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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
 1   2   3 
Digital Storytelling as an Innovative Approach to Developing Narrative Writing Skills in Indonesian EFL Contexts Sayyida Natsa Natsa; Siswoyo Siswoyo
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.v2i2.4664

Abstract

This study investigated the effectiveness of digital storytelling in enhancing senior high school students’ narrative writing skills. A quantitative quasi-experimental design was employed involving 60 tenth-grade students, who were divided into an experimental group (n = 30) and a control group (n = 30). Data were collected through narrative writing tests administered as pretests and posttests and analyzed using descriptive statistics, paired sample t-tests, and independent sample t-tests. The results showed that the experimental group’s mean score increased significantly from 64.06 on the pretest to 81.39 on the posttest, while the control group improved from 64.06 to 71.90. The paired sample t-test revealed a significant improvement in the experimental group (p < 0.05), and the independent sample t-test indicated a significant difference between the posttest scores of both groups (p < 0.05). These findings demonstrate that digital storytelling is more effective than conventional instruction in improving students’ narrative writing ability. However, this study was limited to a single school and a relatively short intervention period, which may restrict the generalizability of the findings. Therefore, it is recommended that educators integrate digital storytelling into writing instruction to promote creativity, engagement, and digital literacy, while future research should involve broader samples and longer implementation periods.
Analysis of Feminism in English-Learning YouTube Channels Salwa Fitria Khairunnisa; Ferisa Zafira
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.v1i2.4304

Abstract

This study aims to analyse the representation of feminism in three English learning channels on YouTube, namely English with Lucy, BBC Learning English, and Language & Gender (Sociolinguistics Lecture). The Feminist Critical Discourse Analysis (FCDA) approach is utilised to examine three main aspects: visual, linguistic, and narrative. The results indicate that English with Lucy exhibits a strong representation of feminism through the agency of female instructors, the use of gender-neutral language, and professional visuals that portray women as knowledge creators. BBC Learning English demonstrates a relatively balanced representation, although subtle gender biases persist in the division of instructional roles. Meanwhile, Language & Gender explicitly presents feminism through a critical discussion of the construction of gender in language. The findings confirm that YouTube functions not only as a learning medium but also as an ideological space that influences learners' understanding of gender. The implications suggest that educators, learners, and content creators should foster critical literacy in order to identify gender bias and utilise digital content that promotes equality.
THE PROBLEMS IN TEACHING SPEAKING SKILL AT SMP ADABIYAH PALEMBANG Agustina Maharani; Husnaini 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.v1i1.1692

Abstract

The aims of this study was to find out the problems faced by the English teachers’ in teaching speaking skill at SMP Adabiyah Palembang and how the teachers overcome these problems. This study applied qualitative research with a case study as the research design. The participants of this study were three English teachers taken by using total sampling technique. Interview was conducted to collect the data and the data from interview were analyzed by using thematic analysis. The findings showed that there were seven problems faced by English teachers in teaching speaking skills: (1) the influence of native language during the teaching and learning process; (2) lack of teachers ability in selecting the appropriate speaking material based on the students’ age; (3) the influence of students’ innate phonetic ability; (4) having difficulties in controlling the students’ language ego; (5) lack of teachers ability in building students’ motivation in speaking; (6) difficult in handling the large class; and (7) the interference of school facilities in teaching and learning process. In brief, these problems made teaching and learning did not run effectively,
Teachers’ Digital Strategies in Teaching English Vocabulary to Kindergarten Students at RA Raudhatul Jannah 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.v3i1.4675

