Pub Date : 2021-04-01DOI: 10.30998/inference.v4i1.6076
Maryamah Maryamah
Abstract: The aims of the research are to 1) The effects of vocabulary mastery and reading skills on students' writing ability in the narrative text at Private Junior High Schools in Rangkasbitung. 2) The effect of vocabulary mastery towards students writing ability in the narrative text at Private Junior High Schools in Rangkasbitung. 3) The research findings are: 1) There are any significant effects of vocabulary mastery and reading skill jointly towards students writing ability in the narrative text at Private Junior High Schools in Rangkasbitung. That is proved by sig. value = 0.000 < 0.05. and F0 = 25.833. 2) There is a significant effect of the vocabulary mastery towards students writing ability in the narrative text at Private Junior High Schools in Rangkasbitung. That is proved by sig – 0.000 < 0.05 and to = 4.948. 3) That is proved by sig. value = 0.000 < 0.05. and t0 = 4.948. 3) Keywords: Vocabulary mastery, reading skill, narrative writing text.
{"title":"THE EFFECTS VOCABULARY MASTERY AND THE READING SKILL TOWARDS STUDENTS WRITING ABILITY IN NARRATIVE TEXT","authors":"Maryamah Maryamah","doi":"10.30998/inference.v4i1.6076","DOIUrl":"https://doi.org/10.30998/inference.v4i1.6076","url":null,"abstract":"Abstract: The aims of the research are to 1) The effects of vocabulary mastery and reading skills on students' writing ability in the narrative text at Private Junior High Schools in Rangkasbitung. 2) The effect of vocabulary mastery towards students writing ability in the narrative text at Private Junior High Schools in Rangkasbitung. 3) The research findings are: 1) There are any significant effects of vocabulary mastery and reading skill jointly towards students writing ability in the narrative text at Private Junior High Schools in Rangkasbitung. That is proved by sig. value = 0.000 < 0.05. and F0 = 25.833. 2) There is a significant effect of the vocabulary mastery towards students writing ability in the narrative text at Private Junior High Schools in Rangkasbitung. That is proved by sig – 0.000 < 0.05 and to = 4.948. 3) That is proved by sig. value = 0.000 < 0.05. and t0 = 4.948. 3) Keywords: Vocabulary mastery, reading skill, narrative writing text.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115689453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.30998/inference.v3i1.6032
A. Fauzi
This study was conducted to know the use of simple present tense and adjectives by students in Junior High Schools in Indramayu when writing a descriptive text. The method used in this study was Descriptive Qualitative. The procedure employed includes collecting students' work, analyzing the data, interpreting them, and concluding. The result shows that: 1) In the simple present tense, students make many errors when writing a descriptive text to describe people. The most dominant errors made by the students are omission (46%), followed by misformation (33%), then addition (20%), and finally, the misordering (1%). In the use of the adjective, the most errors produced by the students are misformation (39%), followed by omission (38%), misordering (18%), and the least is addition (5%). Students' interlanguage problem usually causes the high frequency of errors made by students. They use their native language's structure in the target language.
{"title":"THE USE OF SIMPLE PRESENT TENSE AND ADJECTIVE IN STUDENTS' DESCRIPTIVE TEXTS","authors":"A. Fauzi","doi":"10.30998/inference.v3i1.6032","DOIUrl":"https://doi.org/10.30998/inference.v3i1.6032","url":null,"abstract":"This study was conducted to know the use of simple present tense and adjectives by students in Junior High Schools in Indramayu when writing a descriptive text. The method used in this study was Descriptive Qualitative. The procedure employed includes collecting students' work, analyzing the data, interpreting them, and concluding. The result shows that: 1) In the simple present tense, students make many errors when writing a descriptive text to describe people. The most dominant errors made by the students are omission (46%), followed by misformation (33%), then addition (20%), and finally, the misordering (1%). In the use of the adjective, the most errors produced by the students are misformation (39%), followed by omission (38%), misordering (18%), and the least is addition (5%). Students' interlanguage problem usually causes the high frequency of errors made by students. They use their native language's structure in the target language.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114418282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.30998/inference.v4i1.6077
E. Susilawati
Abstract: This experimental study aims to determine the effects of teaching media and learning interest on students' writing skills in recount text. The sample of the research is 80 respondents. The technique of collecting data of each variable was acquired from the test. The data were analyzed using a two-way analysis of variance (ANOVA 2x2). The research shows that: 1) there is a significant effect of teaching media towards students writing skills in recount text at State Senior High School in Pandeglang Regency. It is proved by the value Sig 0,000 < 0,05 and Fo = 87,444; 2) there is a significant effect of learning interest towards students writing skill in recount text at State Senior High School in Pandeglang Regency. It is proved by the value Sig 0, 000 < 0,05 and Fo = 46,751; 3) there are no significant interactive effects of teaching media and learning interest towards students' writing skills in recount text at state senior high school in Pandeglang Regency. It is proved by the value Sig 0,05 or 0,380 > 0,05 and Fo = 0,778.Keywords: teaching media, learning interest, writing skills, recount text.
