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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 488 Documents
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INCREASING ENGLISH LEARNING OUTCOMES THROUGH PROBLEM-BASED LEARNING (PBL) MODEL Mardhiyah Pohan; Muhammad Munawir Pohan
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.9092

Abstract

This research aims to describe improving student learning outcomes in English subjects using a problem-based learning model in procedural text material. This type of research is classroom action research using Kurt Lewin's model. This research is located at MTsS PTP-VI Berangir, North Labuhanbatu Regency, North Sumatra Province. The subjects in this research were all 28 students of class IX-D. This research was carried out within one month, in August, the odd semester of the 2022-2023 school year. The data analysis technique used in this research is descriptive quantitative with the narrative test of learning outcomes with a frequency distribution table. Data collection tools in this research are observation and learning outcomes tests. This research procedure was carried out in cycles, cycles I and II, which consisted of planning, implementation, observation, and reflection. The research results show that the completeness of student learning outcomes in the first cycle is 75.00%, students who achieve completeness are 21 students, while those who have not achieved completeness are seven. Furthermore, in Cycle II, the percentage of students who complete learning outcomes increased by 92.86%. Students who achieved completeness were 26 students, while those who had not achieved completeness were two students.
THE PFAR-BASED FLIPPED CLASSROOM AT ELEMENTARY SCHOOL: STUDENTS’ VOCABULARY MASTERY Adin Fauzi; Dinda Saroh Wahdati; Fu’ad Sholikhi
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.8890

Abstract

Vocabulary mastery is essential to help students learn English. However, many elementary students struggle with having sufficient vocabulary. This classroom action research aims to improve elementary students' vocabulary mastery through the PFAR-based flipped classroom. PFAR, which stands for Plan, Flip, Assess, and Reflect, is a recent development of flipped classroom for teaching English to young learners. The participants of this study included 15 grade VI students from an Islamic elementary school. The data were collected using tests, observations, and interviews. The findings revealed that the PFAR-based flipped classroom enhanced the students' vocabulary mastery. This improvement was made possible by active learning during vocabulary lessons. The students learned vocabulary through videos, pictures, and academic games, both online and in face-to-face classes. The results of the tests showed that the students were able to achieve the learning objectives, namely (1) understanding the meaning of certain vocabulary; (2) writing certain vocabulary with correct spelling; and (3) applying certain vocabulary in simple sentences. All the students yielded a mean score of more than 70 on five vocabulary tests. In addition, they became more active during the lessons and confirmed that the entire learning process was more attractive. All of this evidence suggests that this research was successful in improving students' vocabulary mastery.
THE URGENCY OF PROGRESSIVISM IN ACADEMIC FREEDOM-BASED EDUCATION Fitria Dewi Navisa; Sintiya Dewi Patmalasari; Della Lara Audia
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.9260

Abstract

Every country will certainly do everything possible to maintain the integrity and progress of the country. The nation's generation is the most valuable asset because every individual has the best potential and ability should be cared for and maintained by its potential by providing good education. Education is a program that moves to add scientific insight and has a huge influence for the progress of the times. Education is built from various schools of educational philosophy that apply from time to time. One of them is widely used today, namely the flow of progressivism philosophy. Progressivism has the idea that education should focus on the development of students, not on educators. The flow of progressivism education philosophy teaches independent learning so that students are able to survive and create solutions for all situations that may occur in the future. An educator is not only tasked with conveying the knowledge he has in the classroom but is also obliged to assist students in developing every best potential they have. This research was conducted by using a literature study. The approach used in this paper is a quantitative research approach with descriptive methods and comparative approaches. Academic freedom is an educational system that instills humanist and democratic education. Education based on academic freedom is carried out by means of mutual openness between educators and students. Academic freedom that departs from the flow of progressivism prohibits educators from demanding and limiting the thinking area of students. Educators and students have the same right to explore knowledge and express their opinions. In essence, educators are companions and facilitators for the learning process of students.
READABILITY LEVEL OF READING TEXTS IN THE ENGLISH TEXTBOOK “ENGLISH IN MIND” FOR TENTH GRADE STUDENTS AT SMKN 3 KOTA BENGKULU Dwi Yuni Setiyaningsih; Yupika Maryansyah; Dian Susyla; Ririn Putri Ananda
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.8653

