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Tiara Noviarini
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EXPOSE (Journal of English Education and for Specific Purpose) google scholar
Published by Universitas Muhammadiyah Lampung
ISSN : -     EISSN : 31241859     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Expose Journal of English Education and for Specific Purpose is published by the English Education Department of Universitas Muhammadiyah Lampung. The journal publishes research articles in the field of English language teaching learning teacher education assessment translation vocabulary curriculum discourse English skills teaching methods structure pragmatics and English for specific purpose. The journal accepts high quality quantitative and qualitative research in English education.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 30 Documents
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Enhancing Elementary Learners’ Vocabulary Mastery through Duolingo: A Study of Motivation and Learning Outcomes Meida Fitriana; Tiara Noviarini
EXPOSE (Journal of English Education and for Specific Purpose) Vol 3, No 1 (2025): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v3i1.4673

Abstract

The use of game-based digital applications has become increasingly popular in English language teaching at the elementary school level due to their potential to create engaging and learner-centered environments. Such applications are particularly relevant for young learners, who require interactive and enjoyable learning experiences to maintain motivation and attention. This study aims to examine the effect of using the Duolingo application on students’ learning motivation and English vocabulary achievement in an elementary school context. A quantitative approach was employed using a quasi-experimental design with a nonequivalent control group. The participants consisted of 36 fifth-grade students, who were divided into an experimental group (18 students) and a control group (18 students). Data were collected through a learning motivation questionnaire and an English vocabulary achievement test comprising 20 multiple-choice items. The collected data were analyzed using normality tests, homogeneity tests, and an independent samples t-test to determine statistical significance. The results revealed a significant difference in both learning motivation and vocabulary achievement between students who learned using the Duolingo application and those who received conventional instruction. The mean post-test score of the experimental group (83.40) was higher than that of the control group (71.85), with a significance value of 0.002 < 0.05. These findings suggest that the integration of Duolingo contributes positively to both affective and cognitive learning outcomes. Therefore, the Duolingo application can be considered an effective supplementary tool for enhancing elementary school students’ motivation and English vocabulary mastery.
Utilization of E-Books and Online Articles to Improve Students' Reading Skills Dian Pratiwi; Medi Yansyah
EXPOSE (Journal of English Education and for Specific Purpose) Vol 2, No 1 (2024): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v2i1.4346

Abstract

This study explores the use of e-books and online articles to improve university students’ reading skills, particularly focusing on comprehension, reading frequency, and intrinsic motivation. Conducted through a Classroom Action Research (CAR) approach involving two intervention cycles, the study involved 24 students from the English Education Department at Universitas Muhammadiyah Pringsewu. Data were gathered via reading comprehension tests, questionnaires, and classroom observations to assess both cognitive and affective changes during the intervention. The results show notable improvements in students’ reading comprehension, as seen in the consistent rise in test scores from the pre-test to Cycle II. Furthermore, students exhibited greater reading interest, higher reading frequency, and a clear shift from lecturer-led to self-motivated learning. These findings suggest that digital reading materials serve as an effective and engaging tool for developing academic literacy, endorsing the inclusion of technology-based resources in higher education reading programmes.
THE STUDENTS' PERCEPTION OF USING INSTAGRAM TOWARD VOCABULARY MASTERY Puji Handayani; Dyah Sih Pratiwi
EXPOSE (Journal of English Education and for Specific Purpose) Vol 1, No 1 (2023): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v1i1.1700

Abstract

The purpose of this research is to find out whether Instagram has a positive impact on English vocabulary learning. The method used in this research is a qualitative method. The results show that 75% of students’ perception agree that writing captions in Instagram could help students in vocabulary mastery, this is consistent by the data 40% of students strongly agree with statement that students want to learn English vocabulary in order to create an English caption. The researcher’s conclusion that Instagram as a media for English learning has a positive impact on students' vocabulary ability at SMK Muhammadiyah 2 Bandar Lampung.
The Effect of Digital Flashcard Media on Vocabulary Improvement of Elementary School Students Musiman Musiman; Meida Fitriana
EXPOSE (Journal of English Education and for Specific Purpose) Vol 3, No 2 (2025): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v3i2.4732

