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
485 Documents
<![CDATA[IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH “TELLS” STRATEGY AT THE FIRST YEAR STUDENTS OF SMA MUHAMMADIYAH 9 PERUMNAS MAKASSAR ]]>
<![CDATA[Ilmiah Ilmiah]]>;
<![CDATA[Abd Mustakim]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 2, No 1 (2013): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v2i1.781
<![CDATA[This research aimed to improve students’ reading comprehension by using the strategy of title, examine, look, look and setting. This research used Classroom Action Research (CAR) by implementing two cycles (cycle 1 and 2). This research tried to find out the students’ achievement in literal comprehension through TELLS Strategy and the students’ achievement in interpretive comprehension through TELLS Strategy. Then the researcher found the results based on the goals of the research, those were the students’ improvement in literal reading comprehension was 67.75% from 51.31%, as well as the students’ improvement in interpretative reading comprehension 67.10% from 51.31%. It was reached by the implementation of TELLS Strategy in the classroom.Keywords: Reading, TELLS Strategy, CAR, Literal, Interpretative.]]>
<![CDATA[IMPROVING THE STUDENTS READING COMPREHENSION IN NARRATIVE TEXT THROUGH PATTERNED PARTNER READING ]]>
<![CDATA[Ardiana Ardiana]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 4, No 2 (2015): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v4i2.923
<![CDATA[This research aimed to find the use of Patterned Partner Reading strategy improve the students reading comprehension at the SMP Muhammadiyah Limbung. The researcher used A Classroom Action Research (CAR). The researcher had conducted two cycles, where each cycle consisted of four meetings. This classroom action research was one at SMP Muhammadiyah Limbung. As subject in this research was the second class with students’ number as about 30 students consist of 7 man and 23 women. The instruments were observation sheet and test sheet. The research findings indicated that the application of patterned partner reading strategy was effective and significant in improving the students’ reading skill especially students’ reading comprehension. It was proved that the mean score of D-Test was 60.8, Cycle I 75.5 and after conducted Cycle II improved to 93 And based of mean score of students’ reading comprehension during two cycle researcher found percentage improvement that is from D-Test to Cycle I is 24.17% and from Cycle I to Cycle II is 23.17 and D-Test to Cycle II 52.96%. It means that there was the improvement of students’ reading comprehension on learning process.]]>
<![CDATA[IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH THREE MINUTE PAUSE STRATEGY ]]>
<![CDATA[Radiah Hamid]]>;
<![CDATA[Musriana Musriana]]>;
<![CDATA[Bahrun Amin]]>;
<![CDATA[Nur Qalby]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 6, No 1 (2017): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v6i1.1067
<![CDATA[This research aimed to explain the improved of the students’ reading comprehension in terms of literal comprehension dealing with main idea and details and summarizing dealing with content and logical order. A classroom action research which was conducted in two cycles in which every cycle consisted of four meetings. The location of this research was taken at X students of SMA Gunung Sari Makassar with a number of the subject were 20 students. The research findings indicate that the application of Three Minute Pause strategy was significant in improving the students’ reading comprehension in terms of literal comprehension and summarizing. It was proved by the mean score of the cycle I was 6.88then increased to be 7.87 in cycle II. They were higher than the mean score of diagnostic test namely 4.77. It means that there was the improved of the students’ reading comprehension in terms of literal comprehension dealing with main idea and details and summarizing dealing with content and logical order.Keywords: literal comprehension; action research; strategy; content; logical order ]]>
<![CDATA[A CLOSER LOOK ON DISCOURSE ANALYSIS BY USING SPEECH ACT THEORY AND HALLIDAYAN COHESION ]]>
<![CDATA[Nabila Firda Asy'ari]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 7, No 1 (2018): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v7i1.1063
<![CDATA[This paper will describe and look out what actually speech act theory and Hallidayan cohesion in order to analyze a discourse. Here, the main point that we want to analyze is the spoken discourse. We will open up what happens if we use speech act theory to analyze a discourse and what will happen if we use Hallidayan cohesion in order to analyze a discourse. We will know which one of these are the best or suitable to apply while analyzing a discourse. Is it speech act theory or Hallidayan cohesion? Then, in conclusion, we will also know why speech act theory is the best approach to analyze a discourse, especially spoken discourse.]]>
<![CDATA[IMPROVING THE STUDENTS’ SPEAKING ABILITY THROUGH MINI-VIVA ASSESSMENT STRATEGY ]]>
<![CDATA[Muhammad Arief Paturusi]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 3, No 2 (2014): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v3i2.833
