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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 25 Documents
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Search results for , issue "Vol. 14 No. 2 (2025): Exposure" : 25 Documents clear
TRANSFORMING SPEAKING SKILLS WITH STORYTELLING: A STUDY AT MTS MUHAMMADIYAH AL-HAQ PALU Adam, Annisa Khaerarani; Usman, Sriati; Lebagi, Desrin; Darmawan
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/ev27af90

Abstract

Speaking skills are one aspect that needs to be develop in context of language learning. However, there are still many students who have difficulty in mastering this skill, because of the lack of knowledge of vocabulary and grammar, cause a lack of confidence in students when they want to speak English. This study investigates the effectiveness of the storytelling technique in enhancing the speaking skills of eighth-grade students at MTs Muhammadiyah Al-Haq Palu. Addressing the urgent need for engaging and student-centered strategies to improve oral proficiency, this research offers empirical evidence on the value of storytelling in English language learning. A quasi-experimental method was employed using pre-test and post-test procedures in both experimental and control groups. Thirty students were selected through convenience sampling, with fifteen assigned to each group. The experimental group received six sessions of storytelling-based instruction, while the control group learned through conventional methods. Findings reveal a substantial improvement in the experimental group, which achieved a post-test mean score of 69.33, compared to 44.67 in the control group. The novelty of this study lies in demonstrating storytelling as an effective instructional technique within the Indonesian Islamic junior high school context. The results contribute to pedagogical practices by supporting storytelling as a practical approach to improving students’ speaking skills.
EMPOWERING FUTURE TEACHERS: STUDENTS' EXPERIENCE CREATING EFL MEDIA IN KAMPUS MENGAJAR PROGRAM Artika, Chessy; Nadia, Hafizhatu; Al Farhan, Miftah; Aflahah, Noor Aida
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/7fejj444

Abstract

This study explores how a Teaching Media course shapes prospective EFL teachers’ abilities to design and implement effective instructional media, addressing the urgent need for educators who can integrate engaging learning tools in diverse classroom settings. Unlike previous research that focuses solely on media use in higher education, this study offers a novel perspective by examining how students transfer classroom learning to real teaching contexts through the Kampus Mengajar program. Using a qualitative narrative approach, data were collected through interviews with English education students who completed the Teaching Media course and participated in Kampus Mengajar. The findings show that the course significantly enhanced students’ pedagogical skills, creativity, and confidence in selecting and applying teaching media. Moreover, their classroom experiences during Kampus Mengajar confirmed the practical relevance of the course, demonstrating its contribution to preparing resourceful and adaptive future EFL teachers. This study underscores the importance of integrating media-focused training in teacher education programs.
ALPHABET BUSY PICTURES AS AN EFFECTIVE MEDIA FOR TEACHING ALPHABET AT PAUD ZALFA NAQIYYA Fauziyyah, Anisa; Khatimah, Khusnul
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/ptbgtg70

Abstract

This study investigates the effectiveness of Alphabet Busy Picture media in improving early childhood letter-recognition skills at PAUD Zalfa Naqiyya Samarinda. Addressing the urgent need for engaging literacy strategies in early education, this research offers a novel application of Busy Picture media to strengthen children’s alphabet mastery. Using a quantitative approach supported by classroom observations and interviews, the study involved 16 Class A students across two meetings. Early literacy development—especially letter recognition and identifying initial letters of familiar objects—is essential for foundational reading skills. Findings demonstrate that Alphabet Busy Picture media significantly enhanced students’ ability to recognize and memorize letters. The practical and visually stimulating nature of the media contributed to increased student engagement and learning outcomes. This research contributes empirical evidence supporting the integration of interactive visual media in early childhood literacy instruction, particularly for improving alphabet mastery in similar educational contexts.
EMPOWERING VOICES: DEVELOPING INNOVATIVE PUBLIC SPEAKING MATERIALS FOR UNIVERSITY STUDENTS Juliansyah; Adi, Bambang Trisno; Afiyati, Alia; Beresaby, Rheinatus Alfonsus
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/gcfv7a77