Abstract

Vocabulary mastery is a fundamental component of language learning that supports students’ abilities in reading, writing, speaking, and listening. However, many elementary school students still experience difficulties in understanding and using vocabulary effectively due to limited instructional media and teacher-centered learning approaches. This study aims to investigate the effect of digital flashcard media on vocabulary mastery among elementary school students at SD Negeri 2 Sukoharjo, Pringsewu, Lampung. The study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants consisted of 30 fourth-grade students selected through total sampling. Data were collected using a vocabulary test comprising 20 objective items administered before and after the implementation of digital flashcard-based instruction. The collected data were analyzed using descriptive statistics and inferential analysis in the form of a paired sample t-test. The results showed a significant improvement in students’ vocabulary mastery after the use of digital flashcards. The mean score increased from 60.13 in the pretest to 82.47 in the posttest. Indicator-based analysis revealed improvements in word meaning recognition, word–image matching, vocabulary usage in sentences, and vocabulary recall. The paired sample t-test indicated a significant difference between pretest and posttest scores at the 0.05 significance level (p < 0.05), confirming the effectiveness of digital flashcard media. The findings suggest that digital flashcards are an effective instructional medium for enhancing vocabulary learning at the elementary school level. Visualized vocabulary presentation and repeated exposure through digital flashcards support students’ comprehension and retention. This study provides empirical evidence supporting the integration of digital learning media in elementary language instruction and offers practical implications for teachers seeking innovative strategies to improve vocabulary mastery.
Shaping Spoken Accuracy through Oral Corrective Feedback Tiara Noviarini; Candraning Prihatini
EXPOSE (Journal of English Education and for Specific Purpose) Vol 2, No 2 (2024): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v2i2.4597

Abstract

Spoken accuracy remains a persistent challenge for undergraduate learners of English as a Foreign Language (EFL), particularly in contexts where English is primarily used within the classroom. Although learners may possess adequate grammatical knowledge, difficulties often arise when producing accurate spoken language in real-time interaction. One instructional practice commonly employed to address spoken errors is oral corrective feedback, yet how such feedback functions interactionally to shape spoken accuracy in undergraduate EFL classrooms requires further exploration. This study aims to examine how oral corrective feedback contributes to shaping spoken accuracy through classroom interaction.Adopting a qualitative case study design, the research was conducted in an undergraduate (S1) EFL speaking class at UAI Syeh M involving 20 students. Data were collected through non-participant classroom observation, video recordings of speaking activities, and semi-structured student interviews. The primary unit of analysis was the feedback episode, consisting of a learner’s spoken error, oral corrective feedback provided by the lecturer, and the learner’s subsequent response. The data were analyzed interactionally to identify patterns of oral corrective feedback, forms of student uptake, and their contribution to spoken accuracy. The findings indicate that oral corrective feedback emerges naturally during speaking activities and operates along a continuum from prompt-based strategies to explicit reformulations. Explicit correction was frequently used to address errors that interfered with meaning, while prompt-based feedback such as elicitation and clarification requests encouraged learners to engage cognitively in self-repair. Student uptake manifested in both successful repair and partial responses, reflecting learners’ attention to linguistic form and engagement in the feedback process. Interview data further revealed that learners perceived feedback prompting reflection and self-correction as particularly supportive of their speaking development. Overall, the study highlights oral corrective feedback as an interactional mechanism that shapes spoken accuracy through learner engagement, noticing, and repair. The findings underscore the importance of context-sensitive feedback practices in undergraduate EFL speaking instruction and contribute to a deeper understanding of feedback processes in classroom interaction.
The Role of Multimodal Feedback (Audio and Video) from Educators in Enhancing Students' Essay Quality: A Qualitative Perspective Fini Widya Fransiska1; Muhammad Rizky Al Fatih
EXPOSE (Journal of English Education and for Specific Purpose) Vol 1, No 2 (2023): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v1i2.4303

Abstract

This qualitative study explores the functions and mechanisms of multimodal feedback (audio and video) provided by instructors on the quality of Business English essays written by third-semester students, as well as the detailed revision strategies used by the students. Using a collective case study approach with 10 students and 2 instructors, data were gathered through triangulation methods, including document analysis (initial drafts and revisions), in-depth interviews, and observation of the revision process. The main findings reveal that multimodal feedback significantly reduces students' cognitive load when interpreting corrections, especially in improving macro-structure, cohesion, and coherence by offering contextual clarity (visualising errors) and pedagogical empathy (the instructor’s voice). This enhancement in cognitive understanding and social presence notably encourages transformational (deep-level) revisions, with over 60% of improvements focused on content and argument structure. The study recommends shifting from vague textual feedback to a multimodal digital approach to foster greater student accountability and ownership of their writing quality.
Enhancing High School Students’ Paragraph Coherence Through Peer Feedback in English Writing Maulana Arief Hidayat Hidayat
EXPOSE (Journal of English Education and for Specific Purpose) Vol 3, No 1 (2025): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v3i1.4674