Abstract

Vocabulary acquisition is a fundamental component of early English language learning, particularly in kindergarten contexts where learners rely heavily on concrete and meaningful input. This study aimed to investigate the digital strategies employed by teachers in teaching English vocabulary to young learners and to explore teachers’ pedagogical considerations in integrating digital media into classroom instruction. The research adopted a qualitative descriptive design with a case study approach. Data were collected through non-participant classroom observations, semi-structured interviews with three kindergarten teachers and one school principal, and documentation of digital learning materials. The data were analyzed using data reduction, data display, and conclusion drawing techniques, supported by triangulation to ensure credibility. The findings revealed that teachers employed several digital strategies, including animated instructional videos, interactive digital applications, audiovisual English songs, and digital vocabulary games. These strategies were implemented in a structured, teacher-guided manner to introduce, reinforce, and assess vocabulary learning. Digital media were primarily used to provide visual and auditory support, facilitate repetition, sustain students’ engagement, and create a positive learning atmosphere. The study also found that teachers consciously limited screen time and combined digital activities with interactive follow-up practices to maintain active learning. These results indicate that digital media can effectively support vocabulary instruction when integrated with developmentally appropriate pedagogy. Based on the findings, this study suggests that early childhood educators should be supported in developing digital pedagogical competence through training and institutional support. Educational stakeholders are encouraged to promote the thoughtful use of digital media that aligns with young learners’ cognitive and emotional needs. Future educational practices should emphasize pedagogically driven technology integration rather than technology-centered instruction.
Phonological Aspects of English Language Proficiency at the Junior High School Level Ahmad Syafiq; Bastian Sugandi
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.v2i1.4347

Abstract

This study aims to describe the phonological aspects of English pronunciation mastery among eighth-grade students of SMP Muhammadiyah Pringsewu. The research focuses on students’ ability to pronounce English sounds, including vowels and consonants, word stress, and sentence intonation, as well as identifying dominant phonological errors and the factors influencing them. A qualitative descriptive approach was employed in this study. The research subjects consisted of 20 eighth-grade students. Data were collected through classroom observation, a pronunciation test, and interviews. The findings reveal that students are generally able to pronounce basic English sounds, particularly those similar to Indonesian phonological features. However, difficulties were still observed in pronouncing specific English sounds such as the interdental sounds /?/ and /ð/, the fricative /?/, distinctions between long and short vowels, as well as in applying appropriate word stress and intonation. The main phonological errors include sound substitution, incorrect stress placement, and flat intonation patterns. These difficulties are influenced by first-language interference, limited pronunciation practice, and minimal exposure to authentic English pronunciation. The study concludes that although students have acquired a basic level of phonological competence, their mastery remains moderate and needs further development. Therefore, more structured and continuous pronunciation practice is vital to improve students’ phonological awareness and speaking proficiency.
Challenges Faced by Administrative Personnel in Drafting Formal English Letters Dewi Yanti; Edison Hamid
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.v1i2.4299

Abstract

This study investigates the linguistic, technical, and organizational challenges encountered by administrative personnel in drafting formal English letters within higher education settings. Using a qualitative descriptive design, data were collected through semi-structured interviews and document analysis involving twelve administrative staff from three institutions. The findings reveal three major categories of challenges. Linguistically, participants demonstrated limited mastery of formal vocabulary, frequent grammatical errors, and a strong tendency toward literal translation. Technically, the letters showed inconsistent formatting, non-standardized templates, and irregular application of international writing conventions. Organizationally, the lack of training opportunities, demanding workloads, and absence of proofreading mechanisms significantly contributed to recurring errors. These findings highlight that administrative writing difficulties are not solely linguistic but are shaped by systemic institutional conditions. The study contributes to English for Specific Purposes (ESP) research by offering an integrated view of administrative writing demands and underscores the need for targeted training, standardized templates, and structured support systems. Recommendations for institutional improvement and directions for future research are also presented.
Multilingual Practices in Academic Communities: Exploring Code-Switching as Social Action Dewi Yanti
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.v3i2.4734