Abstract

The objective of the research is to find out the readability level of the texts in English textbook based on Fog Index (FI). This research was categorized as descriptive quantitative research. The object of this research was reading materials English textbook entitled English in Mind Second Edition by Cambridge University Press for tenth grade of Vocational Senior High School. FOG index was used to determine the readability level of the texts based on the average number of sentences and hard words (polysillabic). The finding of this research revealed that the readability of the texts in English in Mind second edition textbook by Cambridge University was easy based on FOG Index (FI) analysis result. Based on FOG Index (FI) analysis result, the percentage of level of readability of English in Mind textbook showed that there were 26 (68%) of texts were easy and 12 (32%) of texts were moderate. Overall, the readability of the texts in English in Mind second edition textbook by Cambridge University was dominantly easy for grade tenth of SMKN 3 Kota Bengkulu. It was suggested for the teachers or the readers to understand readability level of reading materials and know whether the reading materials given to their students are appropriate for them or not.   
RHETORICAL FACTORS IN SPEECH COMPOSITION ON NOVICE GRAND FINAL NATIONAL UNIVERSITY DEBATE CHAMPIONSHIP (NUDC) 2020 – 2021 Sherly Alfiani; Ririn Putri Ananda; Yupika Maryansyah; Washlurachim Safitri
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.8644

Abstract

Rhetorical factors in speech composition is an essential element, it is make speech organized and effective. However the most difficult part of speech in debate match is the speeches delivered by each other debater can be accepted logically and clearly both from the july and audience. The objectives of this research to find out the rhetorical factors in speech composition in building speech of debaters on novice grand final NUDC and for the subject of this research are deabters from novice grand final NUDC 2020 – 2021. Rhetorical factors in speech composition consists of 4 components, such as : coherence, unity, emphasis, ethical and inclusive of language. The result show that the debaters on novice grand final NUDC 2020 – 2021 used all component of rhetorical factors in speech, they delivered at the debate match. This implies that the rhetorical factor in speech composition is very important in speech to build strong and believable arguments, especially in developing the style of language in speech itself, it is suggested that in order to be able to make a good rhetorical in speech, so speech can be more organized and effective.  
INVESTIGATING EFL LEARNERS’ LEARNING STRATEGIES IN SPEAKING SKILL Nur Ilmi Muslimin; Aminah Suriaman; Mochtar Marhum; Abdul Kamaruddin; Ferry Rita
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.7714

Abstract

This research aims to find out the learning strategies used by EFL learners in developing their speaking skills. It employed a qualitative method with triangulation instruments including questionnaires, in-depth interviews, and document analysis. The participants were the EFL learners in the third semester of the English Education Study Program of Tadulako University (n=10), chosen by using the snowball sampling technique. The researcher distributed Language Learning Strategy Questionnaire (LLSQ) to learners to investigate their language learning strategies in speaking skills based on Oxford theory, which consists of six parts of the strategies namely memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, effective strategy, and social strategy. The results of the questionnaire showed that metacognitive has become the most frequently used learning strategy by successful learners with a mean score of 4.22 indicating as strategies are always or almost always used because this strategy help learners regulate their learning, such as paying attention, planning to learn as much as they can and doing self-evaluation to be better in speaking English. This study also found that learners who are successful in speaking skills used a combination of all kinds of learning strategies to improve their speaking skills. Learners have positive improvement in speaking components such as the better pronunciation of English words, use of good grammar, have more vocabulary, fluency in speaking, and can overcome the problems that may occur when they speak English. 
NOMINAL AND VERBAL SENTENCE OF SIMPLE PRESENT TENSE ERRORS IN STUDENTS’ DESCRIPTIVE WRITING ABILITY Viar Dwi Kartika
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.6945

