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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 15 Documents
 1   2 
Search results for , issue "Vol 12, No 1 (2023): Exposure" : 15 Documents clear
IMPROVING OF STUDENTS’ SPEAKING ACHIEVEMENT THROUGH MONOPOLY GAME IN NEW NORMAL ERA Luthfiyah Amirah Lubis; Endang Mastuti Rahayu
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 1 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i1.10595

Abstract

This research aimed to prove improvement towards students’ speaking achievement through the Monopoly Game of the class X-5 students of ITP Surabaya in the year of study 2022/2023. Their poor speaking skills were the issue. Therefore, the researcher conducted a fun treatment during classroom activities in teaching speaking through Monopoly Game. The method of this study was Classroom Action Research.. The actions was done in two cycles. The data in this study was analyzed qualitatively and quantitatively. The results showed that Monopoly Game improved students' speaking skills and the improvement was shown in the test result. The percentage of students who passed the test on cycle 1 was 36% and the number of students who passed on cycle 2 rose to 84%. Observation finding showed that the students became more engaged and their activities dominate throughout the learning process. Also, the questionnaire showed students gave positive opinion that said Monopoly Game was made stuudents enjoy during classroom activities. It indicated that through Monopoly Game, the students speaking achievement was improved
TEACHING METHOD AND ITS IMPACT ON ENGLISH ACADEMIC PERFORMANCE THROUGH LEARNING INTEREST AS A MODERATOR VARIABLE AMONG THE STUDENTS OF MTSN 2 KOTA KEDIRI Erwin Hari Kurniawan
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 1 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i1.9111

Abstract

This research aims at analyzing a significant effect of the following variables: 1) Teaching method on English academic performance; 2) Learning interest on English academic performance; 3) Teaching method on learning interest; and 4) Teaching method on English academic performance through learning interest as a moderator variable. To prove those questions, this research adopts quantitative approach with survey method. The samples are 207 students who are taken through simple random sampling calculated using Slovin formula. The data is analyzed through path analysis. It is used regression test including simple and multiple linear regressions. The result of this research indicates: 1) Teaching method has a significant effect on English academic; 2) Learning interest has a significant effect on English academic performance; 3) Teaching method has a significant effect on learning interest; and 4) Teaching method has an indirect impact on English academic performance through learning interest as a moderator variable about 18,3%. Meanwhile the direct effect is 3,4%. The result shows that the indirect effect is greater than direct effect in which the effect of teaching method on English academic performance is considered as the direct effect and the effect of teaching method on English academic performance through learning interest as a moderator variable is considered as the indirect impact. It is recommended to the teachers to evaluate their teaching abilities that foster students’ learning interest then academic performance automatically increases.
COMMUNICATIVE INSTRUCTION BASED ON LISTENING APPROACH: A RESEARCH AT THE INDONESIAN IMMERSIVE ENVIRONMENT Widya Rizky Pratiwi; Bachtiar Bachtiar
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 1 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i1.10676

Abstract

Creative Innovation in teaching significantly impacts EFL students' success. Thisresearch explored teachers' teaching methods in an Indonesian English immersiveEnvironment. It was a qualitative study that involved eight participants. Theresearch was conducted in a "Let's Speak class" at Mr. Pepsi Upgrade EnglishInstitution in Kampung Inggris Pare, Kediri. Data were collected from classroomobservation, interviews, photos, and documents. Then, the data were analyzed insix steps, from preparing to interpreting the description of the data's meaning.Research findings presented that teacher in Indonesian immersive environmentstaught English, especially for communicative instruction, utilizing technology, suchas communicative instruction based on a listening approach. It was called aListening-based Communicative Instructional Approach model (L-CIA model). Sixphases were trained, from giving ice-breaking preface and chitchat, listening to asong and filling in the blank, finding problematic words and translating, explainingthe song using own words, and singing together. This method has been proven tostimulate the students' speaking skills. Finally, this research contributed to sharinginformation about teaching Innovation in Second Language Acquisition in theIndonesian Immersive Environment, which can be implemented in other contexts.
THE CORRELATIONS AMONG METACOGNITIVE READING STRATEGIES, READING INTEREST, AND READING ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS Shafitri Indah Pratiwi; Tahrun Tahrun; Masagus Firdaus
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 1 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i1.10033

