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[READABILITY LEVEL OF READING TEXTS IN THE ENGLISH TEXTBOOK “ENGLISH IN MIND” FOR TENTH GRADE STUDENTS AT SMKN 3 KOTA BENGKULU ]]>
<![CDATA[Dwi Yuni Setiyaningsih]]>;
<![CDATA[Yupika Maryansyah]]>;
<![CDATA[Dian Susyla]]>;
<![CDATA[Ririn Putri Ananda]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v11i2.8653
<![CDATA[The objective of the research is to find out the readability level of the texts in English textbook based on Fog Index (FI). This research was categorized as descriptive quantitative research. The object of this research was reading materials English textbook entitled English in Mind Second Edition by Cambridge University Press for tenth grade of Vocational Senior High School. FOG index was used to determine the readability level of the texts based on the average number of sentences and hard words (polysillabic). The finding of this research revealed that the readability of the texts in English in Mind second edition textbook by Cambridge University was easy based on FOG Index (FI) analysis result. Based on FOG Index (FI) analysis result, the percentage of level of readability of English in Mind textbook showed that there were 26 (68%) of texts were easy and 12 (32%) of texts were moderate. Overall, the readability of the texts in English in Mind second edition textbook by Cambridge University was dominantly easy for grade tenth of SMKN 3 Kota Bengkulu. It was suggested for the teachers or the readers to understand readability level of reading materials and know whether the reading materials given to their students are appropriate for them or not. ]]>
<![CDATA[RHETORICAL FACTORS IN SPEECH COMPOSITION ON NOVICE GRAND FINAL NATIONAL UNIVERSITY DEBATE CHAMPIONSHIP (NUDC) 2020 – 2021 ]]>
<![CDATA[Sherly Alfiani]]>;
<![CDATA[Ririn Putri Ananda]]>;
<![CDATA[Yupika Maryansyah]]>;
<![CDATA[Washlurachim Safitri]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v11i2.8644
<![CDATA[Rhetorical factors in speech composition is an essential element, it is make speech organized and effective. However the most difficult part of speech in debate match is the speeches delivered by each other debater can be accepted logically and clearly both from the july and audience. The objectives of this research to find out the rhetorical factors in speech composition in building speech of debaters on novice grand final NUDC and for the subject of this research are deabters from novice grand final NUDC 2020 – 2021. Rhetorical factors in speech composition consists of 4 components, such as : coherence, unity, emphasis, ethical and inclusive of language. The result show that the debaters on novice grand final NUDC 2020 – 2021 used all component of rhetorical factors in speech, they delivered at the debate match. This implies that the rhetorical factor in speech composition is very important in speech to build strong and believable arguments, especially in developing the style of language in speech itself, it is suggested that in order to be able to make a good rhetorical in speech, so speech can be more organized and effective. ]]>
<![CDATA[INVESTIGATING EFL LEARNERS’ LEARNING STRATEGIES IN SPEAKING SKILL ]]>
<![CDATA[Nur Ilmi Muslimin]]>;
<![CDATA[Aminah Suriaman]]>;
<![CDATA[Mochtar Marhum]]>;
<![CDATA[Abdul Kamaruddin]]>;
<![CDATA[Ferry Rita]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v11i2.7714
<![CDATA[This research aims to find out the learning strategies used by EFL learners in developing their speaking skills. It employed a qualitative method with triangulation instruments including questionnaires, in-depth interviews, and document analysis. The participants were the EFL learners in the third semester of the English Education Study Program of Tadulako University (n=10), chosen by using the snowball sampling technique. The researcher distributed Language Learning Strategy Questionnaire (LLSQ) to learners to investigate their language learning strategies in speaking skills based on Oxford theory, which consists of six parts of the strategies namely memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, effective strategy, and social strategy. The results of the questionnaire showed that metacognitive has become the most frequently used learning strategy by successful learners with a mean score of 4.22 indicating as strategies are always or almost always used because this strategy help learners regulate their learning, such as paying attention, planning to learn as much as they can and doing self-evaluation to be better in speaking English. This study also found that learners who are successful in speaking skills used a combination of all kinds of learning strategies to improve their speaking skills. Learners have positive improvement in speaking components such as the better pronunciation of English words, use of good grammar, have more vocabulary, fluency in speaking, and can overcome the problems that may occur when they speak English. ]]>
<![CDATA[NOMINAL AND VERBAL SENTENCE OF SIMPLE PRESENT TENSE ERRORS IN STUDENTS’ DESCRIPTIVE WRITING ABILITY ]]>
<![CDATA[Viar Dwi Kartika]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v11i2.6945
