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[THE EFFECT OF PRONUNCIATION TRAINING ON ENGLISH SPEAKING SKILL AMONG ENGLISH NON-NATIVE SPEAKERS ]]>
<![CDATA[Ari Wibowo, Taufik]]>;
<![CDATA[Nasrullah, Nasrullah]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 1 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v13i1.10740
<![CDATA[Speaking a foreign language requires various skills, including grammar, vocabulary, instruction, etc. In English Language Teaching, pronunciation is one of the most crucial abilities. If speakers have poor pronunciation, their words will be incomprehensible to audiences. Despite the difficulty of acquiring pronunciation, many EFL classrooms pay the least attention to pronunciation training. This study aims to evaluate the effect of pronunciation training on English speaking ability of non-non-native speakers. The method used is the Literature Review method. The results of the study show that pronunciation training has a positive effect on the English-speaking ability of non-non-native speakers. This training helps improve pronunciation, intonation, and accent in speaking English. Non-non-native speakers also experience increased confidence in speaking English after attending pronunciation training. However, the results of the study also show that factors such as difficulties in mastering vocabulary and grammar still affect the ability to speak English as a whole. Therefore, it is advisable to consider pronunciation training as part of a holistic and integrated English learning program with special attention to other aspects such as vocabulary and grammar.]]>
<![CDATA[THE PAPUAN HIGH SCHOOL STUDENTS’ PERCEPTION AND ATTITUDE TOWARDS ENGLISH MAJORS ]]>
<![CDATA[Nurteteng, Nurteteng]]>;
<![CDATA[Setiawan, Agus]]>;
<![CDATA[Putri, Ferla Yulia Kamandani]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 1 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v13i1.14680
<![CDATA[The existence of English major in Southwest Papua is still become a big project for universities in improving the number of students to choose English major. Year by year, the new students who take this major is decreased. This is become the big reason to conduct this research that aims to discover the Papuan high school students' perceptions and attitudes towards English majors. The case study design was used to describe this case. This research involved five schools in Sorong and Raja Ampat Regency. The sample of this research was 50 Papuan high school students’ taken from the five schools that participated. In collecting the data, the research used interviews and attitude questionnaires. The result regarding the students' perceptions is that most Papuan students think English is confusing and complex. It is because of the teaching method or strategy that the teacher considers monotone and boring. The pedagogical competence of an English teacher also influences this student's opinion. As an impact, fewer want to pursue English-related careers, like educators or tourism jobs. Most want to become civil servants after graduating from senior high school. Regarding the student's attitude, 86% of respondents have a negative attitude towards the English major. The significant cause is that they previously had no interest or motivation in learning English. As an impact, most of them do not want to choose English as their major at the university level.]]>
<![CDATA[DOES AUTHENTIC ASSESSMENT PROMOTE CRITICAL THINKING? EXPERIENCE OF TWO EFL TEACHERS IN INDONESIA ]]>
<![CDATA[Umam, Amalul]]>;
<![CDATA[Riana Rahmawanti, Movi]]>;
<![CDATA[Jaelani, Alan]]>;
<![CDATA[Lisdawati, Lilis]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 1 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v13i1.12993
<![CDATA[This study investigated the impact of authentic assessment on students' critical thinking in English classes. The study targeted two English teachers who had experience using authentic assessment in their classrooms. Data was collected through observation, in-depth interviews, focus group discussions, and documentation. The findings of the study showed that authentic assessment had a positive impact on students' critical thinking. Students who participated in authentic assessments were more motivated to learn, were better able to apply their English skills in a real-world context and were more likely to engage in critical thinking. The study also identified several opportunities/dispositions that promoted students' critical thinking in authentic assessments. These included teamwork and monitoring, which helped students identify other people's ideas, evaluate the evidence for a particular issue, reflect on an issue by bringing in logical opinions, draw conclusions about an issue, and present their points of view. The findings of this study suggest that authentic assessment is a valuable tool for promoting critical thinking in English classes. Authentic assessments can help students develop the skills and knowledge they need to succeed in college and the workplace.]]>
<![CDATA[THE USE OF MONDLY APPLICATION TO INCREASE SENIOR HIGH SCHOOL STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Wardani, Ira]]>;
<![CDATA[Lubis, Yani]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 1 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v13i1.14216
