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[THE EFFECTIVENESS OF STUDENT TEAMS ACHIEVEMENT DIVISION TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY ]]>
<![CDATA[Annisa Rahmatika]]>;
<![CDATA[Abdul Asib]]>;
<![CDATA[Suparno Suparno]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 7, No 2 (2018): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v7i2.1699
<![CDATA[Student Teams Acievement Division (STAD) is one of the simplest of all cooperative learning methods, where team works in learning English provides students with the team opportunity to express and to communicate with each other. One of the ways to make them express and communicate with each other is by dividing the class into several team works or groups. This experimental study sought to find out the effectiveness of STAD to teach writing viewed from students’ creativity in the tenth grade of SMAN 1 JATIWARAS Tasikmalaya in the academic year of 2017/2018. Recruitment strategy was through cluster random sampling resulting 2 classes which consist of 28 students of each class contributed to the study. Data collection technique encompassed creativity test and writing test. The data were analyzed thoroughly by using 2x2 Multifactor Analysis of Variance (ANOVA) and Tukey’s HSD Test. The result revealed that: (1) Student Teams Acievement Division (STAD) is more effective than Direct Method to teach writing; (2) students having high creativity have better writing skill than those having low creativity. (3) there is an interaction between teaching methods and students’ creativity.]]>
<![CDATA[PUBLIC SPEAKING INTENSIVE COURSE FOR STUDENTS OF NON-ENGLISH DEPARTMENT (A Study in English Language Centre) ]]>
<![CDATA[Restu Mufanti]]>;
<![CDATA[Andi Susilo]]>;
<![CDATA[Rohfin Andria Gestanti]]>;
<![CDATA[Elok Putri Nimasari]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 7, No 2 (2018): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v7i2.1510
<![CDATA[Many strategies have always been used to improve students’ speaking ability, especially how to speak in front of public. To speak in public, people need to have good abilities both in verbal and non-verbal. An intensive course program of public speaking held by English Language Centre (ELC) of Universitas Muhammadiyah Ponorogo (UMPo) has been used as the program preference to enhance students’ competence in public speaking for last two years. This study aims to investigate the program of that teaching; public speaking intensive course helps students raise their speaking competency and reduce their anxiety. At the beginning of the semester, pre-test of public speaking is given to the students to know their ability before joining the program. At the end of the semester, the students are given post test and questionnaire. The questionnaire is also given to 6 instructors who involving in teaching public speaking program. The result of the students’ scores after following this program indicates that this program is successful to enhance their public speaking. The questionnaire given to the students also reveals that they can build their confidence or reduce their anxiety in speaking. This evidence is also supported by the results of questionnaire given to the instructors for asking their perception after completing this program. The result of perception entails that this program is appropriate for all students, particularly those who have passion in public speaking and want to get more benefits from it.]]>
<![CDATA[THE CONTRIBUTION OF CLUSTERING TECHNIQUE IN DEVELOPING IDEAS ON A SHORT PARAGRAPH FOR THE FIRST YEAR ENGLISH EDUCATION STUDENTS OF STAI MIFTAHUL ULUM TANJUNGPINANG ]]>
<![CDATA[Eka Mayasari]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 7, No 2 (2018): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v7i2.1609
<![CDATA[In writing students usually difficult in developing and expressing their ideas, they have not various sentences in writing a paragraph; they also sometimes confuse to start to make their paragraph pursuant to the topic of which given from teacher. This matter which make blase and student bored in writing. Hence from that, the researcher used a clustering technique to assist students in developing and expressing their paragraph, and help the students more variety in writing a paragraph. So that their interesting and nattier paragraph, directional and also its development pursuant to the topic of which given from the lecturer. This research is an experimental research. There was two variable of the research; there were independent and dependent variables. In conducting the data collection, the researcher conducted treatment in teaching writing in students’ developing ideas using clustering technique. The researcher gave pre-test and post-test to the students. The students write a hortatory exposition text in 45 minutes without clustering for control and the students write a hortatory exposition text in 45 minutes through clustering for the experimental group. As the result, students who are taught through clustering have different in developing ideas from those who are taught without clustering. Furthermore, it can be said that there was a significant contribution to the students’ developing ideas after using a clustering technique for the first year English student at STAI miftahul ‘Ulum Tanjungpinang.]]>
<![CDATA[MULTICUTURAL CLASSROOM: TEACHER’S REFLECTION IN TEACHING ENGLISH FOR INTERNATIONAL STUDENTS FROM NON-ENGLISH SPEAKING COUNTRY ]]>