Abstract

The aims of this study were to figure out the correlation between: a) students’ metacognitive reading strategies and their reading achievement, b) students’ reading interest and their reading achievement, and c) the students’ metacognitive reading strategies, reading interest, and their reading achievement of descriptive text. This research also analyzed the contributions of independent variables toward students’ reading achievement. There were 130 students of the eighth grade involved as the samples and were selected through simple random sampling. This study employed quantitative method of correlational research design. Two questionnaires and one reading test were used to collect the data. The data obtained were analyzed by using Simple Correlation of r-Product Moment and Multiple Regression analysis. The analysis of the data showed that there was a 4.1% contribution of the students’ metacognitive reading strategies to their reading achievement, with a sig. value of 0.02 and being less than 0.05. Reading interest contributed 7.8% toward students' reading achievement, with the correlation between reading interest and reading achievement being 0.01, which was lower than 0.05. The correlations among metacognitive reading strategies, reading interest, and reading achievement were 0.003, which was less than 0.05, and both metacognitive reading strategies and reading interest contributed 8.5% to students' reading achievement. Thus, it can be stated that there were correlations among the eighth grade students at SMP Negeri 39 Palembang's metacognitive reading strategies, reading interest, and reading achievement. 
ANALYZING THE POSITIVE & NEGATIVE POLITENESS STRATEGIES PERFORMED IN ELT CLASSROOM INTERACTION Dedi Aprianto
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 1 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i1.10660

Abstract

The practices of pragmatic politeness strategies in ELT contexts have been considered as the today’s important issues in ELT, what so-called as language in use in classroom discourse. Classroom interaction is the integral part of Classroom Discourse Analysis. This study aimed at finding what politness strategies employed by the classroom participants (lecturers students) and the  frequency of the politeness usages. This study was carried out by using a descriptive-qualitative research method. The data were obtained from the conversation done by all participants of ELT classroom; lecturers-learners, learners-lecturers, and learners-learners at the sixth semester of English Education department of Mandalika University of Education (the former IKIP Mataram). The data of research were analyzed through the process of identifying, classifying, grouping and making conclusion, then discussing. Of the two politeness strategies which are found are seven positive politeness consists of  strategy 1, strategy 2, strategy 3, strategy 4, strategy 5, strategy8 (claim common grounds) and strategy 13 (convey that S and H are cooperators). The negative politeness are strategy 1 (be indirect), strategy 2 (don’t presume/assume), strategy 4, strategy 5 (don’t coerce H), strategy 6, strategy 7, and strategy 9 (communicate S’s want to not impinge on H). The most-frequently employed politeness strategies are positive politeness strategies within various (sub) strategies under ELT classroom contexts. The more usages of positive politeness suggest the situation of classroom must have been little bit egalitarian atmosphere amongs all the participants; lecturers-students in doing ELT process. Those feel cofortable, clossed, friendly, and inclusive to the addresse in ELT contexts. 
THE PARENTS’ ROLE IN MOTIVATING STUDENTS TO LEARN ENGLISH AS A FOREIGN LANGUAGE AT SCHOOL OF COASTAL AREA IN INDONESIA Heriyanti Tahang; Seska Paparang; Yuliana Yuliana; Risda Irianti; Syahira Syahira
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 1 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i1.9213

Abstract

In achieving successful learning in education, parents can be a big trigger that can influence it. Whereas in the coastal area, Parents' involvement in learning language has only been investigated by a few former researchers. While Sorong as a coastal area that has been a transit area for Internasional tourism to Raja Ampat, learning the English Language becomes important. For the reason, the recent research aimed to describe the role of parents to motivate students to learn Language at a school in Sorong as a coastal area. The questionnaire was used to collect the data in a quantitative research design. The data has shown that the parents’ role in motivating students to learn English is showed as enough category with 59.62 scales based on the questionnaires’ answers of 24 Parents in Junior hight school 1 of Sorong. Among the three parents' main roles, the motivator was the role that the most involved by parents in 66 scales in the Good category. The second is as an educator, 58 scales as Enough Category, and the last is as a facilitator, 54.6 scales, in Enough Category. The recent research revealed that the parents' role as motivator, facilitator, and educator in motivation their children to learn English in the Coastal area still need to be improved because it is only at enough category.
FORMATIVE ASSESSMENT VS SUMMATIVE ASSESSMENT: A CASE STUDY OF ESP LECTURERS IN UNIVERSITY IN INDONESIA AND THAILAND Dwita Laksmita Rachmawati; Yufenti Oktafiah; Dwi Budiarti
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 1 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i1.10071