<![CDATA[Speaking or oral communication is a process between speaking and writing are productive skill, reading and listening are the receptive skill of understanding. The speaker has to encode the message that he wants? to convey an appropriate language. The objectives of the study are to find out the improvement of the students’ accuracy and fluency in speaking through the use of Mini-Viva Assessment Strategy. This research used a Pre-experimental Design with one group pre-test and post-test score that depended on the success of the treatment, it aimed to explain the effectiveness of Mini- Viva Assessment Strategy to improve speaking skill. Using Mini- Viva Assessment Strategy in teaching speaking is able to improve the students’ accuracy which deals with pronunciation, grammar, and vocabulary at the Eleventh Grade of SMA Negeri 1 BajengGowa. The students’ accuracy deals with pronunciation. It is proven by the improvement of the students’ pronunciation is 31.89%; the students’ accuracy deals with grammar.It is proven by the improvement of the students grammar is 56.80%, and the students’ accuracy deals with vocabulary. It is proven by the improvement of the students' vocabulary is 52.11%. Using Mini- Viva Assessment Strategy in teaching speaking is able to improve the students’ fluency which deals with self-confidence and smoothness at the Eleventh Grade of SMA Negeri 1 Bajeng Gowa. The students’ fluency deals with self-confidence. It is proven by the improvement of the students’ self-confidence is 37.85%. The students’ fluency deals with smoothness. It is proven by the improvement of the students’ smoothness is 34.37%. Using Mini- Viva Assessment Strategy in teaching speaking is able to improve the students’ speaking ability which deals with accuracy and fluency at the Eleventh Grade of SMA Negeri 1 BajengGowa.The improvement of the students’accuracy is 46.15% and the improvement of the students’ fluency is 36.23%. Mini- Viva Assessment strategy is significant to improve the students’ speaking ability.Keywords: speaking, strategy, Mini-Viva Assessment, ]]>
<![CDATA[USING COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH THROUGH SMALL GROUP DISCUSSION AS A DEVICE TO STIMULATE THE STUDENTS TO SPEAK IN ENGLISH ]]>
<![CDATA[Muhammad Astrianto Setiadi]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 1, No 2 (2012): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v1i2.774
<![CDATA[This study was conducted to find out whether or not the using of Communicative Language Teaching (CLT) Approach through Small Group Discussion effective to stimulate the students to speak in English than the conventional way, and also to improve the teacher awareness to use an effective approach in teaching English, especially in teaching speaking skill. This study employed a Pre-Experimental research method with One Group Pre-test and Post-test Design. The data obtained from the test was analyzed quantitatively and then it’s result was compared with the questionnaire to know whether the students interested in learning speaking by using Communicative Language Teaching (CLT) Approach or not. The mean score obtained from Pre-test was 2, 84 and post-test were 6, 01. The data showed that the student’s speaking skills in post-test were higher than the pre-test. The data obtained from questionnaire showed the mean score 78, 67. It means that the students were highly interested in the application of speaking materials through Communicative Language Teaching Approach through small group discussion.Keyword: Communicative Language Teaching Approach, Small Group discussion, speaking.]]>
<![CDATA[ENRICHING VOCABULARY THROUGH SOCIAL INTERACTION MODEL ]]>
<![CDATA[Siti Maryam Hamid]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 4, No 1 (2015): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v4i1.921
<![CDATA[The objective of this research was to find out the significance of the students’ achievement before and after learning vocabulary through Social Interaction Method at the eight class of SMP Guppi Samata Gowa. This research employed pre-experimental method with one group pretest and posttest design. There were two variables, namely dependent variable was the students’ vocabulary achievement and the independent variable was the application of Social Interaction Model in teaching vocabulary. The population was the students in the eighth grade of SMP Guppi Samata Gowa. The sample of the research consisted of 50 students which were taken by using cluster total sampling, 25 students were taken as an experimental class and 25 students were taken as a controlled class. The instrument was vocabulary test in the multiple-choice test. The multiple choice test consists of 10 items that consist of five choices. The findings of the research were students vocabulary used pre-test and post-test. The result of the data indicated that there was a significant difference between students’ post-test in experimental class and controlled class. The mean score of posttest (61.6) in experimental class was greater than the mean score of posttest (56) in controlled class and the standard deviation of posttest (8.94) in experimental class was greater than the standard deviation of posttest in controlled class (6.29). From t-test, the researcher found that the value of t-test (2.553) was greater than t-table (2.021) at the level of significance 0.05 with the degree of freedom (df) = 48.]]>
<![CDATA[IMPROVING THE STUDENTS’ WRITING SKILL BY USING PROCESS WRITING APPROACH AT THE SECOND GRADE STUDENTS OF SMK GRAFIKA GOWA MAKASSAR ]]>