<![CDATA[Rohfin Andria Gestanti]]>;
<![CDATA[Elok Putri Nimasari]]>;
<![CDATA[Restu Mufanti]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 7, No 2 (2018): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v7i2.1511
<![CDATA[This present article aimed to elaborate the challenging problems that have been encountered by multicultural classroom teacherand how to deal with it. Heterogeneity in classroom is a common issue in language learning, especially with the involvement of multiculturalism. In this globalization era, the emergence of educational exchange causes students from a country takes their higher education in another country having better quality and reputation. Those students are commonly addressed as international students. The enrollment of such students is perceived advantageous for the university since it improves the international recognition. However, it also requires some efforts concerning the multicultural issue such as language, so that the students may successfully accomplish their study in a country which the native language is different from their native. With regard to this condition, the use of international language as a means of communication is unavoidable. However, in some circumstances, the use of native language in which the students take their study is more required, depending on the educational policy in appointed university. There are several students from Thailand taking their study in a private university in Ponorogo. Concerning the language, most of them are not mastering both English and Indonesia. As a result, teaching those students might be challenging due to misunderstanding communication that may occur in the classroom, especially for students who do not enroll in English Department. It presents the author’s experiences in teaching English for specific purposes in Communication Science Department of this university.]]>
<![CDATA[OBSTACLES IN LEARNING TRANSLATION (A Study at the Sixth Semester Students of English Department of FKIP UKI Toraja) ]]>
<![CDATA[Viktor Siumarlata]]>;
<![CDATA[Yunita Pamarruan]]>;
<![CDATA[Yizrel Nani Sallata]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 7, No 2 (2018): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v7i2.1722
<![CDATA[The objective of the research was to find out the obstacles in learning translation by the sixth semester students of English Department of FKIP UKI Toraja. In this research, the researcher used qualitative method. The population of this research was the sixth semester students English Department of FKIP UKI Toraja. To collect the data, the researcher used interview at campus and. The researcher used accidental sampling and there were 10 students as respondents. Then the data were analyzed by using the theory of Miles and Huberman (2007). Based on the result above, the researcher found that there were many of obstacles faced by the students in learning translation, namely there are no intention and will, lack of confidence, make things easy, not knowing the benefits of learning translation, has no learning purpose, easy to forget something and lack of grammar.]]>
<![CDATA[LECTURER VOICES TOWARD FUTURE ENGLISH LANGUAGE TEACHING: AUGMENTED REALITY (AR) AND ARTIFICIAL INTELLIGENCE (AI) ]]>
<![CDATA[Rizka Indahyanti]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 8, No 2 (2019): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v8i2.2684
<![CDATA[This research was carried out because of the rapid development of the application of English language learning along with the development of technology. The teachers are presented with so many choices of learning applications that are very easy to obtain. In the near future, language learning technology will continue to develop to utilize cutting-edge technology such as Augmented Reality (AR) and Artificial Intelligence (AI).The purpose of this study is to see how the perceptions and understanding of several lecturers in Indonesia related to the development of AR and AI-based learning technology. Then also to see the extent of their support and readiness in concept and application. In the implementation, researchers used a qualitative approach by observing, determining samples, interviewing, studying documents and drawing conclusions.The expected output in this study is to obtain the standard understanding of the lecturers related to the development of learning technology. Thus, there must be a change in the language learning paradigm by developing application-based learning methods. Overall, the results of this study are targeted to be published in a national journal with ISSN. To achieve these targets, this research has been made with a background, conception and objectives that are quite clearly supported with adequate references. Likewise with the methodology and data analysis process that have been used.]]>
<![CDATA[THE EFFECTIVENESS OF USING GRAPHIC ORGANIZER CONCEPT ON STUDENTS’ READING SKILL ]]>
<![CDATA[Sri Lestari]]>;
<![CDATA[Bella Trivanisa]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 8, No 1 (2019): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v8i1.2086
