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INDONESIA
EXPOSURE JOURNAL
Published by Universitas Muhammadiyah Makassar
ISSN : 22527818     EISSN : 25023543     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
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.
Arjuna Subject : -
Articles 23 Documents
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Search results for , issue "Vol 11, No 2 (2022): Exposure" : 23 Documents clear
STUDENTS’ MOTIVATION IN LEARNING ENGLISH BY GIVING WARM UP ACTIVITIES IN BEGINNING OF CLASS Syahrul Syahrul
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.8172

Abstract

The objective of this research was to find out Students’ motivation in learning English by giving warm-up activities at the beginning of class, (An Experimental Study at the Second Grade of SMPN 2 Mangarabombang, Kabupaten Takalar). This research applied a pre-experimental design with Pre-Questionnaire, Treatment and Post-Questionnaire. The population of this research was the second-grade students of SMPN 2 Mangarabombang, Kabupaten Takalar which consisted of VIII A, VIII B, and VIII. To find out the students’ involvement motivation, the researchers used a questionnaire. The questionnaire aimed to find the effects of warm-up activities on students’ motivation in learning English. The questionnaire used an attitude scale, they were: Strongly Agree (SA), Agree (A), Undecided (UN), Disagree (D), or Strongly Disagree (SD). The students answered the question based on their perspective and their opinion. Warm-up activities affected the students’ perspective on learning English after being treated. The mean was improved by 8.24%, ranging from54.3 to 60.9. It indicates that students have a positive perspective on learning English after giving warm-up activities at the beginning of class. Warm-up activities affected the students’ extrinsic motivation in learning English after being treated. The mean is improved (5.78%) ranging from 55 to 59.56, which indicates that students’ extrinsic motivation is increased after giving warm-up activities at the beginning of class. It also shows that warm-up activities can create a good atmosphere and positive perspective for students and encourage students to be involved in classroom activities. Concern about that facts and based on the data analysis above and students’ journal analysis, the researcher would like to conclude that warm-up activities can affect students’ perspective and student's extrinsic motivation in learning English. So, we can make warm-up activities one of the options to face the class.
THE EMOTIONAL EXPERIENCES OF SENIOR HIGH SCHOOL STUDENTS IN LEARNING ENGLISH USING ONLINE PLATFORM DURING THE COVID-19 Nurlita Malota; Aminah Suriaman; Mukrim Mukrim; Zarkiani Hasyim; Anjar Kusuma Dewi
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.7589

Abstract

The aim of this study was to find out the emotional experiences of students in online learning English using an online platform in the middle of Covid-19. The research was a single case study. Data were garnered from the results of interviews and documents. The participants in this study were three students at a senior high school in Luwuk, Central Sulawesi. The researcher analyzed the data thematically as proposed by Braun Clarke (2006). The finding showed that online learning English affected the emotional experiences of the students. The students experienced a positive emotion, i.e happiness. The happiness feeling was driven by the provision of feedback and explanation by teachers before giving tasks, allowing the students to send their tasks on the platform they wanted, explaining the materials through Zoom Application, and did not provide tasks in each meeting. However, they also experienced negative emotions such as frustration, anger, and anxiety in English learning using an online platform. They perceived frustration because online English learning was difficult for them. In this case, they had to purchase internet quota, did not meet in person with the teacher, had limitations of time, felt bored due to frequent use of Zoom Meeting, experienced many disturbances, such as; their smartphones’ memory filled up fast because of getting many files from their teachers. Consequently, the negative emotions decreased the students’ time invested and the amount of knowledge gained from the learning process. The study implies that learning English using an online platform influenced students’ emotions 
METACOGNITIVE STRATEGY IN READING COMPREHENSION USED BY THE STUDENTS OF STKIP YAYASAN ABDI PENDIDIKAN PAYAKUMBUH Hervina Hervina; Ifna Nifriza; Afdaleni Afdaleni; Dila Thampisa
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.9204