{"title":"IMPROVING STUDENTS' WRITING SKILLS IN RECOUNT TEXT USING TEACHING MEDIA PICTURES AND LEARNING INTERESTS","authors":"E. Susilawati","doi":"10.30998/inference.v4i1.6077","DOIUrl":"https://doi.org/10.30998/inference.v4i1.6077","url":null,"abstract":"Abstract: This experimental study aims to determine the effects of teaching media and learning interest on students' writing skills in recount text. The sample of the research is 80 respondents. The technique of collecting data of each variable was acquired from the test. The data were analyzed using a two-way analysis of variance (ANOVA 2x2). The research shows that: 1) there is a significant effect of teaching media towards students writing skills in recount text at State Senior High School in Pandeglang Regency. It is proved by the value Sig 0,000 < 0,05 and Fo = 87,444; 2) there is a significant effect of learning interest towards students writing skill in recount text at State Senior High School in Pandeglang Regency. It is proved by the value Sig 0, 000 < 0,05 and Fo = 46,751; 3) there are no significant interactive effects of teaching media and learning interest towards students' writing skills in recount text at state senior high school in Pandeglang Regency. It is proved by the value Sig 0,05 or 0,380 > 0,05 and Fo = 0,778.Keywords: teaching media, learning interest, writing skills, recount text.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127814399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.30998/inference.v3i1.6010
S. Laela
Abstract: Tujuan dari penelitian ini adalah untuk mengetahui pengaruh metode pembelajaran terhadap kemampuan menulis teks deskripsi bahasa Inggris, pengaruh minat belajar terhadap kemampuan menulis teks deskripsi bahasa Inggris, serta untuk mengetahui pengaruh interaksi metode pembelajaran dan minat belajar terhadap kemampuan menulis teks deskripsi bahasa Inggris. Metode penelitian yang digunakan adalah metode eksperimen yaitu dengan memberikan jenis perlakuan yang berbeda pada dua kelompok belajar siswa. Sampel berukuran 84 siswa yang terdiri dari atas 42 siswa kelas eksperimen dan 42 siswa kelas kontrol, dengan teknik sampling dalam penelitian ini adalah cluster sampling berdasarkan factorial group design. Analisis data menggunakan metode statistik deskriptif, uji normalitas, uji homogenitas, dan ANOVA dua arah. Penelitian ini dilaksanakan pada semester ganjil tahun pelajaran 2019/2020, September – Januari 2020. Hasil penelitian menunjukkan: 1) Terdapat pengaruh yang signifikan metode pembelajaran terhadap kemampuan menulis teks deskripsi bahasa Inggris siswa SMK Swasta di Bekasi, dibuktikan dengan nilai Sig. = 0,000 < 0,05 dan F = 152,471. 2) Terdapat pengaruh yang signifikan minat belajar terhadap kemampuan menulis teks deskripsi bahasa Inggris siswa SMK Swasta di Bekasi, dibuktikan dengan nilai Sig. = 0,000 < 0,05 dan F = 58,430. 3) Terdapat pengaruh interaksi yang tidak signifikan metode pembelajaran dan minat belajar terhadap kemampuan menulis teks deskripsi bahasa Inggris siswa SMK Swasta di Bekasi, dibuktikan dengan nilai Sig. 0,016 < 0,05 dan F = 6,002.Key Words: Metode Pembelajaran, Minat Belajar, Kemampuan Menulis
{"title":"PENGARUH METODE PEMBELAJARAN DAN MINAT BELAJAR TERHADAP KEMAMPUAN MENULIS TEKS DESKRIPSI BAHASA INGGRIS","authors":"S. Laela","doi":"10.30998/inference.v3i1.6010","DOIUrl":"https://doi.org/10.30998/inference.v3i1.6010","url":null,"abstract":"Abstract: Tujuan dari penelitian ini adalah untuk mengetahui pengaruh metode pembelajaran terhadap kemampuan menulis teks deskripsi bahasa Inggris, pengaruh minat belajar terhadap kemampuan menulis teks deskripsi bahasa Inggris, serta untuk mengetahui pengaruh interaksi metode pembelajaran dan minat belajar terhadap kemampuan menulis teks deskripsi bahasa Inggris. Metode penelitian yang digunakan adalah metode eksperimen yaitu dengan memberikan jenis perlakuan yang berbeda pada dua kelompok belajar siswa. Sampel berukuran 84 siswa yang terdiri dari atas 42 siswa kelas eksperimen dan 42 siswa kelas kontrol, dengan teknik sampling dalam penelitian ini adalah cluster sampling berdasarkan factorial group design. Analisis data menggunakan metode statistik deskriptif, uji normalitas, uji homogenitas, dan ANOVA dua arah. Penelitian ini dilaksanakan pada semester ganjil tahun pelajaran 2019/2020, September – Januari 2020. Hasil penelitian menunjukkan: 1) Terdapat pengaruh yang signifikan metode pembelajaran terhadap kemampuan menulis teks deskripsi bahasa Inggris siswa SMK Swasta di Bekasi, dibuktikan dengan nilai Sig. = 0,000 < 0,05 dan F = 152,471. 2) Terdapat pengaruh yang signifikan minat belajar terhadap kemampuan menulis teks deskripsi bahasa Inggris siswa SMK Swasta di Bekasi, dibuktikan dengan nilai Sig. = 0,000 < 0,05 dan F = 58,430. 3) Terdapat pengaruh interaksi yang tidak signifikan metode pembelajaran dan minat belajar terhadap kemampuan menulis teks deskripsi bahasa Inggris siswa SMK Swasta di Bekasi, dibuktikan dengan nilai Sig. 0,016 < 0,05 dan F = 6,002.Key Words: Metode Pembelajaran, Minat Belajar, Kemampuan Menulis","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134431840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.30998/inference.v4i1.6850