<![CDATA[This study investigated Nominal and Verbal Sentence of Simple Present Tense Errors in Students’ Descriptive Writing Ability in Universitas Catur Insan Cendekia, Cirebon. This study used Descriptive Qualitative as Method. The writer chose the texts to analyze the data, interpret data, and conclude the result of study from Students’ Descriptive Writing. The findings showed that the total errors in Nominal Sentence is 94, and Misformation is the most used error consisting of 52 errors or 55,31%. Moreover, the total errors in Verbal Sentence is 162, and Misformation is the most frequency consisting of 90 errors or 55,55%. Those errors are affected by lacking knowledge of grammar, especially to form nominal and verbal sentences. ]]>
<![CDATA[THE IMPLEMENTATION OF CODE MIXING AND CODE SWITCHING IN EFL CLASS ]]>
<![CDATA[Emita Dwisda Rakhmannia]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v11i2.9059
<![CDATA[Language plays a crucial role in communication. English is regarded as a foreign language and is a required subject, particularly in Indonesian secondary schools. Every citizen spoke at least two languages, namely their mother tongue or regional language (B1) and Indonesian (B2). Despite the fact that they also use mother tongue or regional language in daily life to express respect and familiarity with interlocutors from the same group, Indonesian is typically used in both formal and informal contexts. This means that Indonesian students have limited exposure to English because English is only used in formal contexts and is rarely used outside the classroom. In language classrooms, code-switching is a strategy used to facilitate conversation. However, code-switching and code-mixing can help students improve their English speaking skills. The purpose of this study was to investigate how teachers and students implement code switching or mixing in EFL classrooms. This research method employs qualitative research by describing and identifying patterns directly associated with particular phenomena. The outcome demonstrated that code switching or code mixing in EFL classrooms can be an effective educational strategy.]]>
<![CDATA[ANXIETY AND DEFENESE MECHANISMS PORTRAYED IN “CAT ON A HOT TIN ROOF” ]]>
<![CDATA[Mujad Didien Afandi]]>;
<![CDATA[Tatik Muflihah]]>;
<![CDATA[Novi Rahmania Aquariza]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v11i2.8721
<![CDATA[ Born and raised in a poor family, a childless woman named Margaret who is a wife of an alcoholic, has an ambition for wealth which eventually causes her to live with anxiety. To suppress the anxiety, she uses defense mechanisms. Therefore, this study was conducted to analyze the anxiety and defense mechanisms portrayed through Margaret in the drama, entitled “Cat on a Hot Tin Roof”. This qualitative study analyzed the anxiety and defense mechanisms portrayed in one of the canonical drama of Tennessee Williams using psychological lens. The data describing Margaret's anxiety and defense mechanisms collected from this drama were revealed and interpreted descriptively in order to provide detailed explanation and deep understanding. This study identified that the anxiety experienced by Margaret was resulted from her ambition to inherit the wealth of her father-in-law. Poverty in her past life has led her to become ambitious to pursue her dreams of wealth. Besides, she got anxious about her inability to give a child to her husband. In consequence, her childlessness caused her to have anxiety. To cope with the anxiety, she used three types of defense mechanisms: (1) reaction formation, (2) displacement, and (3) denial. The female major character experiences anxiety about wealth and childlessness. To protect herself from the anxiety, she uses reaction formation, displacement, and denial as defense mechanisms. ]]>
<![CDATA[THE EFFECTIVENESS OF USING KAHOOT! TO TEACH NARRATIVE TEXT: A REFLECTIVE ANALYSIS IN INDONESIA ]]>
<![CDATA[Dina Rafidiyah]]>;
<![CDATA[Hafizhatu Nadia]]>;
<![CDATA[Ceria Hermina]]>;
<![CDATA[Azaria Nur Azizah]]>;
<![CDATA[Muhammad Julian Adhitama]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v11i2.9243
<![CDATA[Being taught reading is vital to fulfilling students' needs for academic success. To reach that requirement, teachers should teach reading comprehension in an entertaining way through technology. Kahoot! is one of the online applications used for teaching English with positive responses from students. This research project was done in one public high school in Banjarmasin, Indonesia. One hundred five students divided into six classes participated as study subjects. The research used a mixed-method approach, first analyzing quantitative data from a survey and qualitative data to give better insight into teacher and students' perceptions of their narratives. A framework for a lesson has been presented in this study, where it can be modified and implemented in lessons. The said framework used Kahoot! in teaching narrative text and was favored by the teacher. Both from the reflection of the teacher and students, Kahoot! gave students an enjoyable way to learn the narrative text, as well as giving more chances for them to decrease their anxiety and increase their motivation to learn English. Although the teacher found many obstacles to implementing Kahoot! in his teaching practice, at the end of the day, he considered his students active and excited to learn narrative text and plans to use Kahoot! for his future classes. The implication of this study was to encourage teachers to reflect on their students' feelings and level of engagement. Future studies can focus on the use of Kahoot! for another type of text or even for other skills.]]>
