EXPOSURE JOURNAL
Exposure Journal publishes academic articles that recognize successful engaged learning depends on effective partnerships between students, faculty, community agencies, administrators, disciplines, and more. The journal invites submission of 1) Research that emanates from or informs campus-community partnerships; 2) Studies co-authored by faculty, students, and/or community partners; 3) Literature and Teaching English as Foreign Language; and 4) Commentary on emerging trends, developments, and/or challenges.
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<![CDATA[EFL students’ long-term practice of Data-driven Learning ]]>
<![CDATA[Natalina Asi]]>;
<![CDATA[Akhmad Fauzan]]>;
<![CDATA[Jean Seraf Yaspis]]>;
<![CDATA[Stepanus Saputra Ferry Lui]]>;
<![CDATA[Ibnu Haikal Salasa]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 10, No 2 (2021): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v10i2.6173
<![CDATA[Data-driven Learning (DDL) has been widely used in language classrooms and suggested to promote learner autonomy and retention. The current study would confirm if the findings of research in other countries are also found in Indonesian context within different time span. Therefore, this study investigates Indonesian EFL students’ long-term practice of DDL after one semester has passed since they learned with DDL using corpus data. The participants of this study were university students specializing in English Language Education and the setting of this study was at one public university in Central Kalimantan Province of Indonesia where English is a foreign language. Survey research with one-shot design was conducted and questionnaire comprising of three dimensions (learners’ retention of learning materials and current knowledge of DDL, current practice of DDL, and future plan) was distributed to collect data. The results show positive trends that the students had retention of the learning materials they learned in the previous semester through DDL, they currently employed DDL independently outside classrooms, and they would apply DDL in the future.]]>
<![CDATA[THE CORRELATION BETWEEN GRAMMAR AND SPEAKING SKILL OF UNDERGRADUATE STUDENTS ]]>
<![CDATA[Fakhruddin Zam Zam]]>;
<![CDATA[Aminah Suriaman]]>;
<![CDATA[Rofiqoh Rofiqoh]]>;
<![CDATA[Budi Budi]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 10, No 2 (2021): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v10i2.5676
<![CDATA[This research aims to find out correlation between grammar and speaking skill of the third semester students of English Education Study Program academic year 2019/2020 at IAIN Datokarama Palu. 28 participants of correlational research were asked to describe themselves, daily routines, and unforgettable experience. Then, they were assigned to do grammar test. The data were analyzed using Pearson Product Moment Correlation Coefficient. The result shows that the correlation coefficient between students’ grammar and speaking skill is 0.46. The result is categorized “moderate” (0.40 to 0.59). It indicates that there is positive correlation between the students’ grammar and speaking skill which means that grammar contributes to speaking skilll, but grammar is not the main predictor of speaking skill achievement. There are some other aspects of speaking affecting the students’ speaking skill, i.e accuracy (in terms of vocabulary and pronunciation), fluency, and comprehensibility. The implication of this finding to the teaching of speaking skill is that the lecturers need to integrate the teaching of speaking skill with grammar and other supporting aspects, like vocabulary and pronunciation.]]>
<![CDATA[FAMILY INVOLVEMENT ON EFL STUDENTS’ INTERCULTURAL COMMUNICATIVE COMPETENCE DEVELOPMENT DURING LEARNING FROM HOME ]]>
<![CDATA[Anugerah Febrian Syam]]>;
<![CDATA[Andi Nurhikmah]]>;
<![CDATA[Sumrah AP]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 10, No 2 (2021): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v10i2.6048
<![CDATA[The purpose of the study is posed to diagnose the developmental stages of intercultural communicative competence during family interactions of Indonesian EFL higher education students at home context. An ethnographic approach with distant observation taken in this study due to the Covid-19 health protocol. A triangulation technique involving online interview and archival model was conducted to enhance the observation. The data collection was analyzed based on the Pyramid Model of Intercultural Competence (Deardroff, 2006) and the Developmental Model of Intercultural Sensitivity (Bennett, 2017). The result implies that the students’ intercultural communicative competence development viewing from the dimension of requisite attitudes covers valuing other cultures, openness to other people attitude, and tolerance in a different view. On another result, the dimension of knowledge and comprehension encompasses deep understanding and knowledge of contexts and worldviews, cultural self-awareness, and sociolinguistics awareness. In conclusion, EFL students' intercultural communicative competence development commonly promoted ethnorelative stages more than the ethnocentric stage.]]>
