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[VOCATIONAL HIGH SCHOOL ENGLISH TEACHERS’ VOICE OF CURRICULUM CHANGE ]]>
<![CDATA[Dewi Sukawati]]>;
<![CDATA[Tono Suwartono]]>;
<![CDATA[Asti Diah Palupi]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 2 (2023): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v12i2.12649
<![CDATA[Teachers' attitudes toward curricular changes cause a variety of challenges regarding the implementation of school-based teaching and learning. The objective of this descriptive-qualitative research is to explore teachers' voice toward curriculum change from 2013 Curriculum to Freedom-to-Learn Curriculum at private vocational high schools. Data was gathered from two vocational high school English teachers volunteers in Banyumas City, Indonesia. They were recruited through convenience sampling. In-depth interviews and corresponding documents were used to obtain data. The interview focuses on teachers' understanding of the curricula, administration, assessment system implemented, and teachers' attitudes toward curriculum change. The results reveal that, at the time the study was carried out, the teachers understood both the 2013 Curriculum and Freedom-to-Learn Curriculum. They were able to adjust to changes in the administration procedure and the evaluation system. They agreed that it is too soon to see the effects of the newly implemented Freedom-to-Learn Curriculum by now, while believing the curriculum will find its way with a better understanding and execution over time. The researcher urges other researchers to do further investigations on this qualitative approach related to a broader issue, more general data, and more relevant methods.]]>
<![CDATA[DEVELOPING READING MATERIAL IN THE FORM OF SHORT STORY BASED ON CENTRAL KALIMANTAN CULTURE ]]>
<![CDATA[Akhmad Fauzan]]>;
<![CDATA[Yulitriana Yulitriana]]>;
<![CDATA[Sulamit Syeba]]>;
<![CDATA[Lesly Martha Cecylia Meka]]>;
<![CDATA[Olga Dona Retsi]]>;
<![CDATA[Rezqan Noor Farid]]>;
<![CDATA[Muhammad Subhan Fikri]]>;
<![CDATA[Jean Seraf Yaspis]]>;
<![CDATA[Stepanus Saputra Ferry Lui]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 2 (2023): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v12i2.12822
<![CDATA[This research aims to develop reading materials in the form of short stories based on Central Kalimantan culture. Reading materials for university level in the form of local content are still limited. In fact, Dayak culture can be an interesting alternative reading material besides providing academic texts to students. Based on the needs analysis, it is known that at the English Education Study Program of Universitas Palangka Raya, there is a need for reading materials that are able to improve reading skills while containing relevant texts with text difficulty levels that are appropriate for student levels. Further, the reading materials should be in accordance with student interests and needs, contain effective learning strategies, and integrate culture or local content. This research applies Developmental Research in accordance with the ADDIE stages (Analysis, Design, Development, Implementation, and Evaluation). Based on the Evaluation, the developed reading materials are in the form of short stories that contain Central Kalimantan cultural aspects embedded in activities, name of people, name of places, and name of food. The reading materials also contain exercises that demand students' skills in reading comprehension.]]>
<![CDATA[BILINGUAL INSTRUCTIONS OF INDONESIAN PRIMARY SCHOOLS IN ENDENESE COMMUNITY ]]>
<![CDATA[Gratiana Sama]]>;
<![CDATA[Maksimilianus Doi]]>;
<![CDATA[Febe Fenny Irawati Wanggai]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 2 (2023): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v12i2.11884
<![CDATA[This study aims at determining the first-grade teacher perception of primary school on the use of bilingual instructions and the impact on students’ learning outcomes. This qualitative study used the first-grade teacher who taught reading and writing in first year students at SDK Pu’ubheto, Ende Sub-district of Ende Regency. The data were collected through in-depth interview, observation and documentation. The interview document data were analyzed descriptively. The result showed that the teacher was successfully implementing bilingual instruction. Finally, the implementation of bilingualism by the teacher affected teacher-student interaction and improved students' reading and writing skill and learning outcomes.. ]]>
<![CDATA[IMPLEMENTATION OF MULTI-BLENDED LEARNING MODEL IN ENGLISH TEACHING AT THE REMOTE AREA SCHOOL IN BURU-MALUKU ]]>
<![CDATA[Nirwana. AR]]>;
<![CDATA[Mitha Rahmawati Pellu]]>;
<![CDATA[Ibnu Hajar]]>;
<![CDATA[Saidna Zulfiqar Bin Tahir]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 2 (2023): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v12i2.12635