Abstract

This study aims to investigate multilingual language practices in an academic environment from a sociolinguistic perspective, with particular attention to language choice, code-switching, and code-mixing in both academic and social interactions. The research seeks to understand how multilingual speakers employ linguistic resources strategically to negotiate meaning, express identity, and achieve communicative goals. A qualitative descriptive research design was adopted to capture naturally occurring language use and its social functions. Data were collected through non-participant observations, semi-structured interviews, and documentation of spoken interactions among undergraduate students. The collected data were analyzed using an interactive qualitative analysis model involving data reduction, data display, and conclusion drawing. The findings indicate that language choice is highly context-dependent and influenced by factors such as interactional setting, topic, and participant roles. Indonesian functioned as the primary language of interaction, while English and Arabic were frequently used in academic discussions, particularly for technical terms and conceptual explanations. Code-switching and code-mixing were found to occur systematically and served important communicative functions, including academic clarification, identity construction, and the expression of social solidarity. These multilingual practices reflected speakers’ linguistic competence rather than language deficiency. The study concludes that multilingual language use in academic settings constitutes a form of social action embedded in everyday interaction. Code-switching and code-mixing should therefore be understood as legitimate and meaningful communicative strategies. By adopting a sociolinguistic lens, this research contributes to a more inclusive understanding of multilingualism and highlights the need to reconsider normative attitudes toward language use in higher education contexts.
Vocabulary Error Analysis in EFL Writing of Junior High School Students Dian Pratiwi; Anisa Salsabila
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.v2i2.4667

Abstract

Vocabulary mastery is a fundamental aspect of writing in English as a foreign language, as it enables learners to express ideas accurately and meaningfully. Limited vocabulary often leads to errors that reduce the clarity and quality of students’ written texts. This study aims to analyze the types of vocabulary errors in junior high school students’ English writing and identify the factors contributing to these errors. A descriptive qualitative approach with document analysis was employed, analyzing 20 written texts from students of SMP Negeri 4 Pringsewu. The findings reveal that vocabulary errors are prevalent and systematic, with word choice errors and lexical error chains being the most dominant. Other common errors include word form, collocation, and semantic errors, often caused by interlanguage development, limited depth of vocabulary knowledge, cognitive load, and insufficient integration of vocabulary instruction with writing practice. The study concludes that vocabulary errors in EFL writing are interconnected rather than isolated and significantly affect writing quality. For educational practice, it is recommended that teachers integrate contextualized vocabulary instruction into writing activities, emphasize collocations and semantic accuracy, and use writing tasks as diagnostic tools to improve students’ lexical competence.
Using Guided Reading to Enhance Reading Comprehension among Junior High Students During Online Learning Siswoyo Siswoyo
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.v2i1.4343

Abstract

This study aims to analyze the effectiveness of implementing the Guided Reading technique in enhancing reading comprehension among eighth-grade students at SMP Negeri 2 Lampung during online learning amid the COVID-19 pandemic. The research method employed is Classroom Action Research (CAR), conducted over two cycles with a total of 44 eighth-grade students as participants. Data collection involved reading comprehension tests, observations of learning activities, and student response questionnaires concerning the learning process. The findings reveal a significant improvement, with the average pre-cycle score of 60.11 increasing to 73.41 in the first cycle, and further rising to 83.52 in the second cycle. This progress can be attributed to Guided Reading's provision of structured guidance, which facilitates students' understanding of texts through guiding questions, vocabulary reinforcement, and targeted discussions. These results suggest that Guided Reading is an effective, straightforward, and flexible strategy for supporting online reading instruction. Furthermore, this research contributes substantially to the existing literature by confirming the relevance of the Guided Reading strategy in the context of remote learning at the middle school level.
ATEACHERS’ STRATEGIES IN TEACHING VOCABULARY TO DEAF STUDENTS AT SLB-B KARYA IBU PALEMBANG Husnaini husna; Sindy Kalora
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.v1i1.1699

Abstract

The purpose of this study was to determine the teacher's strategy in teaching vocabulary to deaf students. This participants are two teachers of SLB-B Karya Ibu Palembang by using purposeful sampling. This study is case study design. Interview was used to collect data of the study. The interview was administered to two teachers of English subject of SLB-B Karya Ibu Palembang. The data obtained from the interview were analyzed by using thematic analysis. The results of the study showed that the teacher used strategy of (1) using visual media such as pictures and sign language, (2) using audio-visual media like flim, and (3) drilling such as pronouncing the word repeatly and showing the pictures repeatly

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