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Farieda Ilhami Zulaikha
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Journal of Applied Linguistics (ALTICS)
Published by Universitas Perjuangan Tasikmalaya
ISSN : 2721995X     EISSN : 27210316     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of Applied Linguistics (ALTICS) is an academic, open access, and peer-reviewed journal first published in 2019 by by English Education Departement, Teacher Training and Education Faculty, Universitas Perjuangan Tasikmalaya, West Java, Indonesia. It aims to publish high-quality researches incorporating the broad fields of education including literature and linguistics in English Language Teaching. ALTICS encourages academics and authors to submit high quality written works that offer original research with interesting ideas and informative thoughts that could potentially open up new perspectives in the field of English Language Teaching. These may be in the forms of critical examination of current theories, integration of two or more scholastics hypotheses, or development of any work that may fall within the scope of English Language Teaching. Its issues are published twice a year in May and in November. Submissions are open year-around. It is important to bear in mind that the official language of the journal is English.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
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Search results for , issue "Vol. 2 No. 1 (2020)" : 5 Documents clear
STIMULATING ENGLISH LEARNING IN GLOBAL KPOP COMMUNITY ON TWITTER Dinar Faiza
Journal of Applied Linguistics (ALTICS) Vol. 2 No. 1 (2020)
Publisher : Universitas Perjuangan Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1225.167 KB) | DOI: 10.36423/altics.v2i1.360

Abstract

This study aims to explore the phenomenon of K-pop on Twitter that can be the platform of English learning. The data gathered included writing documents like K-pop tweets, unstructured interviews and survey results. The researcher focused more on taking data from K-poper who use English as EFL (English as a foreign language). Data collection was taken by interview & poll to K-poper, observations and examination of K-pop tweets, included interactions among K-pop community on Twitter. K-pop Tweets was taken randomly with various topics by taking screenshots. The interview conducted by direct messages to some K-popers who gave consents to do the interview. The survey was executed by using Twitter’s poll feature. Data analysis is carried out with a descriptive qualitative method, focused on finding the nature of the particular event on study. The finding of the study revealed that the interest of K-pop stimulates English learning for K-poper. English helps them to support and connect to their interest. The curiosity of K-pop eagers them to learn and improve English skill. It demands their self-learning in the process of improving English skill. English is a bridge to connect them with their K-pop idols. K-pop is boasting their interest to English than studying English in a classroom with a book. Keywords: English learning, learning media,K-pop, social media, Twitter
ENGLISH ZONE (EZO): A FUN ACTIVITY IN LEARNING ENGLISH SPEAKING SKILL FOR YOUNG LEARNERS Linda Septiyana; puri widiarti; tika purnama sari; eka nur kasih; hijjriah al mukaromah
Journal of Applied Linguistics (ALTICS) Vol. 2 No. 1 (2020)
Publisher : Universitas Perjuangan Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (518.521 KB) | DOI: 10.36423/altics.v2i1.432

Abstract

This research aims to describe the implementation of English Zone (EZo) activities in learning English speaking skills for young learners. Employing qualitative descriptive study, this research included observation of teaching and learning process, and interview that was administered to 10 students from Kampung Sawah, West Hadimulyo. Ten meetings were observed thoroughly. Each observation took place in English language classroom every Sunday at Al-Fatimah Mosque. This research presented the implementation of English Zone (EZo) to young learners and students’ responses to the implementation of EZo. The findings illuminated the powerful ways in which EZo was able to improve students’ speaking skill. The students were having fun in the classroom which made them actively participate IN speaking practice with their friends or teachers. The findings further highlighted that EZo showed a good result in improving students’ confidence during their speaking practice. EZo helped them to speak more and decreased hesitation. They felt more relaxed to speak.Keywords : English zone, speaking skill, young learners, activity
A STUDY ON COLLEGE STUDENTS' WRITING COMPETENCE Meilina Haris Mayekti
Journal of Applied Linguistics (ALTICS) Vol. 2 No. 1 (2020)
Publisher : Universitas Perjuangan Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (509.972 KB) | DOI: 10.36423/altics.v2i1.355

Abstract

AbstractThis research attempts to find out the writing competence of college students, detect the cause of the problems and propose some suggestion to deal with the problem. The population of this research is the second Semester students of English Education Department UNU Purwokerto. Since the number of population is less than 100 students the writer took them all as sample. It means that the number of sample is the same as the number of the population that is 39 students. The method of this research was descriptive. This research was conducted on May 2018. The instrument used in this research is a test. The computation of the data to find out writing competence uses percentage formula. After the data has been analysed, the data showed that the writing competence is 62.64%, it means that the writing competence of the second semester students of English Education Department UNU Purwokerto is good. The most problems of the students are grammatical. Those are the pattern of tenses, addition, and misformation.Key words: writing, competence, descriptive, college students, grammatical problems
STUDENTS’ PERCEPTIONS OF INSTAGRAM CAPTION AS MEDIA IN ENGLISH LANGUAGE TEACHING Ade Christanty Yudha Bestari
Journal of Applied Linguistics (ALTICS) Vol. 2 No. 1 (2020)
Publisher : Universitas Perjuangan Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (592.869 KB) | DOI: 10.36423/altics.v2i1.366

Abstract

Everybody has Instagram account in this digital era. The lecturer uses Instagram as the media in English Language Teaching. The lecturer asks the students to write their idea in English as Instagram caption. This study presents the students’ perceptions of using social media, Instagram. All the participants in this study are students of Mathematic Study Program who enroll in English class at Nahdlatul Ulama University Purwokerto. The data were analyzed by using both quantitative and qualitative method. The data taken from survey through questionnaire were analyzed quantitatively. Then, the researcher used qualitative analysis to present the data from interview. The finding showed that the students’ perceived the advantages and disadvantages of using Instagram caption. The advantages showed that the participants have a positive perception of Instagram caption as a media in English Language Teaching. First, it stimulated the students to develop positive attitude in creative writing. Second, it improved students’ grammatical competences. The last, it enhanced the students’ motivation in English writing. Three disadvantages of using instagram as a media in teaching English included internet connection problem, low engagement rate of students’ in Instagram, and language barrier. Some of the students still used Google Translate (GT) to ensure that their sentences were correct. Keywords: Students’ Perceptions, Instagram, English Language Teaching 
Fun Ways in Learning English Nurul An-nisa; Tono Suwartono
Journal of Applied Linguistics (ALTICS) Vol. 2 No. 1 (2020)
Publisher : Universitas Perjuangan Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36423/altics.v2i1.477

Abstract

To some, learning English appears to be complicated. In the academic contexts, students still get difficulties in learning English. Teachers as educatorsshould be creative in choosing the best method to teach the language. Learning strategies that are less fun or arguably boring do not improve students’ English skills, instead will only make students feel bored and lazy to learn. The most important thing is that students enjoy every learning process as something fun. It can help the students feel comfortable during the learning process. Fun learning activities will have an impact on improving students’ English abilities naturally. It helps students to reduce pressure during learning. Therefore, the ways of learning must be designed and adapted to the needs of students. This paper is non-research based. It means that the paper is about author’s perspective of how to learn English in fun ways. This article enlists several fun ways in learning English. So, the students can find their enjoyment in learning English.Keywords: Fun, Learning English, Strategies, Method

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