Lanjar Mulyana, Engliana Engliana
This research analyzes direct and indirect illocutionary speech acts on Donald Trump’s 2016 victory speech. This research is a qualitative descriptive study. This research focuses on utterances to analyze the types of illocutionary acts and how they are delivered in speech, directly or indirectly. The results of this study are: (1) there are five types of illocutionary speech acts found in the speech, namely commissive 24%, directive 9.3%, representative 17.3%, expressive 24.6%, and expressive 24.6% and declaration 22.7%. The research findings show that the dominant illocutionary act is an expressive action that is 24.6%. (2) Donald Trump delivers the speech that is mainly conveyed directly
{"title":"DIRECT AND INDIRECT ILLOCUTIONARY SPEECH ACTS ON DONALD TRUMP’S VICTORY SPEECH IN 2016","authors":"Lanjar Mulyana, Engliana Engliana","doi":"10.30998/inference.v4i1.6850","DOIUrl":"https://doi.org/10.30998/inference.v4i1.6850","url":null,"abstract":"This research analyzes direct and indirect illocutionary speech acts on Donald Trump’s 2016 victory speech. This research is a qualitative descriptive study. This research focuses on utterances to analyze the types of illocutionary acts and how they are delivered in speech, directly or indirectly. The results of this study are: (1) there are five types of illocutionary speech acts found in the speech, namely commissive 24%, directive 9.3%, representative 17.3%, expressive 24.6%, and expressive 24.6% and declaration 22.7%. The research findings show that the dominant illocutionary act is an expressive action that is 24.6%. (2) Donald Trump delivers the speech that is mainly conveyed directly","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130384270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.30998/inference.v4i1.6002
Faisal Mustafa
Abstract: This study was conducted to find out the grammatical error of using Past Tense verbs and adverbs in students' recount text at private Vocational High Schools in West Jakarta. The method used in this study was descriptive analysis using qualitative data. The procedures were carried out by choosing the text from students' writing recount text, analyzing data, interpreting data, and concluding the result of the study. The result shows that 1.) There are common errors produced of using Past Tense Verb in students' recount text. The total error is 632 which the highest frequency of error happens in misformation, which consists of 375 errors or 59.33%, 2.) While the highest frequency of error in adverbs happens in omission, consisting of 21 errors or 24.07%. The findings that the students' grammatical error of using Past Tense Verbs and Adverbs in writing recount text occurred for some reasons. They are affected by the different rules between first language and target language. Moreover, it is because of insufficient students' knowledge about English grammar.Keywords: grammatical error; past tense verb; adverb; writing; recount text
{"title":"THE USE OF PAST TENSE VERBS AND ADVERBS IN STUDENTS’ RECOUNT TEXTS","authors":"Faisal Mustafa","doi":"10.30998/inference.v4i1.6002","DOIUrl":"https://doi.org/10.30998/inference.v4i1.6002","url":null,"abstract":"Abstract: This study was conducted to find out the grammatical error of using Past Tense verbs and adverbs in students' recount text at private Vocational High Schools in West Jakarta. The method used in this study was descriptive analysis using qualitative data. The procedures were carried out by choosing the text from students' writing recount text, analyzing data, interpreting data, and concluding the result of the study. The result shows that 1.) There are common errors produced of using Past Tense Verb in students' recount text. The total error is 632 which the highest frequency of error happens in misformation, which consists of 375 errors or 59.33%, 2.) While the highest frequency of error in adverbs happens in omission, consisting of 21 errors or 24.07%. The findings that the students' grammatical error of using Past Tense Verbs and Adverbs in writing recount text occurred for some reasons. They are affected by the different rules between first language and target language. Moreover, it is because of insufficient students' knowledge about English grammar.Keywords: grammatical error; past tense verb; adverb; writing; recount text","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130880494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.30998/inference.v3i1.6006
N. Hikmah, S. Supeno