Abstract

This study is descriptive qualitative. The sample of this study was sixth semester students in English department of STKIP Abdi Pendidikan Payakumbuh. There were 31 students. The writer choose the sample by using purposive sampling technique. The instrument of this study was the questionnaire which was consist of 30 items based on survey of reading strategy developed by Mokhtary and Sheorey in 2002. Based on data analysis the data can be shown as follow: in using Global Strategy; 8.44% students chose always, 36.22% students chose often, 43.67% students chose sometime, 10.91% students chose seldom and 0.74% students chose never. Meanwhile, in using problem solving Strategy; 12.91% students chose always, 43.15% students chose often, 38.737% students chose sometime, 3.63% students chose seldom and 1.61% students chose never. Last, in using support strategy; 15.43% students chose always, 36.2% students chose often, 35.12% students chose sometime, 11.83% students chose seldom and 1.43% students chose never. Based on the data, it can be concluded that metacognitive strategy in reading comprehension applied by the students  were Support strategy and then followed by Problem – solving strategy and Global strategy.Keywords: metacognitive strategy, reading comprehension, STKIP students 
THE USE OF AN ONLINE LEARNING SITE ‘RANDALL’S ESL’ IN TEACHING LISTENING Puji Lestari; Lambok Hermanto Sihombing
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.9269

Abstract

Learning a language, especially English is of the utmost importance because it is not only a widely-spoken tongue but also one that could assist students in their future careers. However, some students in Indonesia continue to believe that learning English is difficult. There are four fundamental abilities they must master. They are engaged in listening, speaking, reading, and writing activities. In this study, the authors intend to demonstrate how Randall's ESL website could be used as one of the options for teachers and students to improve their English listening skills. The authors utilized a qualitative methodology, and the dataset was obtained from the official "Randall's ESL" website. The writers used Alexander Fedorov's Media Education philosophy. The authors also drew data from other sources, such as journal articles and conference proceedings, to support the research. This study revealed that "Randall's ESL" was one of the most successful options for enhancing students' listening skills and teachers' instructional practices.
STUDENTS’ AFFECTIVE REACTION TOWARD USING G-SUITE MEET FOR EDUCATION IN LEARNING ENGLISH SPEAKING Afrillia Anggreni
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.9357

Abstract

This qualitative descriptive study aims to expose the students’ affective reactions after learning speaking through G-Suite Meet as one of G-suite for education features. This also confirms do affective reactions support the enhancement of students’ speaking performance and can this featured be maintained in the future? The respondents of this study were twenty students of SMA Negeri 3 Palu and three of them were as informants. They are chosen as the subject of this study because their English speaking class is conducted in Google meet. In collecting the data, 13 points of questionnaires in term of likert scale and four interview questions in term of semi- structured had been distributed. The responses of the students were displayed using frequency and percentage on the table and then it was described, interpreted and concluded. The information of the interviewees was limited to describe the scope of this study. The results of this study convey that the students expose positive reactions related to the use of G-suite features in term of Google meet to bridge learning speaking. The positive reactions also support the enhancement of students’ speaking performance. However, this study showed a phenomenon that some students do not show significant enhancement related to their performance. In addition, this study also informs that although students confirm positive reaction and the students also show improvement related to their speaking performance, learning speaking through Google meet cannot be regularly maintained, it only stands for urgent situation because conducting learning through Google meet are claimed not optimal.
THE STUDENT’S ACCURACY IN USING DISCOURSE MARKERS FOR ACADEMIC WRITING (A CASE STUDY OF STUDENTS IN ENGLISH AND LITERATURE DEPARTMENT Nirwana Nirwana
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.8728

Abstract

This research focused on the accuracy of discourse markers used by the students in their academic writing, especially in the thesis background. This research used a qualitative method, analyzed by Bruce Fraser (1999) to identify the elaborative markers. The result of data analysis in this research found the types of discourse markers used in students’ thesis background, which are: the first is contrastive markers such as whereas, otherwise, even though, in contrast, and yet. The second is elaborative markers such as besides, in other words, also, for example, furthermore, and. The last is inferential markers such as so, because, in this case, hence, therefore, then, and in this case. On that basis, the dominant type of discourse markers used in students’ thesis background was elaborative markers which were applied about 11 times. In addition, the researcher found there were 20 discourse markers that were used in the student’s thesis background. The result of this research showed that only 16 of the discourse markers were used in an appropriate way and 4 of them were used in an inappropriate way
PSYCHOLOGICAL STUDIES OF CREATIVITY IN WRITING Basri, Nurfajriah; Nur, Sahril; Salija, Kisman; Nur, Safar
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.7973