Abstract

Paragraph coherence is a critical aspect of effective writing, yet many high school students struggle to organize ideas logically in English as a Foreign Language (EFL) contexts. This study aims to examine the effect of structured peer feedback on paragraph coherence and to explore students’ perceptions of the feedback process. A mixed-method design was employed, involving 28 eleventh-grade students at SMK Muhammadiyah Pringsewu. Quantitative data were collected through pre-test and post-test paragraph coherence scores, while qualitative data were obtained from students’ reflective journals and interviews. The quantitative results indicate a significant improvement in paragraph coherence, with mean scores increasing from 2.65 in the pre-test to 4.15 in the post-test, particularly in topic sentence clarity, logical sequencing, and the use of cohesive devices. Qualitative findings reveal that students perceived peer feedback as enhancing their awareness of paragraph structure, promoting self-monitoring, reducing writing anxiety, and increasing motivation to revise their work. These findings suggest that structured peer feedback not only improves measurable writing outcomes but also fosters cognitive, metacognitive, and affective development. Based on the results, it is recommended that EFL teachers integrate structured peer feedback into writing instruction, providing guided opportunities for collaborative review, reflective practice, and targeted guidance on coherence. Such practices can enhance both the quality of students’ writing and their engagement in the learning process.
Analysis of Common Mistakes in English Writing Among Law Students at UIN Syarif Hidayatullah Sahla Izzati Izzati
EXPOSE (Journal of English Education and for Specific Purpose) Vol 2, No 1 (2024): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v2i1.4344

Abstract

This study aims to analyze the errors that appear in the English writing of third-semester students of the Law Study Program at UIN Syarif Hidayatullah in the English MKDU course. Using a descriptive qualitative approach, this research involved 24 students who were asked to spontaneously write a short essay on a general academic topic. The data were analyzed using the Dulay, Burt, and Krashen error taxonomy, which includes omission, addition, misformation, and misordering, complemented by an analysis of vocabulary, spelling, and coherence aspects. The results show that grammar errors are the most dominant category, followed by vocabulary errors, sentence structure, spelling, and paragraph coherence. The findings also reveal that Indonesian language interference, low mastery of basic grammar, limited exposure to English, and dependence on translation tools are the main factors causing these errors. Overall, this research emphasizes the need for a more integrated writing learning approach that focuses on developing linguistic competence, rhetorical strategies, and meaningful feedback to improve the writing skills of non-English language students.
THE USE OF INSTAGRAM VLOG FOR ENGLISH SPEAKING PRACTICES: STUDENTS’ PERCEPTIONS AT SMAN 13 PALEMBANG Walia Anggraini; Dian Erlina; Husnai Husnaini
EXPOSE (Journal of English Education and for Specific Purpose) Vol 1, No 1 (2023): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v1i1.1701

Abstract

The aim of this study was to find out students’ perceptions of Instagram vlog for English speaking practices at SMAN 13 Palembang. The qualitative research method with a case study approach was applied in this study. The participants of this study were four students of XI IPA 4 at SMAN 13 Palembang. The data obtained from interview were analyzed by using thematic analysis. The findings of this research showed that there were some advantages and limitations of Instagram vlog in speaking practices, namely: (1) Improve English students’ Pronunciation, (2) Develop English students’ Vocabulary, (3) Improve English students’ grammar (4) Improve English students’ speaking Fluency, (5) Increase Self-confident English Students’ Speaking, (6) Increase motivation for English students’ Speaking, (7) Problem with Internet connection.
Sustaining Oral Communication: A Quasi-Experimental Study of Project-Based Learning and Speaking Fluency in EFL Contexts Siswoyo Siswoyo
EXPOSE (Journal of English Education and for Specific Purpose) Vol 3, No 2 (2025): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v3i2.4733

Abstract

Speaking fluency is a crucial component of oral communication for English as a Foreign Language (EFL) learners, particularly in higher education where students are required to express ideas clearly and continuously. However, many EFL students experience limited fluency due to restricted opportunities for extended oral practice and the dominance of form-focused instruction. This study aims to examine the effect of Project-Based Learning (PBL) on undergraduate EFL students’ speaking fluency. A quantitative quasi-experimental design was employed involving 60 second-semester students at Universitas Muhammadiyah Pringsewu (UMPRI), divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received instruction through Project-Based Learning, while the control group was taught using conventional speaking instruction. Data were collected through pre-test and post-test speaking tasks and analyzed using paired-sample and independent-sample t-tests. Speaking fluency was measured based on speech rate, pause frequency, and length of continuous utterances. The results showed that the experimental group’s mean score increased from 62.40 to 78.15, while the control group improved from 63.10 to 69.30. Statistical analysis revealed a significant difference in post-test scores between the two groups (t = 5.36, p < 0.05). These findings indicate that Project-Based Learning significantly enhances EFL students’ speaking fluency and provides effective opportunities for sustained oral communication in higher education contexts.

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