Abstract

Providing an assessment and feedbacks are crucial parts for teaching and learning phase as well as for continued growth in the education system. In general, assessing the students’ progress and giving feedbacks as reflections of progress can be done in a variety of ways. The recent research is primarily concerned with how the formative assessment, as the most advantageous and beneficial kind of evaluation can be considered as a sufficient contributor to the instruction process, particularly once followed by genuine constructive feedbacks. This research's findings claimed that the formative assessment and feedbacks have a significant impact on what the learners perform and how the instructors teach. This research explored how formative assessment is implemented in ESP classes, particularly in Business English classes at universities in Indonesia and Thailand.
IMPROVING READING ABILITY AND MOTIVATION WITH A SMART APP CREATOR Wiharmansi Wiharmansi; Artanti Puspita Sari; Hanny Yukamana
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 1 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i1.10437

Abstract

The goal of this study was to discover and analyze the process of using smart app creator to improve the reading ability of eleventh grade engineering students at SMK Negeri 3 OKU Selatan. This study employed the classroom action research method, in which the researcher collaborates with another English teacher. This study was carried out in three cycles in accordance with the Kemmis and Taggart action research methodology. The study's findings revealed that students' reading abilities and motivation had improved. The minimal completion score for the English lesson was 70. Identifying 15 students, or 50% of the class, who meet the minimum completion criteria in cycle 1. Twenty students, or 66% of the class, passed the cycle 2 finding test's minimum completeness requirements, and 26 students, or 86% of the class, passed the cycle 3 finding test's minimum completeness criteria. Students' reading abilities improved from cycle 1 to cycle 2. Reading skills improved by 16% between cycles 1 and 2, and 20% between cycles 2 and 3. Students' participation in the teaching-learning process increased, indicating an increase in students' motivation.
ERRORS OF CENTRAL SULAWESI STUDENTS IN WRITING RECOUNT TEXT Rifka Rahmita; Afrillia Anggreni
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 1 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i1.9215

Abstract

This research aimed to expose types and most frequent errors in recount writing of Central Sulawesi students in which focused on linguistics category taxonomy and limited on Morphology and Syntax. A descriptive qualitative and document analysis were employed in this research. The subjects of this research were 36 students of grade X MIPA 4 at SMA Negeri 1 Palu. The result of the research presents that there were 277 errors in students’ writing: 123 or 44.40% omission errors, 20 or 7.22% addition errors, 134 or 48.38% misformation errors, but there were no found misordering errors on the students’ writing. According to the percentage of errors occurence, the most frequent error was misformation errors. The students frequently misused the formations of pronoun, preposition, main verb, auxiliary verb be, copula be, auxiliary verb have, modal auxiliary, subject-verb agreement, and verb-and-verb construction. It implies that the students writing still presents many kinds of error in their writing and the teacher should discuss more about it.
DEVELOPING ESSAY WRITING TEACHING MATERIALS BASED ON DISCOVERY LEARNING FOR STUDENTS OF THE ENGLISH EDUCATION STUDY PROGRAM FKIP UNSRI Erlina Erlina; Rita Hayati; Fiftinova Fiftinova
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 1 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i1.10140

Abstract

Having good teaching materials integrated with good learning model will help students to achieve their highest potential in learning. Discovery learning model is expected to provide the students with the opportunities to improve their learning capacity as they involved in the process of formulating the concept of new learning materials. The purpose of this study was to develop a practical teaching material for essay writing course based on Discovery Learning Model. The teaching materials were developed in accordance with the steps in Discovery Learning Model to help the students involved in the appropriate thinking skills development. This study applied research and development to develop the teaching materials for essay writing course based on the Discovery Learning Model. The study was conducted to the 7th semester students of English Education Study Program Faculty Universitas Sriwijaya. Questionnaires were used to obtained the data related to the validity and the practicality of the teaching materials developed. The results of the questionnaire showed that the workbook developed were in very valid and medium level of validity in terms of the materials and the design. In addition, based on the students’ responses (81.25%) it was found out that the worksheet used was very practical and can be used without revision.                                        

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