGICAL STUDY
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.
Copyright (c) 2026 aris muhammad, Intan Dwi Persada, Ria Dewi Hudayani, Ria Saparianingsih, Alyah Maspupah (Author) https://creativecommons.org/licenses/by/4.0
IMPLEMENTING COOPERATIVE LEARNING IN DESCRIPTIVE TEXT WRITING AT JUNIOR HIGH SCHOOL: PROCESS, PERCEPTIONS, AND CHALLENGES
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.
Copyright (c) 2026 Dian Wulandari, Fela Dafitri (Author) https://creativecommons.org/licenses/by/4.0
REAL EXPERIENCE OF JUNIOR HIGH SCHOOL STUDENTS IN LEARNING GRAMMAR USING SYNTAX TREE
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.
Copyright (c) 2026 Dita Wahyu Pratiwi, Candraning Prihatini, Ahmad Syafiq (Author) https://creativecommons.org/licenses/by/4.0
ENGLISH SPEAKING LEARNING NEEDS OF EFL STUDENTS: A NEEDS ANALYSIS
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.
Copyright (c) 2026 Ati'anah, Dwi Agustina (Author) https://creativecommons.org/licenses/by/4.0
EXPLORING EFL STUDENTS’ SELF-REGULATED LEARNING IN COLLABORATIVE WRITING: A QUALITATIVE STUDY
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.
Copyright (c) 2026 Maylina Aprillyani, Yousef Bani Ahmad, Khoirul Bariyyah (Author) https://creativecommons.org/licenses/by/4.0
THE INFLUENCE OF GRAMMARLY METHOD PERCEPTION AND VOCABULARY MASTERY ON ENGLISH NARRATIVE TEXT WRITING SKILLS
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.
Copyright (c) 2026 Nailul Rahman, Oom Rohmah Syamsudin, Nina Dwi Astuti (Author) https://creativecommons.org/licenses/by/4.0
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
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
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.
Copyright (c) 2026 Baby Chintya Pangaribuan, Soenarjati Djajanegara, Nurjanah (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 VOCABULARY AND GRAMMAR MASTERY TOWARDS STUDENTS’ SKILLS IN READING EXPOSITORY TEXTS
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.
Copyright (c) 2026 nurhayani, Gustaman Saragih, Rifari baron (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
THE EFFECT OF PERCEPTION OF LEARNING METHODS AND VOCABULARY MASTERY ON NARRATIVE TEXT READING SKILLS (SURVEY AT PUBLIC JUNIOR HIGH SCHOOLS IN BOGOR REGENCY)
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.
Copyright (c) 2026 gladys putrisari santosa, Oom Rohmah, Nurjanah (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