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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 
Phonological Interference in Medical English Pronunciation: An Analysis of Pronunciation Errors Among Nursing Students Finny Widya Fransiska; Bastian Sugandi
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.v3i1.4676

Abstract

This study aimed to analyze the types of English pronunciation errors made by Nursing students and to identify the factors contributing to these errors in the context of English for Nursing instruction. A qualitative descriptive research design was employed, involving 18 fourth-semester Nursing students at Universitas Muhammadiyah Pringsewu, Indonesia, who were selected through purposive sampling. Data were collected through a pronunciation test consisting of medical and nursing-related terminology and semi-structured interviews. All pronunciation performances were audio-recorded and analyzed phonologically, while interview data were examined thematically. The findings revealed that Nursing students experienced systematic pronunciation errors, particularly related to silent letters, consonant clusters, vowel reduction, and incorrect word stress in multisyllabic medical terms. Errors were predominantly influenced by first-language phonological interference, limited exposure to spoken medical English, and instructional practices that emphasized reading comprehension rather than oral and pronunciation-focused activities. These pronunciation difficulties have the potential to affect intelligibility and professional communication in clinical settings. In conclusion, the study highlights the need for pronunciation-focused instruction that is contextualized within authentic clinical communication. It is recommended that English for Nursing courses integrate more listening activities, clinical simulations, and explicit pronunciation training. Future research is suggested to involve larger samples and to examine the effectiveness of instructional interventions designed to improve pronunciation accuracy and clinical communication skills among Nursing students.
Exploring Nursing Students’ Perceptions of Google Tools in English for Nursing Learning Fini Widya Fransiska; Bastian Sugandi
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.v2i2.4588

Abstract

English Nursing Language plays an important role in supporting nursing students' communication skills, especially in facing the needs of healthcare services globally. Unfortunately, students often find learning English Nursing Language difficult due to limited medical vocabulary, low confidence in speaking, and the dominance of clinical practice. Digital technology offers opportunities to use online platforms such as Google tools for more flexible and contextual learning. This study examines students' perceptions of using Google tools in learning English Nursing Language as a general course. The mixed-methods approach was used, with quantitative data from 60 students via Likert questionnaires and qualitative data from interviews with five students. Learning utilized Google Classroom, Google Meet, Google Docs, and Google Forms. Data were analyzed using descriptive statistics and thematic analysis. The results show that students are positive about Google tools, rating ease of use, flexible access, engagement, and high relevance. Interviews indicated that Google Meet increased speaking confidence, and Google Docs supported collaborative writing. The main obstacles were internet connectivity and limited medical vocabulary. The study concludes that pedagogically and contextually integrated Google tools can support effective learning of English Nursing Language.
The Impact of Using Picture Cards to Improve English Vocabulary Skills Among Kindergarten Students at TK Tunas Jaya Epi Gustina Sari
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.v1i2.4300

Abstract

Proficiency in English vocabulary constitutes a fundamental foundation for young learners, as it facilitates the development of listening, speaking, reading, and writing skills. Nevertheless, many children in kindergarten still encounter challenges in recognising, recalling, and comprehending basic English vocabulary due to limited exposure to engaging and developmentally appropriate educational media. This study aims to investigate the influence of picture cards on enhancing English vocabulary mastery among children in Group B at TK Tunas Jaya. The research employed a quantitative methodology with a one-group pretest–posttest design, involving twenty children as participants. Data were gathered through vocabulary assessments administered before and after the intervention. The intervention comprised four instructional sessions utilising picture cards centred on themes such as colours, animals, fruits, and classroom objects. The strategies implemented included show and say, memory games, and flashcard drills, all designed to increase children’s engagement and memory recall capabilities.
The Effectiveness of Cooperative Role Play Activities in Improving Junior High School Students’ Speaking Confidence Finy Widya Fransiska
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.v3i2.4735

