cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Farieda Ilhami Zulaikha
Contact Email
fariedailhami@unper.ac.id
Phone
+6285215954266
Journal Mail Official
journalaltics@gmail.com
Editorial Address
Universitas Perjuangan Tasikmalaya Jalan Peta No. 177 Kahuripan, Tawang, Tasikmalaya
Location
Kota tasikmalaya,
Jawa barat
INDONESIA
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
 1 
Search results for , issue "Vol. 3 No. 2 (2021): ALTICS" : 5 Documents clear
Teachers’ Perspective Towards the Implementation of High Order Thinking Skill (HOTS) in Teaching English Pipit Muliyah
Journal of Applied Linguistics (ALTICS) Vol. 3 No. 2 (2021): ALTICS
Publisher : Universitas Perjuangan Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36423/altics.v3i1.1091

Abstract

Higher Order thinking Skills (HOTS) refers to the ability to apply knowledge, skills and values in reasoning, reflection, problem solving, decision making, innovating and creating something new. Higher order thinking skills (HOTS) is a skill that should be present in every teaching. Teaching English particularly require teachers to be skillful in planning learning activities that can inculcate thinking skills among students. This study aims to explore the perceptions of English teachers in the implementation higher order thinking skills in teaching English. This is a qualitative case study involving three science teachers who teaches in government school, private school and private tutor center respectively. Data were collected through interviews only. Data were then categorized to form themes for the study. The focus of the study was teachers’ perspective, towards HOTS, its application, assessment of HOTS and the constraints. The results show that the teachers are aware and they are applying HOTS in their teaching. However, they believe they are hindered by some constraints. Therefore, this study concluded that knowledge and competence are crucial to ensure quality the implementation of HOTS. Keywords: Teaching efficacy, Evaluation, teaching English, Thinking skill
The Implementation of Online Assessment at Junior High Schools in Tasikmalaya Risma Maudhira Khoeriyah; Lystiana Nurhayat Hakim; Sundari Purwaningsih
Journal of Applied Linguistics (ALTICS) Vol. 3 No. 2 (2021): ALTICS
Publisher : Universitas Perjuangan Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36423/altics.v3i2.815

Abstract

This research that aims to investigating how teachers implement of online assessment at junior high schools and find out the challenges faced by the teachers in implementation of online assessments in English lesson at junior high schools in Tasikmalaya. This study takes place at junior high schools in Tasikmalaya. This study sample 6 English teachers were chosen purposive sampling technique. This research is classifying as case study. Case study is using because this approach can develop more in-depth analysis of a case (Cresswell, 2018, p.295). This research is a suitable a case study because it raises a phenomenon that is currently happening in Tasikmalaya. In the results of this study found online assessment tools used by teachers, namely Google Classroom, Google Form, WhatsApp, Zoom, and which are less frequently used, namely Blogs and Quizizz. Based on the data generated from the interview there are obstacles encountered by teachers like often finding students asking for delays in assessment, late students in work collections, trouble seeing student insights, trouble getting feedback because it's hard to contact a few students. Keywords: Online Assessmennt, Four Language Skills, Online Assessment Tools, Challenges and Strategies
FACTORS AFFECTING EFL STUDENTS MOTIVATION IN USING GOOGLE CLASSROOM AS AN ONLINE LEARNING PLATFORM Lisma Sri Rahayu; Pipit Prihartanti Suharto; Sundari Purwaningsih
Journal of Applied Linguistics (ALTICS) Vol. 3 No. 2 (2021): ALTICS
Publisher : Universitas Perjuangan Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36423/altics.v3i2.817

Abstract

 This research investigated factors affecting EFL students motivation when using Google Classroom as an online learning platform. It was argued that motivation is recognised as a vital component in successful second language learning (Lamb, 2017). This research employed survey method and data were obtained through the use of questionnaire with twenty questions for data collection. It involved fourteen students. The researcher was adapted to Rosnija, Chairunnisa and Apriliaswati (2017), to analyze the data from questionnaire. The finding revealed internal and external factors that affect students motivation in using Google Classroom as online learning platform. This paper concludes with internal factors such as easy to operate and help students for accessing new or old material. In the other hand, they lack communication and difficulty understanding the material so students feel that the learning is monotonous. Then, external factors such as bad networks, no phones or computer, limited quotas and no Wi-Fi so that students often miss material. Furthermore, no feedback from teachers, lack of disciplines among teachers in sharing materials and assignments, and no class discussion have affected students’ motivation in using Google Classroom. However, they still work on assignments because they have the purpose to get good grades, to be the champions of the class, and to avoid punishment at the end of the semester. Based on findings, it is recommended that teachers should pay attention to these factors so that students motivation in learning using Google Classroom increases better.  Keywords: EFL students motivation; Google Classroom; internal factors; external factors
Exploring EFL Teacher's Teaching Strategies During Emergency Remote Teaching Sri Wulan Rahayu
Journal of Applied Linguistics (ALTICS) Vol. 3 No. 2 (2021): ALTICS
Publisher : Universitas Perjuangan Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36423/altics.v3i2.819

Abstract

This research investigated EFL teacher teaching strategies during emergency remote teaching. The COVID-19 pandemic prompted the government to proclaim the conversion of learning activities to online learning. The policy, as well as its relationship to teacher strategies in teaching English, is worth investigating. This study aimed at answering the following research questions: (1) What are the English teacher strategies for online teaching? (2) To  what  extent  do  the  strategies  help the English teachers in online teaching? This study used descriptive qualitative method and data were obtained through the use of questionnaire and interview. The data from interview were analyzed by coding, data reduction, data display, and drawing conclusion. The findings revealed that the strategies used by the teachers in teaching English are so various. For speaking skill, the teachers applied cooperative activity and drilling. For listening skill, the teachers used teaching bottom-up processing in which students must be able to recognize important key word. As for reading skill, the teachers applied several strategies such as inferring and question-answer relationship. Last, for writing skill, the teacher used conference. The strategies used by the teachers in teaching four skills of English are considered to be very helpful for the teachers. The strategies that they used really help the student learning process during this pandemic. Also with these strategies, they can find out the development of students' skills.
Exploring Flashcard as the Media in Teaching Vocabulary to EFL Young Learners Eka Rahma Widya; Agis Andriani; Fera Sulastri
Journal of Applied Linguistics (ALTICS) Vol. 3 No. 2 (2021): ALTICS
Publisher : Universitas Perjuangan Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36423/altics.v3i2.1254

Abstract

This study aims to find out how the teacher's experience in teaching flashcards in the Young Student Class. The participant is an English teacher, in elementary school. Data were collected through interviews. Data were analysed using thematic analysis (Braun & Clarke, 2006). The data shows that there is experience when teaching using flashcards, namely the impact of using flashcards in teaching and challenges or difficulties when teaching vocabulary using flashcards. The findings show that teaching vocabulary to young learners using flashcards helps teachers. Teaching vocabulary using flashcards is the right medium for young learners. It makes the teacher feel various feelings while doing it, and the participants feel happy and helped. This happened because at first young students were happy but also confused but in fact they became enjoy, happy, able to follow the lesson well, conducive, achieve learning goals and become interested in learning to use flashcards after getting used to it. So, in this study flashcards can help teachers to teach vocabulary to young learners. This study contributes that flashcards can help teachers when teaching, it can help teachers when teaching new vocabulary to students.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2021 2021


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2022): ALTICS Vol. 3 No. 2 (2021): ALTICS Vol. 3 No. 1 (2021): ALTICS Vol. 2 No. 2 (2020): ALTICS Vol. 2 No. 1 (2020) Vol. 1 No. 1 (2019)