Abstract

The increasing demand for graduates who are able to communicate effectively in English across different professional domains highlights the need for continuous curriculum evaluation and learning material development. This research is related to the learning outcomes of graduates that have been determined in the English Diploma 3 Program curriculum, especially in the special skills points regarding to oral communication skills in the office, tourism and mass media sectors. In the researcher's understanding, the learning outcomes of graduates must be achieved through various efforts; one of which is the preparation of appropriate learning materials for courses related to communication, one of which is Public Speaking. To be able to compile the learning material in question, complete and precise research has been carried out. Based on this, the appropriate research to be carried out is development research because this research puts ideas into practice as an effort to increase knowledge regarding, for example, curriculum and teaching and learning; then the idea was developed to become a standard model. The results obtained from this research are an increase in what happens in the classroom and understanding of the basis of educational practices implemented. This research also presents ideas about learning materials for Public Speaking courses for students in the English Diploma 3 study program. The expected research results are a more complete set of learning plans and textbooks or modules according to the subjects that are the material of this research.
THE STUDY OF MULTISENSORY AS TEACHING PHONICS APPROACH TO IMPROVE THE STUDENTS’ DECODING SKILL Catur Putri, Anastasia Vena; Sutapa Yuliana, Yohanes Gatot; Sada, Clarry
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/8kyvaz71

Abstract

The kindergarten students of TK Adicita Mulia require a learning achievement to fulfill their phonics reading skills. However, the students have consistently struggled to recognize the decoding concept as the fundamental learning in reading phonics. Therefore, the study aimed to determine the improvement of students’ decoding phonics using a multisensory teaching approach for kindergarten students of the K1 level at TK Adicita Mulia. The method used in this research is Classroom Action Research (CAR). The multisensory approach involved the students’ auditory, visual, kinesthetic, and tactile senses to understand better decoding concept instruction in recognizing individual sounds and combining them into Consonant, Vowel, Consonant (CVC) words. The improvements focused on the learning outcome of developing decoding skills as the fundamental stage for reading readiness. This research also observed the students’ engagement during the learning process to be attracted to the learning media such as Play-Doh, sand, and flashcards as the interactive learning style for the students. Also, it observed the students’ disruptive behavior, such as uncontrolled behavior, impatience, and lack of focus in the classroom. The results showed that 60% of the students who did not initially improve could demonstrate notable progress in the second cycle. The learning media also generated great enthusiasm during the learning process and positively influenced the change of disruptive behavior into controlled behavior during phonics learning.
CO TEACHING METHOD TO IMPROVE STUDENTS’ SPEAKING ABILITY IN LEARNING ENGLISH Lim, Veren; Riyanti, Dwi; Ikhsanudin
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jydb6920

Abstract

Speaking ability is crucial in English language education, particularly for junior high school students, because it impacts their future academic and professional success. This study focuses on seventh-grade students at SMP Santu Petrus Junior High School, who show varied English proficiency levels due to diverse educational backgrounds and limited internet access in rural areas. These students often struggle with low engagement and confidence in speaking English, lacking vocabulary and proper pronunciation. To address these challenges, this research investigates the implementation of co-teaching, where two or more teachers collaboratively instruct in a single classroom. This approach aims to enhance language education by combining teachers' unique skills and methods. Conducted as a Classroom Action Research (CAR) (Brown, 2004), the study involves pre-tests, post-tests, observations, and field notes to assess co-teaching's method improvement. Previous studies suggest co-teaching improves student participation, engagement, and language proficiency through differentiated instruction and dynamic learning environments. This study aims to confirm these findings and provide practical insights into co-teaching to boost the speaking abilities of seventh-grade students at SMP Santu Petrus. The expected outcome is increased student participation, confidence, and overall English speaking proficiency.
A DAY OUT WITH FOREIGNER: AN EFFORT TO IMPROVE STUDENT’S CONFIDENCE IN COMMUNICATING IN ENGLISH Dewi, Eka Grana Aristyana; Putra, A.A.Gede Adi Mega
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/xv544c55