Abstract

Speaking confidence is a crucial affective factor that influences students’ willingness and ability to communicate in English. However, many junior high school students experience low speaking confidence due to anxiety, fear of making mistakes, and limited opportunities for meaningful oral practice. This study aimed to examine the effectiveness of cooperative role play activities in enhancing students’ speaking confidence in English learning. A quantitative approach was employed using a quasi-experimental one-group pretest–posttest design. The participants consisted of 32 eighth-grade students selected through total sampling. Data were collected through a speaking confidence questionnaire, a speaking performance test, and classroom observation. The speaking confidence questionnaire and speaking test were administered before and after the implementation of cooperative role play activities. The treatment was conducted over six instructional meetings, during which students participated in structured role play scenarios in small groups. The data were analyzed using descriptive statistical analysis by comparing the mean scores of pretest and posttest results. The findings revealed a significant improvement in students’ speaking confidence after the implementation of cooperative role play activities. The mean score of speaking confidence increased from 61.25 in the pretest to 78.40 in the posttest, showing a gain of 17.15 points. Similarly, students’ speaking performance improved from a mean score of 64.10 to 80.35, with a gain of 16.25 points. Classroom observation results supported these findings, indicating increased student participation, reduced hesitation, and more active peer interaction during speaking activities. Based on these results, it can be concluded that cooperative role play activities are effective in improving students’ speaking confidence and speaking performance in English learning. The study suggests that role play can be an effective instructional strategy for fostering communicative competence and confidence among EFL learners.
Beyond the Classroom Walls: Reconstructing Speaking Instruction through an Immersion-Based Culture in Nonformal Education Rafael Ummar
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.v3i1.4672

Abstract

This study aims to examine the reconstruction of speaking instruction through an immersion-based language culture in a nonformal English education context. A mixed-methods research design was employed by integrating quantitative frequency analysis and qualitative interpretive inquiry. Quantitative data were obtained by calculating the frequency and distribution of learning objectives, teaching techniques, instructional materials, and assessment practices observed during speaking instruction. Qualitative data were collected through classroom observations, semi-structured interviews, and document analysis to explore the pedagogical meanings underlying the quantitative patterns. The findings show that communicative objectives, interactive teaching techniques, contextualized materials, and formative assessment practices occurred most frequently and consistently across instructional sessions. Qualitative findings further reveal that the immersion-based culture extending beyond the classroom created authentic and sustained opportunities for speaking practice, which strengthened learners’ fluency, confidence, and willingness to communicate. The study concludes that effective speaking instruction in EFL contexts emerges from the systematic integration of pedagogical practices and immersion culture rather than isolated instructional techniques. Based on these results, it is recommended that English education programs incorporate immersion-oriented environments and data-informed formative assessment to support sustainable speaking development.
Implementing Collaborative Writing to Improve High School Students' Grammar Candraning Prihatini
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.v2i1.4345

Abstract

This study aims to analyse the errors that occur in the English writing of third-semester students of the Law Study Programme 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 analysed 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 indicate that grammar errors are the most common category, followed by vocabulary errors, sentence structure, spelling, and paragraph coherence. The findings also reveal that interference from the Indonesian language, limited mastery of basic grammar, limited exposure to English, and reliance on translation tools are the primary factors causing these errors. Overall, this research emphasises the need for a more integrated writing learning approach that focuses on developing linguistic competence, rhetorical strategies, and meaningful feedback to enhance the writing skills of non-English language students.
THE EFFECT OF E-LEARNING ON SENIOR HIGH SCHOOL STUDENTS' LEARNING OUTCOMES IN ENGLISH SUBJECT DURING THE NEW NORMAL ERA Balqis Husain; Linia Tira Lediya Reka
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.v1i1.1698

Abstract

Aims of this research was to determine the effect of E-learning on the learning outcomes of high school students in English subject in the new normal era conducted at SMA N 1 Pulau Morotai. This research uses a qualitative research design with descriptive qualitative data analysis methods and uses a perpose sampling technique. This  research uses a questionnaire as a research instrument. There are 50 statements about the problems faced by students during E-learning and 25 statements about the impact felt by students during E-learning. The number of students who were sampled in this research found 103 respondents from class XI Mipa and IIS. The researcher used SPSS to calculate the data. The results obtained the value of Sig (a) is 0.00. This means that the value of Hi is accepted because Sig <a = 0.05. In other words, it can be said that there is a significant effect when using E-learning as a learning method in the new normal era at SMA N 1 Pulau Morotai.
Islamic Banking Students’ Experiences with Mobile-Based Vocabulary Applications in Learning English for Sharia Finance Aulia Rahman; Siti Nurhasanah
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.v3i2.4731

