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.
Articles
27 Documents
Search results for
, issue
"Vol. 13 No. 1 (2024): Exposure"
:
27 Documents
clear
<![CDATA[A CLASSROOM EXPERIENCE: THE POWER OF WILL, DILIGENCE AND TRY DURING THE COVID-19 PANDEMIC ]]>
<![CDATA[HIKMAH, HIKMAH]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 1 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26618/exposure.v13i1.10623
<![CDATA[Mastering English seems very difficult for some people because the perception of English as a foreign language has fossilized in their mind. People’s opinion about English as an “elite language” that can be learned by certain people make it more complicated. Language is habit; those who do not have basic of English can master it better than people who study English. People, who have high motivation, will and diligence can be success, as they will keep trying to get it. This article observed during the pandemic era about the ability of a learner who is from non English Department, but can speak English well. He can prove that people speak English are not always influenced by their mother tongue. He is considered as one of successful students in his college because of his effort. The urgency of this research regarding to learning English strategy through the power of will, diligence and try during the covid-19 era. The data was collected through an interview. Based on the interview, it is concluded that although English is not major subject, it does not mean students can not speak English well. The power of will, diligence and try prove it. ]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[CATALYSTS OF NEGOTIATION INITIATION IN EDUCATIONAL SETTINGS: AN EXPLORATION OF GENDER DYNAMICS ]]>
<![CDATA[Allo, Markus Deli Girik]]>;
<![CDATA[R, Meliati Banne]]>;
<![CDATA[Sendana, Aris Kaban]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 1 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26618/exposure.v13i1.12773
<![CDATA[The objective of the study are to investigate the negotiation style uses by Man and Women and the gender influence on the initiation of negotiation in educational conversation context. The research design used in this study is a qualitative descriptive research design. The researchers used the purposive sampling technique to select participants. Participant of this research were an 11 male students and 11 female students of English students of UKI Toraja. The instrument used are observation and interview. This study used the interactive model to analyze data. Data analysis techniques are carried out interactively and take place continuously until complete until the data is saturated. This study confirms that: 1) both male and female participants exhibit a prevalent utilization of the 'compete' negotiation style when initiating conversations within diverse social contexts. Specifically, this negotiation style encompasses proactive engagement in discussions for the explicit purpose of seeking information pertinent to the context. Notably, a higher proclivity for information-seeking through competing behavior is observed among female participants, while male participants tend to engage in conversations without introducing novel topics, emphasizing the nature of their engagement as oriented toward interaction rather than information acquisition. 2) The Influence of Gender Initiation within the Educational Conversation Context, Particularly in the Realms of Attaining Research Information: A Scholarly Exploration and Fostering Collaborative Engagement for Assignment Completion among Peers.]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ LEARNING STYLES AND STUDENTS’ ACHIEVEMENT IN LISTENING AND SPEAKING SKILLS ]]>
<![CDATA[La’biran, Roni]]>;
<![CDATA[Allo, Maria Manganda Datu]]>;
<![CDATA[Arrang, Judith Ratu Tandi]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 1 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26618/exposure.v13i1.12784
<![CDATA[The purpose of this study is to investigate the learning style tendencies exhibited by students in their pursuit of listening and speaking skills for general communication at UKI Toraja, as well as to examine the correlation between these learning style tendencies and their achievement in speaking and listening skills. This research employed a quantitative descriptive approach, with a sample size of 35 students, analyzed using SPSS 26. The results of the questionnaire indicated a very strong correlation, ranging from 0.80 to 1.000. It revealed that students possessed three distinct learning styles when acquiring listening and speaking skills for general communication: visual, auditory, and kinesthetic. Each of these learning styles exhibited a highly significant correlation with students' achievements. Specifically, the correlation between the visual learning style and student achievement was 0.932, signifying a very strong relationship. The audio learning style exhibited a correlation of 0.885 with student learning achievement, also indicating a very strong connection. Lastly, the kinesthetic learning style displayed a correlation of 0.930 with student achievement, further underscoring a very strong relationship. These findings demonstrate that each learning style (visual, auditory, kinesthetic) is significantly correlated with student achievement. Therefore, it can be concluded that H1 is accepted, as each learning style exhibits a strong correlation with students' achievement in listening and speaking skills]]>