<![CDATA[QUIZIZZ-ASSISTED SERIOUSLY PERUSING IN ELT CLASSROOM: EFL AUXILLARY UNDERSTUDIES ENCOUNTRES ]]>
<![CDATA[Ayunda Shintya]]>;
<![CDATA[Iwan Ridwan]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 10, No 2 (2021): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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<![CDATA[This research reports the findings of action research on Students’ Experience using Quizizz-Assisted on Intensive Reading in ELT Classsroom. The aim of this research is to capture students’ experience towards using Quizizz-Assisted on intensive reading in ELT classroom. This research was conducted at one of junior high school in Cikarang in the academic year 2020/2021. The participants of this research were five students and an English teacher. This research used qualitative. The data collection obtained through observation and interview. This research found that Quizizz helps students motivation in learning Reading in ELT classroom. And also helped the students to build fun teaching reading, make the students interest to gain more experience to teaching intensive reading in classroom. The abstract should be clearly written and readily comprehensible to the broad readership. It should provide a concise summary of the objectives, methodology (including the species studied), key results, and major conclusions of the study. It should be written in complete sentences, without subheadings. And it provides two languages (Bahasa Indonesia and English). Line and paragraph spacing is 1.0 with font size 11. Write abstract by using times new roman and italiced your text. Keywords: Students experience, Quizizz, Intensive Reading, ELT]]>
<![CDATA[IDENTIFICATION OF BUGINESE STUDENTS’ LEARNING NEEDS FOR A PRIVATE ENGLISH CRASH COURSE ]]>
<![CDATA[Rafi'ah Nur]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 10, No 2 (2021): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v10i2.6269
<![CDATA[This study aims to identify the needs of Buginese learners in mastering English in the crash course program at Neroa School, a non-formal English course institution in Soppeng Regency, South Sulawesi, Indonesia. This research method was a descriptive research. The instrument used by the researcher to collect data was a questionnaire that was previously validated by an expert. In processing data of the questionnaire, the researcher implemented an approach including stages of presentation of descriptive statistics. This approach refers to Gay (2012), Johnson Christensen (2014), and each analysis phase adopts Nur (2015). There were five basic components represented in the questionnaire including general information, skills background of English, difficulties in learning English, learning material expectation, and learning process Expectation. The results of the study narrowed to a conclusion that respondents were generally teenagers aged 15-18 years who had difficulties in speaking and pronunciation, and lacked environmental support but had great motivation to achieve English language independence in a short time without disturbing their activities in formal education. Therefore, respondents in general were more likely to follow the crash course program which was divided into small groups of at least 1 to 3 months.]]>
<![CDATA[WHEN LEARNING MEDIA PLAYS ROLES IN TEFL: HOME-VISITING STUDY CASE DURING COVID 19 ]]>
<![CDATA[Zaitun Zaitun]]>;
<![CDATA[Muhamad Sofian Hadi]]>;
<![CDATA[Dwi Chika Aprilia]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 10, No 2 (2021): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v10i2.5946
<![CDATA[This study describes the implementation of learning media during the program of “home visit”. The activity involved 15 students of 6th grade of MI Unwaanul Falah, South Tangerang, as the subjects of the research. A qualitative-descriptive method was applied in this study. The researchers collected the data through observation, students’ assignment results and documentary pictures. The techniques in analyzing the data included data reduction, data display, and also conclusion and verification. The results of the research showed that the students responded to lessons better when the learning process was carried out in an interesting and interactive way, such as the used of diverse and concrete learning media which created enjoyable and appealing learning process during the COVID-19 pandemic.]]>
<![CDATA[STUDENT ENGAGEMENT IN LEARNING LISTENING HELP MOVIE ONLINE DURING THE COVID-19 PANDEMIC ]]>
<![CDATA[Febryna Alawiyah Tanjung]]>;
<![CDATA[Totoh Tauhidin Aba]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 10, No 2 (2021): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v10i2.5636