Abstract

The increasing globalization of the Islamic finance industry has intensified the need for Islamic banking graduates to possess adequate English proficiency, particularly in mastering specialized sharia banking vocabulary. This study aims to investigate students’ perceptions and learning experiences regarding the use of mobile-based vocabulary applications in the English for Sharia Banking course. To address this aim, a sequential explanatory mixed-method design was employed to obtain both numerical trends and in-depth experiential insights. The quantitative phase involved 58 students from the Islamic Banking Study Program at STIES Mitra Karya, Bekasi, selected through purposive sampling. Data were collected using a Likert-scale questionnaire consisting of six indicators: ease of use, learning flexibility, motivation, vocabulary mastery, learner autonomy, and relevance to Islamic banking contexts. Descriptive statistical analysis revealed that learning flexibility obtained the highest mean score (M = 4.32), followed by vocabulary mastery (M = 4.28) and learner autonomy (M = 4.21), indicating strong student agreement on the benefits of mobile-based vocabulary learning. Ease of use (M = 4.15), motivation (M = 4.18), and relevance to sharia banking (M = 4.24) also received positive evaluations. The qualitative phase involved semi-structured interviews with six participants and was analyzed thematically. The findings indicate that mobile applications, particularly Quizlet and Wordwall, support vocabulary retention through repetitive quizzes and interactive features, increasing students’ motivation and independent learning. However, qualitative data also reveal limitations in contextual and productive vocabulary use, as students reported difficulties applying Islamic banking terms in sentences and professional communication. In conclusion, mobile-based vocabulary applications are effective supplementary tools for enhancing vocabulary recognition and retention in English for Sharia Banking courses. Nevertheless, these tools should be integrated with contextualized learning activities to support communicative competence in sharia banking contexts.
Challenges in Academic Essay Structuring: An Error Analysis of EFL Learners Musiman Musiman; Meida Fitriana
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.v2i2.4594

Abstract

Academic essay writing remains a challenging skill for learners of English as a Foreign Language (EFL), particularly in higher education contexts. This study aims to analyze the types of structural errors found in students’ English essays at Universitas Muhammadiyah Lampung. Employing a descriptive qualitative research design with an error analysis approach, the data were collected from 14 essays written by undergraduate students enrolled in an English writing course. The essays were analyzed based on structural components of academic essay writing, including the introduction, body paragraphs, and conclusion. The findings reveal that structural errors occur across all components of the essays, with the highest frequency found in the body paragraphs. Common problems include the absence of clear topic sentences, insufficient supporting details, and weak coherence between ideas. In the introduction section, several students failed to present a clear thesis statement, while conclusions often lacked effective summarization and closing statements. These structural weaknesses indicate that students experience greater difficulty in organizing ideas than in using grammatically accurate language. Overall, the study suggests that students’ essay writing problems are primarily related to discourse-level organization rather than linguistic accuracy. The findings highlight the importance of explicit instruction focusing on essay structure and paragraph development to improve students’ academic writing competence. This study contributes to EFL writing research by providing context-specific insights into structural errors in academic essays and offers pedagogical implications for improving writing instruction in higher education.
Challenges in Developing English Speaking and Listening Skills via Zoom Ahmad Syafiq Aqil Nazili; Rizka Indah Aiyrum Aiyrum
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.v1i2.4302

Abstract

The COVID-19 pandemic has expedited the transition to online learning, particularly within English education that necessitates active oral engagement. The Zoom platform is predominantly employed for live instruction; however, its efficacy in enhancing Speaking and Listening skills has not been extensively examined. This study investigates students' experiences concerning challenges related to these skills during Zoom-based English classes. Employing a qualitative, descriptive phenomenological methodology, the research involves fifteen students from the Law Study Program at UIN Syarif Hidayatullah Jakarta, selected through purposive sampling. Data collection was carried out through in-depth interviews and analysed using Thematic Analysis. The findings reveal three primary categories of challenges: technical, psychological, and pedagogical. Technical challenges encompass poor audio quality, unstable internet connections, and communication delays, which impede listening comprehension and diminish speaking confidence. Psychological barriers include anxiety and Zoom fatigue, which affect concentration, motivation, and participation. Pedagogically, Zoom renders oral interactions unnatural, breakout rooms are less effective, and lecturer feedback is limited- all of which constrain the development of oral skills. Overall, the enhancement of Speaking and Listening proficiency via Zoom hinges on technological readiness, students' emotional states, and instructional strategies. An adaptable, engaging, and student-centred approach is essential to improve oral learning efficacy within a virtual context.

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