https://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> en-US <p>CC Attribution 4.0</p> fariedailhami@unper.ac.id (Farieda Ilhami Zulaikha) sundaripurwaningsih@unper.ac.id (Sundari Purwaningsih) Sun, 28 May 2023 00:00:00 +0000 OJS 3.2.1.4 http://blogs.law.harvard.edu/tech/rss 60 https://e-journal.unper.ac.id/index.php/ALTICS/article/view/1322 <p>Intensive reading approach (IRA) is a kind of reading approach which involves the detailed reading of texts with the two goals of understanding the text and learning language features. This study aims to explain the effects of intensive reading approach (IRA) toward the students’ reading ability. In this study, the researchers addressed a research question: what the effects of intensive reading approach (IRA) towards the students’ reading ability development? To find out the answer, the researchers applied qualitative method under survey design, particularly a cross-sectional survey design at which they administered questionnaires to 10 students of Early Childhood Education Department, STAI Putra Galuh Ciamis. The respondents were chosen randomly as the sample. The results of the study asserted that intensive reading approach (IRA) give the significant effects towards the students’ reading ability at which they obtain new vocabularies, understand more the specific text, and write sentences by their own words. Besides, they are able to read the text faster and their interest in reading is enhanced more than the previous one. Thus, the effects of intensive reading approach (IRA) influence not only for the students’ reading, but also for their writing ability. In conclusion, intensive reading approach (IRA) give significant effect towards the students’ reading ability.</p> Rini Purbayani, Ani Herniawati, Yusuf Hidayat Copyright (c) 2023 Journal of Applied Linguistics (ALTICS) https://creativecommons.org/licenses/by/4.0 https://e-journal.unper.ac.id/index.php/ALTICS/article/view/1322 Mon, 07 Aug 2023 00:00:00 +0000 https://e-journal.unper.ac.id/index.php/ALTICS/article/view/1367 <p>Teaching English vocabulary to young learners needs the suitable technique and method in order to make the teaching and learning process more fun. This research aims to explain drilling technique to improve the young learners’ English vocabulary. In this research, the researchers employed a qualitative descriptive study as the research methodology. The results showed that the drilling technique as one of the techniques in the Audio-Lingual Method becomes the suitable technique that influences the significant effect towards the young learners’ English vocabulary mastery. In addition, the young learners can memorize the whole lessons given through using drilling technique combining with song and video during conducting the teaching and learning process. Besides that, the teaching and learning process becomes more fun. In conclusion, drilling and the Audio-Lingual Method become the suitable technique and method in teaching English vocabulary to the young learners.</p> Nono Mulyono, Nu'man Ihsanda, Laily Nuraeni, Zahra Sofwah Azizah Copyright (c) 2023 Journal of Applied Linguistics (ALTICS) https://creativecommons.org/licenses/by/4.0 https://e-journal.unper.ac.id/index.php/ALTICS/article/view/1367 Sun, 28 May 2023 00:00:00 +0000