<![CDATA[The aim of this research is to determine the effect of the implementation of the Graphic Organizer Concept on students’ reading skills. The method used for this study is Quasi Experimental Design with Pre-Experimental design type one-group pretest-posttest design. The total subject of this study is 15 of Primary Education Department second semester students. The Data collection techniques were carried out by tests. Test the validity of using Product Moment test while the reliability test uses Alpha, the data analysis technique uses the Kolmogorov-smirnov test with the help of the SPSS for windows program to test normality, and the t-test to test the hypothesis. Based on the research, there is an influence on the application of the Graphic Organizer Concept model, this is evidenced by the normality test results of data analysis obtained by the pretest significance of 0.134 0.05 and the posttest significance of 0.118 0.05. In the hypothesis test used the t-test, the results of the analysis of the t-test obtained t count (27,730) t table (2,131). Because t count t table then Ho is rejected and H1 is accepted. It means that graphic organizer concept affects the ability to read. The conclusion of this study is that the Graphic Organizer Concept learning model influences reading skills.]]>
<![CDATA[THE CORRELATION BETWEEN FREQUENCY OF WATCHING ENGLISH MOVIES AND VOCABULARY MASTERY ]]>
<![CDATA[Saiful Saiful]]>;
<![CDATA[Hamid Ismail Abdullah]]>;
<![CDATA[Rina Asrini Bakri]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 8, No 1 (2019): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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<![CDATA[This study aims to determine whether there is a correlation between frequency of watching English movies and vocabulary mastery of SMAN 1 Bontonompo Selatan Gowa Regency. This study uses the descriptive method. The population of this research was the second grade of SMAN 1 Bontonompo Selatan Gowa Regency. The sample is 20 students by using purposive sampling in one class. In collecting the data, researchers used a questionnaire instrument to look at the frequency of students’ watching movie and vocabulary tests. The results of this study indicated that there is a significant relationship between the level of frequency of watching movies in English and the students' vocabulary mastery. It can be proved through the data and test the value of r-table where the value of r-test (0.358) is lower than r-table (0.444). The researchers concluded that there is a low correlation to the frequency of watching movies in English and the students' vocabulary mastery. ]]>
<![CDATA[ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHERS’ PERCEPTION ON INFORMATION AND COMMUNICATION OF TECHNOLOGY (ICT) ]]>
<![CDATA[Ega Mahfira]]>;
<![CDATA[Nurdevi Bte Abdul]]>;
<![CDATA[Ratu Yulianti Natsir]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 8, No 2 (2019): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v8i2.2802
<![CDATA[This research aimed to find out kinds of information and communication of technology (ICT) is used by the teachers’ to teach English at SMP NEGERI 2 MASAMBA and to find out Teachers’ perception on the use of information and communication of technology (ICT) in teaching English. This research used a descriptive qualitative method, the instruments used were observation and interview. The observation was used to observe and interview the English teachers. The findings of the research showed the results of the teachers’ interview showed that mostly the teacher gave positive perception and agreed toward and teachers’ used Information and Communication Of Technology (ICT) in teaching English, they were happy, they left easy to understand the lesson, motivated to learn, being polite, diligent doing assignment. Whereas, some student was unhappy in learning English and got difficulties to understand the lesson because the thought that learning English was difficult.]]>
<![CDATA[TEACHERS' BELIEFS ON MULTIPLE INTELLIGENCE BASED ENGLISH TEACHING FOR YOUNG LEARNERS ]]>
<![CDATA[Ririn Tutik Faidah]]>;
<![CDATA[Endang Fauziati]]>;
<![CDATA[Suparno Suparno]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 8, No 1 (2019): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v8i1.2051
<![CDATA[Multiple intelligences theory asserted that human intelligence is not only measured by standardized IQ test on verbal and mathematical ability. However, this theory assumed that human intelligences contains of nine types of intelligences showed by each individual. By recognizing the different type of intelligences, it will help to know the different style of learners. Starting from this point, many teachers who understand the differences in learning among the students, they started to implement this theory for their instruction in order to improve the quality of teaching. This study was aimed to explore the teachers’ beliefs about the use of multiple intelligences based English teaching for young learners. The researcher used descriptive qualitative design to explore the teachers’ beliefs on the use of multiple-intelligences based English teaching for EFL young learners. This study was conducted in one of the elementary schools in Surakarta, which implemented multiple intelligences theory as a system in their instruction process. Two teachers were chosen to participate in this study and data was collected through the interview. The finding revealed that teachers’ beliefs on multiple intelligences theory based English teaching for young learners are a best strategy to be implemented in current teaching and learning process at their school. They believed that multiple intelligences system enhance the students’ achievement. They also realized the importance of the multiple intelligences theory based English teaching to improve their instruction.]]>