<![CDATA[Multi-blended learning model was combination of four learning models. They were independent learning model, face to face learning model, small group learning model, and online learning model. This research employed descriptive qualitative method. The research sample consisted of one teacher and 36 students at SMA Negeri 2 Buru, Maluku. The collected data employed observation and interview, and then the data is presented descriptively. The result study was used to explain the challenges faced by teacher and students’ perception in implementation of Multi-Blended Learning Model in English teaching at the remote area school. The challenges faced in independent learning model were low interest and motivation to learn independently, low control and sufficient attention from parents, low support from parents, and low economic level of students’ parents. The second challenges faced in face to face classroom learning model were limited teaching time, large number of students in one class, and different English ability in one class. Several obstacles found in small group learning model were limited teaching time, and large number of students in one class. The obstacles found in online learning model was that some students did not have internet data package, so they could not update information and new materials optimally. Students’ perception that multi-blended learning model was very helpful for students to collaborate and interact among students and teacher. Students became enthusiastic to learn independently and understanding of teacher’s material well through video tutorial available on the teacher’s YouTube content. ]]>
<![CDATA[ERROR ANALYSIS IN COMPLETING STRUCTURE AND WRITTEN EXPRESSION OF TOEFL TEST ]]>
<![CDATA[Misnawati Misnawati]]>;
<![CDATA[Chalil As’ari]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 2 (2023): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v12i2.12848
<![CDATA[The TOEFL test is commonly regarded as one of the requirements for comprehensive test or graduation for the students in an academic. Therefore, it is the obligation of students to fulfill these requirements and must to prepare more intensively to take the TOEFL test. The purpose of this research was to analyze the Structure and Written Expression of TOEFL and to investigate the underlying causes of the errors or mistakes made by the students. The subject was the students of English Department at Almuslim University. The research used mixed method. The researcher used both qualitative and quantitative designs. Data was collected through test and interviews. It can be described that the questions were consisted into three of difficulty category was 55%. While, medium category was 40% and easy category was 5% for students in answering the Structure and Written Expression. In the Structure form indicates the lowest correct answer was 11 and the highest correct answer was 73. The total the correct answer on the structure form was 235, while incorrect answer on the Structure form was 380. Whereas, in the Written Expression form the lowest answer was 45 and the highest correct answer was 92. The total correct answer on Written Expression Form was 29, while the incorrect answer on the Written Expression Form was 740. Based on research finding, it can be concluded that the students encountered similar difficulties when answering the questions in Structure and Written Expression Section of the TOEFL examination.]]>
<![CDATA[CORRELATION OF SOCIAL EMOTIONAL LEARNING WITH THE USE OF FLIPPED CLASSROOM METHOD IN LEARNING LISTENING ]]>
<![CDATA[Mitha Rahmawati Pellu]]>;
<![CDATA[Nirwana. AR]]>;
<![CDATA[Ibnu Hajar]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 2 (2023): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v12i2.12320
<![CDATA[The aim of this research is to find out the correlation between social emotional learning and the use of the flipped classroom method in English listening learning and to know the use of Social Emotional Learning in the application of the flipped classroom method affects English listening learning. This research used correlational research method. The subjects of this research were students of the 2021/2022 and 2022/2023 batches of the English Education study program at Iqra Buru University, totalling 35 students. The data collection technique used in this study was a questionnaire that distributed using Likert Scale. The data in this study was analysing used correlation analysis techniques in the IBM SPSS Statistic 23. Validation test has been done with the results stating that all statements in the questionnaire were valid. After calculating all valid statements, the reliability coefficient for the Social Emotional Learning questionnaire was 0,855 and the reliability coefficient for the Flipped Classroom questionnaire is 0.934. The result of this research was the significant 2-taild is 0,000 0,05 means that social emotional learning (SEL) and flipped classroom method are correlate. Besides that, the value of pearson correlation is 0,736 means that social emotional learning and flipped classroom has strong correlation and positive. The conclusion of this research is social emotional learning and the use of flipped classroom method in learning listening is correlate with strong positive correlation.]]>
<![CDATA[THE EFFECTIVENESS OF STUDENT TEAM ACHIEVEMENT DIVISION (STAD) ON ENGLISH LEARNING OUTCOMES AND STUDENT LEARNING MOTIVATION ]]>
<![CDATA[Amalia Putri Khusnul Aisyah]]>;
<![CDATA[Iin Widya Lestari]]>;
<![CDATA[Khoirul Wafa]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 2 (2023): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v12i2.12708
