http://e-journal.unper.ac.id/index.php/ALTICS <p>Journal of Applied Linguistics (ALTICS) is an academic, open access, and peer-reviewed journal first published in 2019 by the Institution of Research and Community Services, 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.</p> <p>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.</p> <p>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.</p> <p><strong>Peer-review Policy</strong>: ALTICS is an online peer-reviewed journal, published in May and November on a biannual basis. All submissions to the Journal are read and reviewed. It is the policy of the Journal not to disclose the identity of reviewers during and after the review process to authors.</p> <p><strong>Ethics Statement</strong>: ALTICS Editorial Board is committed promoting ethical conduct principles at all levels of the publishing process of the Journal. We adhere to the Publication Ethics Committee (COPE) guidance on the standards of publishers, peer reviewers and writers. By submitting the manuscript to the Journal, the author agrees to any necessary originality checks that the manuscript may have to undergo during the evaluation or the production process. Any infringement of copyright laws will result in dismissal or withdrawal of the submitted material after publication. Moreover, articles submitted to the Journal should not contain any matter of libel, defamation, obscenity or unlawfulness.</p> <p><strong>Disclaimer</strong>: Opinions expressed in articles and creative works published in this Journal are those of the authors and do not necessarily reflect the views of the publishers, the board of editors or the publisher.</p> Universitas Perjuangan Tasikmalaya en-US Journal of Applied Linguistics (ALTICS) 2721-995X <p>CC Attribution 4.0</p> http://e-journal.unper.ac.id/index.php/ALTICS/article/view/1814 <p>Undergraduate students today have greater opportunities to gain practical experience in professional settings through ‘Merdeka Belajar Kampus Merdeka’ (MBKM) programs, one of which is Kampus Mengajar. This study aims to determine the extent to which participating in the Kampus Mengajar program influences the pedagogic competence of undergraduate English education students. This study uses a quantitative survey approach with a cross-sectional design. A questionnaire consisting of 20 items was used as the research instrument. Employing the snowball sampling technique, this study obtained 60 participants from 20 universities across Indonesia who met the population criteria. To analyze and describe the data, this study used SPSS version 25. The findings show that there is a significant influence from participation in Kampus Mengajar in forming pedagogic competence, as demonstrated by a mean score of 83.38 out of a maximum of 100. The results also suggest that the ability to manage a safe and comfortable learning environment, with an average score of 25.37 out of 30 at maximum, is the most significantly impacted aspect of pedagogic competence influenced by participation in Kampus Mengajar. Further research is necessary to explore other dimensions of pedagogic competence and to verify these findings with larger and more diverse&nbsp;samples.</p> Riksandi Ihza Nugraha Zacky Muhtar Afandi Dellima Nuriyanwar Hana Azzahra Lystiana Nurhayat Hakim Copyright (c) 2025 Journal of Applied Linguistics (ALTICS) https://creativecommons.org/licenses/by/4.0 2025-06-02 2025-06-02 7 1 1 7 10.36423/altics.v7i1.1814 http://e-journal.unper.ac.id/index.php/ALTICS/article/view/1818 <p>This study explores English education students' perceptions of AI-powered tools in developing writing skills through a quantitative survey administered to students across various Indonesian universities. The research employs a structured questionnaire to gather insights on the effectiveness, usability, and impact of tools such as Grammarly, Quillbot, and ChatGPT on students' writing practices. Key findings indicate a general positive perception among students, highlighting the tools' role in enhancing writing quality and accessibility. The study also examines variations in perception based on students' levels of familiarity with these tools, providing a nuanced understanding of their practical benefits and limitations. This investigation contributes to the growing discourse on the integration of AI in educational contexts and offers valuable insights for future research and practical applications in English language teaching.</p> <p>&nbsp;</p> <p><strong>Keywords:</strong><em>&nbsp;Artificial intelligence, writing tools, EFL, Indonesian universities, student perception</em></p> Milatul Auliya Dewi Tria Moulina Rizky Septian Rahayu Yessi Nurul Rahmi Lystiana Nurhayat Hakim Copyright (c) 2025 Journal of Applied Linguistics (ALTICS) https://creativecommons.org/licenses/by/4.0 2025-06-02 2025-06-02 7 1 8 23 10.36423/altics.v7i1.1818 http://e-journal.unper.ac.id/index.php/ALTICS/article/view/1830 <p class="AbstractText" style="margin: 0cm 42.55pt 0cm 42.55pt;"><span lang="EN-GB" style="font-size: 9.0pt;">Understanding learning style preferences is essential for educators and institutions in designing strategies for instruction and improving student learning results. The purpose of this study is to find out whether there is a relationship between gender and learning style preferences among English Education students using a quantitative approach and a correlational study design. A VARK model-based online questionnaire was used to collect data from 50 students recruited by snowball sampling. Descriptive analysis showed that there was highly dominant learning style among the students. The t-test showed no significant difference in male and female learning style preferences. Pearson correlation research showed no significant association between gender and learning style preference. However, a strong and significant correlation was found between the four learning styles. The questionnaire's reliability was high, with Cronbach's Alpha values ranging from 0.868 to 0.946. This study concludes that gender has no significant influence on the learning style preferences of English Education students, indicating the importance of using a variety of teaching approaches to accommodate students' various learning preferences.</span></p> Ananda Sri Wahyuni Hani Hani Nunung Nurjanah Nastiar Maulida Utami Lystiana Nurhayat Hakim Copyright (c) 2025 Journal of Applied Linguistics (ALTICS) https://creativecommons.org/licenses/by/4.0 2025-06-02 2025-06-02 7 1 24 33 10.36423/altics.v7i1.1830 http://e-journal.unper.ac.id/index.php/ALTICS/article/view/2042 <p>The growing incidence of moral and ethical issues among Indonesian students highlights the urgent need for effective character education. This study addresses this need by examining how well a government-funded EFL textbook "<em>English for Nusantara</em>" for seventh-grade students integrates and promotes the character education values outlined in the Pancasila Student Profiles recommended by the Ministry of Education, Culture, Research and Technology (MoECRT) of Indoenesia. Using a qualitative analysis method with a descriptive approach, data were collected through content anaylsis of the textbook's visual and verbal materials. The findings indicate that the textbook places a strong emphasis on collaboration, which aligns with the dimension of mutual cooperation. However, the value of reflection within the critical reasoning dimension is less prominently highlighted. In conclusion, the textbook reflects the character education values relevant to the Pancasila Student Profiles, though there are areas for improvement. This study provides insights for future textbook development to better integrate character values into learning materials. It also highlights the importance for educators to be more aware of character education values in the teaching-learning process and emphasizes the need for supplemental textbooks that better apply these values.</p> Rita Rostiawati Copyright (c) 2025 Journal of Applied Linguistics (ALTICS) https://creativecommons.org/licenses/by/4.0 2025-06-02 2025-06-02 7 1 34 41 10.36423/altics.v7i1.2042