This objectives study are 1) to analyze and to know whether or not there are errors of simple present verb in students writing descriptive text; 2) to analyze and to know if there are errors of adjectives in students writing descriptive text; 3) to know the cause of errors simple present tense verb and adjectives in students writing descriptive text. The tenth-grade students at Islamic Centre high school and Nusantara 1 high school in Tangerang in the academic year 2019/2020 are the participants in this current research. The research is a case study and used a descriptive approach. The instrument of this study is the writing test. There were 30 writing had been analyzed. The results show the error of simple present verbs for errors omission (65,26%), addition (5,26%), selection (28,42%), misordering (1,05%). And errors in using adjective percentage: omission (13,95%), addition (0%), selection (76,34%), misordering (9,30%). The reasons for errors in simple present tense and adjectives in writing descriptive text made by students are interlingual and intralingual errors.
{"title":"SIMPLE PRESENT TENSE VERB AND ADJECTIVES IN DESCRIPTIVE TEXT","authors":"N. Hikmah, S. Supeno","doi":"10.30998/inference.v3i1.6006","DOIUrl":"https://doi.org/10.30998/inference.v3i1.6006","url":null,"abstract":"This objectives study are 1) to analyze and to know whether or not there are errors of simple present verb in students writing descriptive text; 2) to analyze and to know if there are errors of adjectives in students writing descriptive text; 3) to know the cause of errors simple present tense verb and adjectives in students writing descriptive text. The tenth-grade students at Islamic Centre high school and Nusantara 1 high school in Tangerang in the academic year 2019/2020 are the participants in this current research. The research is a case study and used a descriptive approach. The instrument of this study is the writing test. There were 30 writing had been analyzed. The results show the error of simple present verbs for errors omission (65,26%), addition (5,26%), selection (28,42%), misordering (1,05%). And errors in using adjective percentage: omission (13,95%), addition (0%), selection (76,34%), misordering (9,30%). The reasons for errors in simple present tense and adjectives in writing descriptive text made by students are interlingual and intralingual errors.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125282588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.30998/inference.v3i1.6066
Hilal Fathoni
{"title":"Pengaruh Metode Pembelajaran Kooperatif dan Penguasaan Kosakata Terhadap Pemahanam Bacaan Bahasa Inggris","authors":"Hilal Fathoni","doi":"10.30998/inference.v3i1.6066","DOIUrl":"https://doi.org/10.30998/inference.v3i1.6066","url":null,"abstract":"","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133243492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.30998/inference.v4i1.6847
Teddy Setiawan, M. Sulhan
The objectives of this research is to know the Effects of Self-confidence and Vocabulary Mastery towards Students’ Speaking Skill – Survey at State Vocational High Schools, Tangerang City, Banten. The research populations were 600 students and the samples were 60 students taken from eleventh grade SMKN 7 and SMKN 9 vocational high schools at second semester of 2019/2020 academic year in Tangerang city. The instruments of the research were composed of 25 items of vocabulary test questions and 40 items questionnaire of students’ self-confidence. This research was designed and calculated using quantitative calculation. The major findings of the research indicates that the effects of self-confidence and vocabulary mastery towards the students’ speaking skill of eleventh grade Tangerang City Vocational High School is of high level category. The results of the research are as follow:1)There are any significant effects of self-confidence and vocabulary mastery jointly towards students’ speaking skill at the State Vocational High Schools in Tangerang City, Banten. It is proved by the value of Sig is 0.000<0.05 and the value of Ftest is 45.105. 2) There is a significant effect of self-confidence towards students’ speaking skill. It is proved by the value of Sig 0.042<0.05 and ttest of 2.075. 3) There is no significant effect of vocabulary mastery towards students’ speaking skill at the State Vocational High Schools in Tangerang City, Banten. It is proved by the value of Sig is 0.138>0.05 and ttest 1.502. Based on the research findings it can be recommended that speaking skill requires high level of self-confidence and adequate vocabulary mastery. Speaking skill is not only influenced by vast amount of vocabulary mastery but other influential factors at the state vocational high schools in Tangerang city such as high level of self-confidence.Keywords: Self-confident, Speaking Skill and Vocabulary Mastery.