<![CDATA[St Asriati]]>;
<![CDATA[Maharida Maharida]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 2, No 2 (2013): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v2i2.788
<![CDATA[The research questions of this research were how is the improvement of students’ skill in writing descriptive text views from its grammar through writing process approach at the second grade (TKJ Department) of SMK Grafika Pallangga, how is the improvement of students’ skill in writing descriptive text views from its organization through writing process approach at the second grade (TKJ Department) students of SMK Grafika Pallangga, and how is the activeness of students in writing descriptive text through writing process approach at the second grade (TKJ Department) students of SMK Grafika Pallangga. The researcher used Classroom Action Research (CAR). The aimed of this research were to find out the improvement of students’ writing skill and their activeness in the learning process through Writing Process Approach.Two cycles had been conducted, where each cycle consisted of four meetings. It employed writing test as the instrument. A number of subjects of the research were 42 students in the second grade (TKJ Department) conducted of 19 women and 23 men. The researcher took real data from the school to know the students’ writing skill. The results of the student's writing test in cycle 1 and cycle 2 had increased in different scores. There was increasing by students at the end action of the second cycle. The research findings indicated that use of writing process approach could increase the students’ writing skill. The means scores of students in Diagnostic test was 59.84 became 66.38 in cycle 1, and after revision in the cycle 2 the mean score in cycle 2 was 70.79 by implemented of descriptive text. The successful of minimal criteria (KKM) was 65 while cycle 1, there were 2 (4.76%) students get poor, 27 (64.29%) get fair, and 13 (30.95%) get good meant that students who achieved the successful minimal criteria (KKM) more than a half of them. In cycle 2 there was 25 (59.52%) get fair and 17 (40.48%) get fair.Keywords: Writing approach, students, and descriptive.]]>
<![CDATA[IMPROVING THE STUDENTS’ PRONUNCIATION ABILITY THROUGH NRT (NOTICING-REFORMULATION TASK) ]]>
<![CDATA[Yasser Mallapiang]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 4, No 2 (2015): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v4i2.929
<![CDATA[This research aimed at explaining the improvement of the students’ pronunciation ability in terms of English consonant dealing with fricative and affricative and English vowel dealing with front vowel and central vowel. To explain the improvement, the researcher used a Classroom Action Research (CAR) which was conducted in two cycles in which every cycle consisted of four meetings. The location of this research was taken at the eleventh grade students of SMK Negeri 1 Jeneponto with the number of the subject 28 students with 25 women and 3 men. Instruments are pronunciation/reading test and observation. The findings of the research were students’ improvement in English consonant of the English fricative consonant was 2.9 in data source (D-Test), 4.2 in cycle 1 and then, it became 6.4 in cycle 2 whereas in English affricative consonant was 3.0 in data source (D-Test), 4.2 in cycle 1 and then, it became 6.6 in cycle II. The students’ pronunciation ability of English front vowel was 3.3 in data source (D-Test), 4.6 in cycle 1 and then, it became 6.7 in cycle 2. English Central Vowel was 3.4 in data source (D-Test), 4.7 in cycle 1 and then, it became 6.8 in cycle 2.The students’ observation was 50.1 % in cycle 1 and it became 72.9 % in cycle 2. It means that NRT (Noticing-Reformulation Task)is one of the effective teaching strategies for the eleventh grade students at SMK Negeri 1 Jeneponto to improve their pronunciation ability.]]>
<![CDATA[EFL STUDENTS’ PERCEPTION OF THE LECTURERS’ COMPETENCE BASED ON THEIR BACKGROUND ]]>
<![CDATA[Nunung Anugerawati Syam]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 5, No 1 (2016): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v5i1.810
<![CDATA[This study aimed at finding out and describing (1) how the EFL students perceive the lecturers’ competence viewed from their educational qualifications (Bachelor, Master, Doctor, or Professor), (2) how the EFL students perceive the lecturers’ competence viewed from their personal background in terms of age (young and old), and (3) how the EFL students perceive the lecturers’ competence viewed from their personal background in terms of gender (male and female). The results of the research are expected to give meaningful information to the readers, particularly the students, about how to behave and communicate well with the lecturers without paying attention to their background. The research findings showed that the students perceived the lecturers with Master degree are more competence and have a good person rather than lecturers with Bachelor Degree and Doctorate Degree viewed from their educational background. If they are viewed from their personal background in terms of age and gender, students perceived that male and young lecturers are more competence than female and old lecturers, but female and old lecturers have a better personality than male and young lecturers. Keywords: Perception, competence, educational and personal background]]>