Abstract

English proficiency is an essential skill in the professional world, facilitating access to global information and career advancement. The National Association of Colleges and Employers (NACE, 2024) identifies communication skills as a key component of employability. However, many Indonesian students, including those at a technology-based university in Bali, struggle with low confidence in speaking English. The previous study found that factors such as fear of making mistakes, lack of speaking practice, limited vocabulary, and negative past experiences contribute to this challenge (Dewi, 2024). This study examines the effectiveness of the “A Day Out with a Foreigner” program, which applies Project-Based Learning (PBL) based on Experiential Learning Theory (ELT) to enhance students’ confidence in speaking English. A quantitative associative research design was employed, with data collected through pre-test and post-test questionnaires. The sample consisted of 79 students, selected from a population of 90 using random sampling based on the Henry King Nomogram. Data were analyzed using the Spearman Rank correlation test, a non-parametric inferential statistical method. The results indicate a strong positive correlation between pre-test and post-test scores (Rs = 0.862), demonstrating that the program effectively boosts students’ confidence in spoken English.  
ASSESSING SPECIFIC LANGUAGE NEEDS OF NURSING STUDENTS: LECTURERS’ PERSPECTIVE Aflah, Mita Nur; Manda Negara, Irma
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/dp59ra41

Abstract

Effective communication is essential for safe and compassionate nursing care, yet language proficiency remains a persistent challenge for many nursing students. As healthcare settings grow increasingly complex and interdisciplinary, the ability to navigate both academic and clinical discourse becomes essential. This study explores the specific language needs of nursing students through interviews with English nursing lecturers. The research finding highlights three key areas of language proficiency: communication skills in clinical settings, academic language skills, and terminology proficiency. Lecturers emphasized the necessity for nursing students to master medical vocabulary to enhance patient interactions and interdisciplinary collaboration. Furthermore, the ability to critically engage with academic literature is essential for evidence-based practice, a cornerstone of modern nursing. The study also reveals the importance of practical applications of language skills, particularly through simulation exercises and role-playing, which foster confidence and fluency in clinical communication. By identifying these specific language needs, the research aims to inform curriculum development and instructional strategies, primarily enhancing the preparation of nursing students for their professional roles in a complex healthcare environment. This study underscores the need for targeted language learning to equip future nurses with the skills necessary to provide high-quality patient care.
THE IMPACT OF MULTIMODAL LITERACY ON STUDENTS' WRITING SKILL DEVELOPMENT: A CASE STUDY AT THE UNIVERSITY OF MUHAMMADIYAH MAKASSAR M., Muhammad Thahir; Latifa, Ammang
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/ac3zz933

Abstract

This study investigates the impact of multimodal literacy practices on students’ academic writing development in an EFL higher education context. Drawing on contemporary multimodality frameworks (New London Group, 2021; Serafini, 2022; Jewitt & Kress, 2023), this research explores how students engage with linguistic, visual, spatial, and digital resources when composing texts. A qualitative case study was conducted with undergraduate students at the University of Muhammadiyah Makassar. Data were collected through classroom observations, document analysis, and semi-structured interviews, followed by thematic analysis. The findings reveal that multimodal literacy significantly enhances students’ idea generation, structural clarity, audience awareness, and overall writing motivation. Students demonstrated an increased ability to integrate visual and textual elements coherently, which contributed to more engaging and conceptually accurate writing. However, the study also identifies challenges, including digital navigation constraints and cognitive overload. This article concludes with theoretical and pedagogical implications for strengthening multimodality-driven writing instruction in EFL settings.
PRIMARY ENGLISH TEACHERS’ EFFICACY TO COPE WITH THE POOR QUALITY OF TEACHING TEXTBOOK: REFLECTIVE PRACTICE Ratnayanti; Rahayu, Endah Yulia; Syahria, Nukmatus
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/z5zn3v37

Abstract

Reflective practices have been shown to enhance teacher self-efficacy and improve professional development. By engaging in reflective practices, teachers can identify areas where teaching resources are lacking and take action to address them, leading to improved outcomes for students. This paper examines the efficacy of reflective practices as a strategy to alleviate the poor quality of textbooks. At public primary schools, along with other unfavorable school conditions, there are shortages and low-quality textbooks and instructional resources, which reduce students' ability to learn. The shortage of teaching resources is lack of contextual and integrated to language skills. The lack of a textbook also makes it difficult for students to improve their language abilities. The textbook is ‘My Next Words’. The findings revealed that EFL teachers’ reflective practice correlates with teachers’ self-efficacy. Research has shown that reflection can augment learning by doing and increase perceived self-efficacy. The research adopts qualitative interview with experienced educators and classroom observation.  

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