{"title":"THE EFFECTS OF STUDENT’S SELF CONFIDENCE AND VOCABULARY MASTERY TOWARDS SPEAKING SKILL.","authors":"Teddy Setiawan, M. Sulhan","doi":"10.30998/inference.v4i1.6847","DOIUrl":"https://doi.org/10.30998/inference.v4i1.6847","url":null,"abstract":"The objectives of this research is to know the Effects of Self-confidence and Vocabulary Mastery towards Students’ Speaking Skill – Survey at State Vocational High Schools, Tangerang City, Banten. The research populations were 600 students and the samples were 60 students taken from eleventh grade SMKN 7 and SMKN 9 vocational high schools at second semester of 2019/2020 academic year in Tangerang city. The instruments of the research were composed of 25 items of vocabulary test questions and 40 items questionnaire of students’ self-confidence. This research was designed and calculated using quantitative calculation. The major findings of the research indicates that the effects of self-confidence and vocabulary mastery towards the students’ speaking skill of eleventh grade Tangerang City Vocational High School is of high level category. The results of the research are as follow:1)There are any significant effects of self-confidence and vocabulary mastery jointly towards students’ speaking skill at the State Vocational High Schools in Tangerang City, Banten. It is proved by the value of Sig is 0.000<0.05 and the value of Ftest is 45.105. 2) There is a significant effect of self-confidence towards students’ speaking skill. It is proved by the value of Sig 0.042<0.05 and ttest of 2.075. 3) There is no significant effect of vocabulary mastery towards students’ speaking skill at the State Vocational High Schools in Tangerang City, Banten. It is proved by the value of Sig is 0.138>0.05 and ttest 1.502. Based on the research findings it can be recommended that speaking skill requires high level of self-confidence and adequate vocabulary mastery. Speaking skill is not only influenced by vast amount of vocabulary mastery but other influential factors at the state vocational high schools in Tangerang city such as high level of self-confidence.Keywords: Self-confident, Speaking Skill and Vocabulary Mastery. ","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130770341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.30998/inference.v3i1.6011
Erlin Puspitasari
The explanatory study was aimed ad describing the effects of linguistic intelligence and classroom classroom climate perseption. From the population of all the principals of junior high school in Depok, West Java (600 people), a sample of 106 principals were randomly selected. The data were collected using a questionnaire and then analyzed statistically using SPSS analyses. The result showed that linguistic intelligence and classroom climate’s perception directly influence the student’s English conversation, and that there are indirect effects of linguistic intelligence on student’s English conversation through classroom climate’s perception.
{"title":"THE EFFECTS OF LINGUISTIC INTELLIGENCE AND CLASSROOM CLIMATE’S PERCEPTION OF THE STUDENT’S ENGLISH CONVERSATION","authors":"Erlin Puspitasari","doi":"10.30998/inference.v3i1.6011","DOIUrl":"https://doi.org/10.30998/inference.v3i1.6011","url":null,"abstract":"The explanatory study was aimed ad describing the effects of linguistic intelligence and classroom classroom climate perseption. From the population of all the principals of junior high school in Depok, West Java (600 people), a sample of 106 principals were randomly selected. The data were collected using a questionnaire and then analyzed statistically using SPSS analyses. The result showed that linguistic intelligence and classroom climate’s perception directly influence the student’s English conversation, and that there are indirect effects of linguistic intelligence on student’s English conversation through classroom climate’s perception.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"147 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133231421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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