<![CDATA[In this research, Students in the English Education Study Program's eighth semester in 2023/2024 at Nahdlatul Ulama Sunan Giri Bojonegoro will analyze the Student Team Achievement Division (STAD) learning method in order to assess its effects on learning outcomes and student learning motivation. The effect of the STAD method was thoroughly described in this research using a quantitative approach. In this research, 66 students from class X during the academic year 2023–2024 formed into two classes: the experimental class and the control class. Students in the research sample class post-test scores significantly outperformed those in the control class, the research findings showed that the alternative hypothesis (Ha) was accepted. Learning outcomes for students varied both before and after treatment. The experimental class average post-test score was 76.69, while the comparison group's average post-test score was 57.30. Significant (2-tailed) One Way ANOVA post-test values are less than 0.05 or 0.000 0.05. The researcher calculated eta squared to be (0.63 using the effect size statistics using eta squared. A moderate effect size is indicated by the value from eta squared. The average post-test score for the experimental group was 37.79, while the average post-test score for the comparison group was 29.41. showing a considerable improvement in the students' willingness to study. Significant (2-tailed) One Way ANOVA values are less than 0.05 or 0.000 0.05. The researcher discovered from the effect size statistics using eta squared]]>
<![CDATA[USE OF WEB-BASED POETIC DEVICE TOOLS AS A LEARNING MEDIA FOR CREATIVE WRITING OF ENGLISH POETRY ]]>
<![CDATA[Sarif Syamsu Rizal]]>;
<![CDATA[Sri Oemiati]]>;
<![CDATA[Haryati Sulistyorini]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 2 (2023): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v12i2.10735
<![CDATA[This research is entitled "Use of Web-Based Poetic Device Tools as a Learning Media for Creative Writing of English Poetry" The benefits of this research are both theoretical and practical. Theoretically, this study can be used to learn more about how to teach English poetry and creative writing using Web-Based Poetic Device Tools. Practically, to develop abilities in the use of Web-Based Poetic Device Tools as a medium for original English poem creation. The urgency of the research's findings will be able to expand the use of English poetry tool sites in general E-Learning implementation and can enhance the language industry, particularly innovative English poetry composing. The method of this research is Research and Development used to produce certain products, Models for Creative Writing of English Poetry Using Web-Based Poetic Device Tools and Simulation of the effectiveness of these products. The concept of scientific knowledge of poetry and poetry writing, the recognition and application of the use of web-based online poetic tools, the model, method, and steps of web-based poetic device tools in poetry writing, and English poetry writing simulation are the four findings that will be discussed in detail in the discussion.]]>
<![CDATA[PBL METHOD AND LEARNING MOTIVATION ARE INFLUENCED STUDENTS READING COMPREHENSION SKILL ]]>
<![CDATA[Agus Tinah]]>;
<![CDATA[Artanti Artanti]]>;
<![CDATA[MGS Firdaus]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 2 (2023): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v12i2.10693
<![CDATA[his study aims to find out whether problem-based learning methods and learning motivation have an impact on the reading comprehension skills of eighth-grade students at SMPN 39 Palembang. 60 students from SMPN 39 Palembang were selected as samples for this study using a two-stage random selection procedure during the academic year 2022–2023. A factorial research design was used in this investigation. Tests and questionnaires were used to get the data.. When the data were studied using paired sample t-test, independent sample t-test, and two-way ANOVA test findings of 0.000 0.05, it was discovered that problem-based learning methods had a substantial impact on students' reading comprehension skills. Second, problem-based learning techniques have a considerable impact on students with low learning motivation who struggle with reading comprehension. Thirdly, students who use problem-based learning strategies and have high levels of learning motivation have a major impact on their ability to comprehend what they read. Finally, significant interactions between motivation and learning affect how well students understand recount texts taught by PBL and how well they understand SMPN 39 Palembang. Hence, both high and low-learner-motivation students benefited from the PBL approach. ]]>
<![CDATA[IMPLEMENTATION OF REACT STRATEGY TO DEVELOP STUDENTS ABILITY IN WRITING RECOUNT TEXT SELF EXPERIENCES AT JUNIOR HIGH SCHOOL ]]>
<![CDATA[Dini Anggraeni]]>;
<![CDATA[Muhammad Andriana Gaffar]]>;
<![CDATA[Riki Ruswandi]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 2 (2023): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v12i2.12604
<![CDATA[This study purpose to (1) to find out the learning process activity in improving the ability to write Recount Text for grade VIII students of SMPN 53 Bandung using the react strategy. (2) To find out the improvement in the ability to write Recount Text Self-Experiences for grade VIII students of SMPN 53 Bandung in writing recount text self -experiences using the react strategy. This type of research is descriptive research using a qualitative approach. Participants in the study were class VIII F SMPN 53 Bandung, totaling 33 students. This research was conducted in two cycles and data collection techniques used were Observation, Interviews and Field notes. The results of the data analysis show that the react strategy can be used to improve students' ability to write Recount Text Self-Experiences, this can be seen from the results of the achievement of the 1 and 2 cycle value, students give a very good response regarding the use of the react strategy. In addition, it also encourages students to actively follow the learning process and this react strategy to create a pleasant learning atmosphere. This strategy must be used continuously for better learning outcomes, especially in learning to write Recount Text of Self-Experiences]]>