<![CDATA[Vocabulary is an important element in language learning that students have to master. English language learning is greatly influenced by technological advances. Several applications have provided more flexible and accessible means that can be used through smartphones as needed for vocabulary mastery . This study aims to find out how senior high school students can increase their vocabulary mastery through the use of Mondly. A quantitative approach with a pre-experimental design is the method used in this study. The 10th grade students of SMK Tritech Informatika Medan participated in the study.. According to the research findings, the students' mean score was 71.69 on the pretest and 83.53 on the posttest. The t-test with a sig (2-tailed) value of 0.000 or 0.05 was used to test the hypothesis. Therefore, "Ha" is accepted, and "Ho" is rejected. Thus, it can be concluded that vocabulary learned using Mondly application significantly increased the vocabulary mastery of tenth-grade students of SMK Tritech Informatika.Keywords: Vocabulary mastery, Mondly application, Language learning]]>
<![CDATA[IMPROVING THE STUDENTS' LISTENING COMPREHENSION THROUGH LEARN ENGLISH LISTENING APP: A CLASSROOM ACTION RESEARCH ]]>
<![CDATA[Setiawati, Sari]]>;
<![CDATA[Yuliana, Yohanes Gatot Sutapa]]>;
<![CDATA[Regina, Regina]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 1 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v13i1.14423
<![CDATA[This research investigated the impact of the "Learn English Listening App" on eighth-grade students' listening comprehension. The design of Classroom Action Research (CAR) was used in this study. Two cycles of pre and post-tests, observations, and interviews were conducted. In the first cycle, the app did not lead to a statistical improvement in listening. The mean post-test score (57) was lower than the mean pre-test (61). The observations indicated a positive attitude towards the app, yet some students underutilized its potential, highlighting the need for further support. Interviews provided insights, emphasizing the importance of additional guidance in applying the application. In the second cycle, the students were maximized to utilize the app, significantly improving listening comprehension (mean score: 72.67). The t-test analysis showed a difference (t ≈ 2.43) between the pre and post-test, confirming the app's effectiveness. The observations during the second cycle showed enhanced engagement. The "Learn English Listening App" proved valuable for enhancing eighth-grade students' listening skills. The classroom action research approach allowed for iterative adjustments, contributing to improved scores. In conclusion, the second cycle's t-test results, supported by classroom observations and interviews, provide robust evidence of the app's positive impact. Educators at Islam Al-Azhar 17 Pontianak and similar settings can consider integrating technology-based interventions like the app to enhance students' listening comprehension. Further research could explore its long-term effects and impact on other language skills.]]>
<![CDATA[ENCOMPASSING HIGH-PROFICIENT STUDENTS IN HELPING LOW-PROFICIENT STUDENTS IN LEARNING ENGLISH IN INDONESIAN ENGLISH PRIMARY CLASSESTITLE IN ENGLISH ]]>
<![CDATA[Susanto, Indra]]>;
<![CDATA[Halum, Yustus Sentus]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 1 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v13i1.12962
<![CDATA[Copland et al. (2014) report that a large number of teachers deal with students at various phases of learning and with diverse individual requirements; students are frequently viewed as weak in language learning. This paper tries to find out the answer to how can teachers involve the high-proficient students in supporting low-proficient students in Indonesian English primary classes? The investigation of this topic can provide English teachers with strategies for encouraging student interactions between students of varying English proficiency levels. In addition, it provides a variety of techniques for maximizing the English learning experience for pupils of varying proficiency levels. In this paper, it is argued that incorporating positive interaction throughout the learning process is beneficial for the support of low-proficient students by high-proficient students in Indonesian English primary classes. Some of the ways it can be achieved is through peer learning, cooperative learning, and digital learning, among other methods. Our curriculum may require consideration of positive student interaction and the inclusion of materials on incorporating positive student interaction in English language learning through various Teacher Professional Development program methodologies. Additionally, Elementary English teachers in Indonesia should master teaching techniques that integrate positive student interactions.]]>
<![CDATA[THE IMPACT OF TASK-BASED INSTRUCTION IN IMPROVING STUDENTS’ AUTONOMOUS IN WRITING AT MECHANICAL ENGINEERING PROGRAM IN UKI TORAJA, INDONESIA ]]>
<![CDATA[Baka, Charlie]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 1 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v13i1.12766
<![CDATA[This study is qualitative research which employs case study on Task-Based Instruction (TBI) impact on students’ autonomous learning at Mechanical Engineering in Teaching English at UKI utilized online questionnaire and interview student’s journal reflection as well as documentation. The research was carried out at Mechanical Engineering Department UKI Toraja, which located in Tanah Toraja, South Sulawesi. The research used purposive sampling method which involved 12 lecturers; 3 English lectures who were currently implementing Task-Based Instruction (TBI) in teaching English for Mechanical Engineering, 35 students of Mechanical Engineering, at UKI Toraja as the participants of this research. The data was analyzed by thematic analysis, content analysis, and document analysis. The findings reveal that different types of tasks and digital tools promote learner autonomy in different ways. Writing assignments allow students to work independently to choose a topic, create their written content, and choose online application software that allows them more freedom in exploring the understanding of a particular topic. Learning outcomes are characterized as Autonomous Task-Based Instruction in Teaching Writing because this strategy contributes to the degree of learning independence.]]>