<![CDATA[READING TASK QUALITY IN LEARNING TEXTBOOK: COGNITIVE AND RELIGIOUS PERSPECTIVE ]]>
<![CDATA[Nisrina, Nisrina]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 1 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26618/exposure.v13i1.12809
<![CDATA[This study explored the allocated HOTs, MOTs, and LOTs in tasks that should be accomplished. Another issue was the religious task inserted in the learning textbook. The primary data in this study was English textbooks taught in Indonesia. The study used Bloom's classification of students' cognitive level. As for the religious aspect, hadith transmitted by Muslim was used as the indicator, those are Faith, Moral, and Sharia. A coding scheme was accordingly developed to ease in digging the data. The data was then analyzed to detect trends in the allocated task in the learning textbook and the tasks that inserted religious aspects. Result of the codification of tasks, there were 332 tasks most of which converged in the first three levels, which are LOTs and MOTs. In addition, from religious aspects, the tasks were mostly distributed at moral and sharia. However, no single task has been allocated for faith and worship. The result of the study can act as guidance to government, stakeholders, and textbook developers who are eager to modify their task allocated in such a way as to achieve higher level and to be aware of religious aspects to face their real life so that students can make use their cognitive skill and religious side in harmony.]]>
<![CDATA[ENHANCING ENGLISH SKILLS FOR SHOPKEEPERS: A TAILORED ENGLISH TRAINING MODULE USING ADDIE MODEL ]]>
<![CDATA[Manalu, Irene Damaian Kristia]]>;
<![CDATA[Kurniawati, Lemmuela Alvita]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 1 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26618/exposure.v13i1.12961
<![CDATA[Based on the results of the needs analysis which revealed the inefficiency in transactions with the foreign customers due to limited English proficiency, this present study aims to develop an English training module for shopkeepers working at showrooms and workshops in the tourist village of Kasongan, Bantul Regency, Yogyakarta, Indonesia. By using the principles of ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model, the module was developed to hone the shopkeepers’ English skills in serving the foreign customers. Ten participants consisting of 2 showroom and workshop owners as well as 8 shopkeepers participated in this study. Observations and questionnaires were used to gather the data during the needs analysis phase. The data were analyzed and used to design and developed the materials for the module. The present study did not perform the Implementation and Evaluation phases as the 2 phases are going to be done in the subsequent study. This study, therefore, highlights the importance of continuous improvement in the instructional design based on the feedback from both the stakeholders and the target learners in order to ensure the effectiveness of the module..]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[TOURIST OR EXPLORER? DELVING STUDENTS’ PREDILECTION AND ANXIETY IN SEMANTICS COURSE ]]>
<![CDATA[Sagala, Rakhmat Wahyudin]]>;
<![CDATA[Rezeki, Tri Indah]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 1 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26618/exposure.v13i1.12966
<![CDATA[Within this particular study, the designations of "Tourist" and "Explorer" are employed to denote students who approach their classroom learning experiences with either a desire for leisurely exploration (akin to that of a tourist) or a desire to delve deeper into the subject matter (more akin to that of an explorer). The semantics course delves deeply into the theory of meaning, fields of meaning, and sense, and specific topics within the course material may cause some anxiety for students. The objective of this research is to explore how anxiety affects the acquisition of knowledge in semantics courses, given that anxiety can have an adverse impact on mental well-being. This research uses a survey design, adopting Spielberger's State-Trait Anxiety Inventory (STAI) as the instrument. Forty-six individuals voluntarily completed a questionnaire regarding their learning experience. The respondents aged between 20 and 24 years old. There were 15 male individuals in the group, representing 32% of the total, while 31 female individuals comprised 67% of the group. In order to enhance the overall effectiveness of educational achievements, forthcoming studies will be taking into account supplementary factors. Through the lens of "Tourist or Explorer? Delving Students' Predilection and Anxiety in Semantics Course," this study advances our comprehension of the multifaceted nature of semantics education, inviting a more empathetic and comprehensive approach to pedagogy.]]>