<![CDATA[The reason of this think about was to discover out whether English-language film media was fitting to utilize in online tuning in learning within the middle of the covid-19 widespread and how the understudies reacted to the connected film media. The film utilized in this investigate is within the frame of a life activity entitled The Lion King which tells almost the battle for control of the lion kingdom. The strategy utilized is expressive subjective strategy. From the comes about of perceptions utilizing surveys and Questions Answers conducted on six understudies of SMP Negeri 1 Kotabaru, it was found that film media was suitable to utilize in tuning in learning and the students' reactions were that understudies were interested and got to be excited in learning tuning in and lexicon with English film media.]]>
<![CDATA[TEACHERS’ REINFORCEMENT AND STUDENTS’ PERCEPTION ON ENGLISH LANGUAGE SUBJECT ]]>
<![CDATA[Nika Nurdiana]]>;
<![CDATA[Andi Tenri Tampa]]>;
<![CDATA[Syamsiarna Nappu]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 10, No 2 (2021): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v10i2.6147
<![CDATA[This study aims to determine the types of reinforcement that the teachers use in the classroom as well as students’ perceptions of teachers’ reinforcement when teaching English in the classroom. This research is a qualitative design. It describes the reinforcement used by English teachers and the students’ perception, as well. There are three instruments to obtain the data, namely; observation, questionnaire, and interview. Observation is used to see teachers’ reinforcement and students’ response when the teachers use reinforcement, the questionnaire is to see and get more information about students’ perception towards teachers’ reinforcement in teaching English, while the interview is used to see the types of teachers’ reinforcement in the classroom activities. All the data are processed and presented in a descriptive form to ease the readers to get complete information about the research results. The findings show that teachers’ reinforcement in the classroom influence the students’ response. It means that students’ responses and perceptions will depend on the types of reinforcement used by the teachers. Then, it can be concluded that the more positive the teachers’ reinforcement, the more positive and the better the students’ response, and perception will be. ]]>
<![CDATA[IMPROVING STUDENTS’ READING COMPREHENSION THROUGH TOP-DOWN STRATEGY ]]>
<![CDATA[Muh. Syabri]]>;
<![CDATA[Ammang Latif]]>;
<![CDATA[Amaluddin Amaluddin]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 10, No 2 (2021): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v10i2.5346
<![CDATA[The objective of this research was to find out the improvement of the students’ reading comprehension by using Top-Down strategy in learning reading comprehension at SMA Negeri 1 Wajo. This research employed Pre-experimental method. The population of this research was eight classes of the Tenth grade students at SMA Negeri 1 Wajo in academic year 2019/2020 with the total population were 242 students. The researcher took random sampling and chosen X MIA 1. The data of the research were collected by using the instrument, namely reading test. The result of data analysis showed that there was significant difference between the students’ score after they were taught by top-down strategy and before they were taught by using top-down strategy. It was proved by the mean score of post-test was higher than the mean score of pre-test (67.2042.56). Furthermore, the result of the p- value (0.00) was lower than α (0.000.05) which meant that H1 was accepted. ]]>
<![CDATA[ENGLISH VIRTUAL BASED LEARNING: INTEGRATING TECHNOLOGY AND LEARNING MEDIA THROUGH ‘ASSURE’ TEACHING MODEL ]]>
<![CDATA[Nurfisi Arriyani]]>;
<![CDATA[Putra Pratama]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 10, No 2 (2021): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v10i2.6054
<![CDATA[This research had the objective to measure the effectiveness of ASSURE teaching model in the integration of technology and learning media in the process of virtual-based English learning. One class comprising of 20 students of 6th grade was chosen as the sample of this study. A quantitative descriptive method was applied by using both pre-and post-tests as the instruments in collecting the data. In analyzing the data, the average score difference gained by the students in these two tests was firstly measured before they were further calculated through the 'Paired sample t-test'. The analysis revealed that the mean score reached by the students in the post-test (80.75) was higher than their performance in the pre-test (56). Additionally, the t-test score hit by these students was 14.14; bigger than the value of the t-table (1.73) in the significance level of 5% (0.05). This also explained that ASSURE teaching model as variable X significantly influenced students' English achievement (variable Y). These findings confirmed that in the integration of technology and learning media in English virtual instruction, ASSURE teaching model was effective in increasing students' English achievements. ]]>