<![CDATA[THE IMPACT OF COVID-19 ERA ON THE STUDENTS’ ENGLISH COMMUNICATION ]]>
<![CDATA[Syarifuddin Syarifuddin]]>;
<![CDATA[Gunawan Gunawan]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v11i2.8901
<![CDATA[This research was aimed at finding out the impact of the COVID-19 era on English students' communication skills at the University of Muhammadiyah Bone. This research was a descriptive qualitative design. The source data was from the students of the English education department. This research used a purposive sampling technique. The students were 20 and were taken from the English education department. The instruments of this research were interviews and questionnaires. The data from the students' interviews were transcribed and analyzed to answer the research question about the impact of the COVID-19 era on the English students' communication skills at the University of Muhammadiyah Bone. The results from the questionnaire showed that students mostly had a negative response to learning to speak during the COVID-19 period. The interview showed that the students' answers also gave negative responses toward the impact of the COVID-19 era on their English communication skills. It means that they want to learn to speak offline. They want to learn to speak with maximum support so that they do not feel bored easily or nervous about communicating. According to the data from both instruments, most students were not having fun, feeling confident, enjoying themselves, or being motivated to learn through online speaking. Furthermore, most want to learn to speak in a physical classroom rather than a virtual one.]]>
<![CDATA[INDIRECT SPEAKING IN ENGLISH AND JAVA (A CONTRASTIVE ANALYSIS) ]]>
<![CDATA[Novi Ardiani]]>;
<![CDATA[Yudy Prasetyo]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v11i2.7854
<![CDATA[This study discusses about Indirect speech in English and Javanese Language. The question in this research is what are the kind of indirect speech in English and Javanese, and also what are the similarities and differences in indirect sentences in the two languages. This study aims to find, explain categories and analyze indirect speech in English and Javanese in a contrasting. During the data collection of this research, the author asked 2 informants who could speak Javanese well and correctly. The gender of the informants who were asked were men and women aged around 20-40 years who had lived in East Java for 20-40 years. In the English data, the author takes several examples of Indirect Speech sentences from a book written. Then the writer collects all the data and identifies several sentences that have referred to an indirect speech in English and Javanese. Then the author describes the variations of Indirect Speech translated into English and Javanese and compared to find a similarity and some differences in Indirect Speech using the concept of Quick. The results in this study indicate that English has indirect speech likewise as Javanese language and has some similarities and a differences. In terms of similarities, English and Javanese have similarities in their types and shaped like an apostrophe, an interrogative sentence, a statement, command, exclamation and the sentence changes according to time and place. In contrast, English can turn into a verb to be and an auxiliary verb, while Javanese does not. Keywords: Indirect Speech, English and Javanese language, a Contrastive Analysis.]]>
<![CDATA[THE EFFECT OF USING PICTURES ON STUDENTS' ACHIEVEMENT IN ENGLISH LANGUAGE VOCABULARY AT MUHAMMADIYAH UNIVERSITY OF BONE ]]>
<![CDATA[GUNAWAN GUNAWAN]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v11i2.9584
<![CDATA[English is now a subject studied at primary school until university level. That is because English is essential to students. The main purpose of this study was to determine how pictures affected the students’ ability in English vocabulary. The study's subjects were the English students at Muhammadiyah University of Bone. Only fifteen students were used in the study. The research focused on pre-experimental design. The experiment was conducted to evaluate the effect of the implementation of the picture on vocabulary learning. The researcher used a vocabulary test as the instrument.The outcome demonstrated that utilizing pictures to teach vocabulary can help students' vocabulary. Through the use of pictures, the students mastered vocabulary. The students' vocabulary t-test gives a result of 14,716, which is higher than the t-test value of 2.144. The significant difference in the student's test results between pre- and post-treatment periods (using the image).The analysis of the data revealed that the average score of the post-test (79) was higher than the mean score of the pretest (32).For the level of significance (a) = 0.05 and degree of freedom (df) = 14, then the value of t-table was 14,716, while the t-test value was greater than t-table (14,7162.144). It can be concluded that there was not enough evidence to reject the alternative hypothesis (Ha) in this research. Therefore, the pictures' implied meaning can encourage students to comprehend the text]]>