Abstract

This study investigated Nominal and Verbal Sentence of Simple Present Tense Errors in Students’ Descriptive Writing Ability in Universitas Catur Insan Cendekia, Cirebon. This study used  Descriptive Qualitative as Method. The writer chose the texts to analyze the data, interpret data, and conclude the result of study from Students’ Descriptive Writing. The findings showed that the total errors in Nominal Sentence is 94, and Misformation is the most used error consisting of 52 errors or 55,31%. Moreover, the total errors in Verbal Sentence is 162, and Misformation is the most frequency consisting of 90 errors or 55,55%. Those errors are affected by lacking knowledge of grammar, especially to form nominal and verbal sentences. 
THE IMPLEMENTATION OF CODE MIXING AND CODE SWITCHING IN EFL CLASS Emita Dwisda Rakhmannia
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.9059

Abstract

Language plays a crucial role in communication. English is regarded as a foreign language and is a required subject, particularly in Indonesian secondary schools. Every citizen spoke at least two languages, namely their mother tongue or regional language (B1) and Indonesian (B2). Despite the fact that they also use mother tongue or regional language in daily life to express respect and familiarity with interlocutors from the same group, Indonesian is typically used in both formal and informal contexts. This means that Indonesian students have limited exposure to English because English is only used in formal contexts and is rarely used outside the classroom. In language classrooms, code-switching is a strategy used to facilitate conversation. However, code-switching and code-mixing can help students improve their English speaking skills. The purpose of this study was to investigate how teachers and students implement code switching or mixing in EFL classrooms. This research method employs qualitative research by describing and identifying patterns directly associated with particular phenomena. The outcome demonstrated that code switching or code mixing in EFL classrooms can be an effective educational strategy.
ANXIETY AND DEFENESE MECHANISMS PORTRAYED IN “CAT ON A HOT TIN ROOF” Mujad Didien Afandi; Tatik Muflihah; Novi Rahmania Aquariza
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.8721

Abstract

 Born and raised in a poor family, a childless woman named Margaret who is a wife of an alcoholic, has an ambition for wealth which eventually causes her to live with anxiety. To suppress the anxiety, she uses defense mechanisms. Therefore, this study was conducted to analyze the anxiety and defense mechanisms portrayed through Margaret in the drama, entitled “Cat on a Hot Tin Roof”. This qualitative study analyzed the anxiety and defense mechanisms portrayed in one of the canonical drama of Tennessee Williams using psychological lens. The data describing Margaret's anxiety and defense mechanisms collected from this drama were revealed and interpreted descriptively in order to provide detailed explanation and deep understanding. This study identified that the anxiety experienced by Margaret was resulted from her ambition to inherit the wealth of her father-in-law. Poverty in her past life has led her to become ambitious to pursue her dreams of wealth. Besides, she got anxious about her inability to give a child to her husband. In consequence, her childlessness caused her to have anxiety. To cope with the anxiety, she used three types of defense mechanisms: (1) reaction formation, (2) displacement, and (3) denial.  The female major character experiences anxiety about wealth and childlessness. To protect herself from the anxiety, she uses reaction formation, displacement, and denial as defense mechanisms. 
THE EFFECTIVENESS OF USING KAHOOT! TO TEACH NARRATIVE TEXT: A REFLECTIVE ANALYSIS IN INDONESIA Dina Rafidiyah; Hafizhatu Nadia; Ceria Hermina; Azaria Nur Azizah; Muhammad Julian Adhitama
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.9243

Abstract

Being taught reading is vital to fulfilling students' needs for academic success. To reach that requirement, teachers should teach reading comprehension in an entertaining way through technology. Kahoot! is one of the online applications used for teaching English with positive responses from students. This research project was done in one public high school in Banjarmasin, Indonesia. One hundred five students divided into six classes participated as study subjects. The research used a mixed-method approach, first analyzing quantitative data from a survey and qualitative data to give better insight into teacher and students' perceptions of their narratives. A framework for a lesson has been presented in this study, where it can be modified and implemented in lessons. The said framework used Kahoot! in teaching narrative text and was favored by the teacher. Both from the reflection of the teacher and students, Kahoot! gave students an enjoyable way to learn the narrative text, as well as giving more chances for them to decrease their anxiety and increase their motivation to learn English. Although the teacher found many obstacles to implementing Kahoot! in his teaching practice, at the end of the day, he considered his students active and excited to learn narrative text and plans to use Kahoot! for his future classes. The implication of this study was to encourage teachers to reflect on their students' feelings and level of engagement. Future studies can focus on the use of Kahoot! for another type of text or even for other skills.

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