Abstract

This paper is a critical literature review of psychological studies of creativity in writing from the top studies year 2013 until 2022 and compares crucial criteria and techniques. This systematic review attempts to address three research questions, i.e What is the research theory of existing studies that are being investigated based on a systematic literature review, what psychological aspects of creative writing are discussed in the reviewed paper, and what research methods were used in the studies that were included. Eight studies systematically reviewed all aspects of psychology from these studies, the findings of this study also mostly measured students’ motivation in creating writing from various education levels. Mostly, the previous researcher used a quantitative method to analyze the data that were 4 articles in the reviewed paper. Meanwhile, a similar number of articles were qualitative and quantitative methods. Keywords: Psychological studies, Creativity in writing, systematic review
INCREASING ENGLISH LEARNING OUTCOMES THROUGH PROBLEM-BASED LEARNING (PBL) MODEL Mardhiyah Pohan; Muhammad Munawir Pohan
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.9092

Abstract

This research aims to describe improving student learning outcomes in English subjects using a problem-based learning model in procedural text material. This type of research is classroom action research using Kurt Lewin's model. This research is located at MTsS PTP-VI Berangir, North Labuhanbatu Regency, North Sumatra Province. The subjects in this research were all 28 students of class IX-D. This research was carried out within one month, in August, the odd semester of the 2022-2023 school year. The data analysis technique used in this research is descriptive quantitative with the narrative test of learning outcomes with a frequency distribution table. Data collection tools in this research are observation and learning outcomes tests. This research procedure was carried out in cycles, cycles I and II, which consisted of planning, implementation, observation, and reflection. The research results show that the completeness of student learning outcomes in the first cycle is 75.00%, students who achieve completeness are 21 students, while those who have not achieved completeness are seven. Furthermore, in Cycle II, the percentage of students who complete learning outcomes increased by 92.86%. Students who achieved completeness were 26 students, while those who had not achieved completeness were two students.
THE PFAR-BASED FLIPPED CLASSROOM AT ELEMENTARY SCHOOL: STUDENTS’ VOCABULARY MASTERY Adin Fauzi; Dinda Saroh Wahdati; Fu’ad Sholikhi
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.8890

Abstract

Vocabulary mastery is essential to help students learn English. However, many elementary students struggle with having sufficient vocabulary. This classroom action research aims to improve elementary students' vocabulary mastery through the PFAR-based flipped classroom. PFAR, which stands for Plan, Flip, Assess, and Reflect, is a recent development of flipped classroom for teaching English to young learners. The participants of this study included 15 grade VI students from an Islamic elementary school. The data were collected using tests, observations, and interviews. The findings revealed that the PFAR-based flipped classroom enhanced the students' vocabulary mastery. This improvement was made possible by active learning during vocabulary lessons. The students learned vocabulary through videos, pictures, and academic games, both online and in face-to-face classes. The results of the tests showed that the students were able to achieve the learning objectives, namely (1) understanding the meaning of certain vocabulary; (2) writing certain vocabulary with correct spelling; and (3) applying certain vocabulary in simple sentences. All the students yielded a mean score of more than 70 on five vocabulary tests. In addition, they became more active during the lessons and confirmed that the entire learning process was more attractive. All of this evidence suggests that this research was successful in improving students' vocabulary mastery.
THE URGENCY OF PROGRESSIVISM IN ACADEMIC FREEDOM-BASED EDUCATION Fitria Dewi Navisa; Sintiya Dewi Patmalasari; Della Lara Audia
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.9260

Abstract

Every country will certainly do everything possible to maintain the integrity and progress of the country. The nation's generation is the most valuable asset because every individual has the best potential and ability should be cared for and maintained by its potential by providing good education. Education is a program that moves to add scientific insight and has a huge influence for the progress of the times. Education is built from various schools of educational philosophy that apply from time to time. One of them is widely used today, namely the flow of progressivism philosophy. Progressivism has the idea that education should focus on the development of students, not on educators. The flow of progressivism education philosophy teaches independent learning so that students are able to survive and create solutions for all situations that may occur in the future. An educator is not only tasked with conveying the knowledge he has in the classroom but is also obliged to assist students in developing every best potential they have. This research was conducted by using a literature study. The approach used in this paper is a quantitative research approach with descriptive methods and comparative approaches. Academic freedom is an educational system that instills humanist and democratic education. Education based on academic freedom is carried out by means of mutual openness between educators and students. Academic freedom that departs from the flow of progressivism prohibits educators from demanding and limiting the thinking area of students. Educators and students have the same right to explore knowledge and express their opinions. In essence, educators are companions and facilitators for the learning process of students.

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