<![CDATA[STUDENT'S PERCEPTION OF USING CAKE APPLICATION TO IMPROVE SPEAKING SKILL ]]>
<![CDATA[Syafi'i, Arif]]>;
<![CDATA[Daulay, Sholihatul Hamidah]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 1 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v13i1.14655
<![CDATA[Some students feel difficult to master speaking skill in English, because they do not get support from their atmosphere. The environment is not an English area. So they need to practice their speaking by using media .This study aimed to determine how students felt about using the Cake application to improve their speaking skills. This study involved eight students from class XI MIPA 4 at MAN 1 Medan. The researchers employed the qualitative descriptive approach in this research. Interviews and questionnaires were used to gather data. The majority of students reported that the Cake application was highly beneficial in helping them improve their speaking skills, according to the study's findings, because those unfamiliar with the Cake program will find it simple to utilize. Then, when students use this cake application to hone their speaking abilities, they become intrigued. Most of them do not feel bored when using this application because they can learn the idioms by watching the short English film in this application. Of course, it is fun for the students. They said that by using this application, they could practice their English speaking wherever and whenever only by using the smartphone and opening the cake application. Furthermore, they will invite their friends to use the cake application because this application is suitable for students who want to practice speaking without feeling shy about meeting many people. Finally, they said they would use the cake application daily to improve their English speaking skills.]]>
<![CDATA[THE EFFECT OF USING ROUND TABLE TECHNIQUE ON STUDENT’S ABILITY IN WRITING DESCRIPTIVE TEXT AT TENTH GRADE OF SMA DAERAH SEI BEJANGKAR IN ACADEMIC YEAR 2021/2022 ]]>
<![CDATA[Supiatman, Lis]]>;
<![CDATA[Ayu Ningsih, Sri]]>;
<![CDATA[Aryni, Yen]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 1 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v13i1.12994
<![CDATA[The purpose of this research was to determine whether there was an effect of using the Round Table Technique on Student’s ability in writing descriptive text at Tenth Grade of SMA Daerah Sei Bejangkar in Academic Year 2021/2022. This research used a quantitative approach, and used quasi experimental design. The research used two classes, namely the experimental group and the control group. The population of tenth grade SMA Daerah Sei Bejangkar were 84 students. The sampling technique used was simple random sampling and the samples were all students at tenth grade of SMA Daerah Sei Bejangkar. This research used two classes, namely the experimental group and the control group. The experimental group consisted of 42 students and the control group consisted of 42 students. The experimental group was taught by applying the round table technique and the control group was taught using the conventional technique. In addition, this research was carried out through the following procedures: giving pre-test, applying treatment and giving post- test. The results obtained from the research prove that the score of experimental group was higher than control group of students’ ability in writing descriptive text. Based on the calculation of the t-test is the score of product moment degree of freedom(df) N1+N2-2 or 42+42-2 = 82, the critical value of the t-table with a significant 0.05 is 1.66 and the t-test is 3.024. The writer concludes that t-test t-table. Ho is rejected and Ha is accepted. Thus, it can be concluded that there is an effect of using the Round Table Technique on students' ability in writing descriptive text at Tenth Grade of SMA Daerah Sei Bejangkar in Academic Year 2021/2022.]]>
<![CDATA[INTEGRATING TORAJA CULTURAL VALUES INTO ENGLISH LANGUAGE TEACHING: A COMPREHENSIVE ANALYSIS ]]>
<![CDATA[Tandikombong, Matius]]>;
<![CDATA[Kinda, Susana Rante]]>;
<![CDATA[Siumarlata, Viktor]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 1 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v13i1.12783
<![CDATA[The objective of this study was to find out the cultural values were implemented by teachers in learning English. This study implemented descriptive qualitative study. Data were collected through observation, recording, and interviews with four English teachers. The subjects of this study were chosen by using purposive sampling. And using Miles and Huberman's theory to analyze the data. The results of the study show that there were several Toraja cultural values in learning English activity, namely: a) the values of kapatonganan (religiousness), b) the values of kasiuluran (Family), c) the values of tengko situru’ (togetherness), c) the values of kabassaran (work hard), d) the values of longko'/siri' (tolerance/shame/authority), e) the value of ma'parapa' (love peace), f) the value of sikamali' (affection), g) the value of siangkaran (help), h) the value of mabalele (friendly/communicative), i) the value of umpangke' tomendadianna (respect for parents). Based on the results above, the writer concluded that in learning English process at SMK 1 Toraja Utara, the teacher presented the English material by incorporating cultural values of Toraja.]]>
