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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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THE IMPACT OF COVID-19 ERA ON THE STUDENTS’ ENGLISH COMMUNICATION Syarifuddin Syarifuddin; Gunawan Gunawan
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.v11i2.8901

Abstract

This research was aimed at finding out the impact of the COVID-19 era on English students' communication skills at the University of Muhammadiyah Bone. This research was a descriptive qualitative design. The source data was from the students of the English education department. This research used a purposive sampling technique. The students were 20 and were taken from the English education department. The instruments of this research were interviews and questionnaires. The data from the students' interviews were transcribed and analyzed to answer the research question about the impact of the COVID-19 era on the English students' communication skills at the University of Muhammadiyah Bone. The results from the questionnaire showed that students mostly had a negative response to learning to speak during the COVID-19 period. The interview showed that the students' answers also gave negative responses toward the impact of the COVID-19 era on their English communication skills. It means that they want to learn to speak offline. They want to learn to speak with maximum support so that they do not feel bored easily or nervous about communicating. According to the data from both instruments, most students were not having fun, feeling confident, enjoying themselves, or being motivated to learn through online speaking. Furthermore, most want to learn to speak in a physical classroom rather than a virtual one.
INDIRECT SPEAKING IN ENGLISH AND JAVA (A CONTRASTIVE ANALYSIS) Novi Ardiani; Yudy Prasetyo
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.v11i2.7854

Abstract

This study discusses about Indirect speech in English and Javanese Language. The question in this research is what are the kind of indirect speech in English and Javanese, and also what are the similarities and differences in indirect sentences in the two languages. This study aims to find, explain categories and analyze indirect speech in English and Javanese in a contrasting. During the data collection of this research, the author asked 2 informants who could speak Javanese well and correctly. The gender of the informants who were asked were men and women aged around 20-40 years who had lived in East Java for 20-40 years. In the English data, the author takes several examples of Indirect Speech sentences from a book written. Then the writer collects all the data and identifies several sentences that have referred to an indirect speech in English and Javanese. Then the author describes the variations of Indirect Speech translated into English and Javanese and compared to find a similarity and some differences in Indirect Speech using the concept of Quick. The results in this study indicate that English has indirect speech likewise as Javanese language and has some similarities and a differences. In terms of similarities, English and Javanese have similarities in their types and shaped like an apostrophe, an interrogative sentence, a statement, command, exclamation and the sentence changes according to time and place. In contrast, English can turn into a verb to be and an auxiliary verb, while Javanese does not. Keywords: Indirect Speech, English and Javanese language, a Contrastive Analysis.
THE EFFECT OF USING PICTURES ON STUDENTS' ACHIEVEMENT IN ENGLISH LANGUAGE VOCABULARY AT MUHAMMADIYAH UNIVERSITY OF BONE GUNAWAN GUNAWAN
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.v11i2.9584

Abstract

English is now a subject studied at primary school until university level. That is because English is essential to students. The main purpose of this study was to determine how pictures affected the students’ ability in English vocabulary. The study's subjects were the English students at Muhammadiyah University of Bone. Only fifteen students were used in the study. The research focused on pre-experimental design. The experiment was conducted to evaluate the effect of the implementation of the picture on vocabulary learning. The researcher used a vocabulary test as the instrument.The outcome demonstrated that utilizing pictures to teach vocabulary can help students' vocabulary. Through the use of pictures, the students mastered vocabulary. The students' vocabulary t-test gives a result of 14,716, which is higher than the t-test value of 2.144. The significant difference in the student's test results between pre- and post-treatment periods (using the image).The analysis of the data revealed that the average score of the post-test (79) was higher than the mean score of the pretest (32).For the level of significance (a) = 0.05 and degree of freedom (df) = 14, then the value of t-table was 14,716, while the t-test value was greater than t-table (14,7162.144). It can be concluded that there was not enough evidence to reject the alternative hypothesis (Ha) in this research. Therefore, the pictures' implied meaning can encourage students to comprehend the text
CHARACTER EDUCATIONAL VALUES IN ENCANTO ANIMATION MOVIE Rensi Kumala Sari; Kiagus Baluqiah; Dian Susyla; Ria Angraini
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.v11i2.8623

Abstract

This research aimed to find out and describe the types of character educational values conveyed in Encanto animation movie. This research used descriptive qualitative method. The researchers used Kemendikbud formulation to analyze character educational values. The 18 types of character educational values, based on Kemendikbud includes religious, honesty, tolerance, discipline, hardworking, creativity, independent, democratic, curiosity, national spirit, love for the homeland, appreciate achievement, communicative, love peace, likes to read, cares about the environment, cares about social, and responsibility. In this research only 11-character educational values were found. They are honesty, tolerance, discipline, creativity, curiosity, love for the homeland, appreciate achievement, communicative, love peace, cares about social, responsibility. So, there are 7-character educational values that have not been conveyed in Encanto animation movie. They are religious, independent, democratic, hardworking, national spirit, likes to read, and cares about the environment. There are 58 dialogues conveyed as the character educational values. Those are 2 values of  honesty, 1 value of tolerance, 1 value of discipline, 3 values of creativity, 13 values of curiosity, 1 value of love for the homeland, 2 values of appreciate achievement, 4 values of communicative, 8 values of love peace, 22 values of cares about social, and 1 value of responsibility. Then, the researchers found the dominant character educational values in the movie is cares about social which is conveyed in 22 dialogues. 
LECTURER’S POLITENESS IN TEACHING LEARNING INTERACTION Putu Agus Permanamiarta
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.v11i2.9263

Abstract

This study analyze politeness used by lecturers during the learning process takes place. It was found that teachers apply the principles of politeness and politeness strategies in managing the classroom. The goal is to preserve the image of students and to get cooperation from the students. Politeness is the best expression of the practical application of good manners, and also the way to show appreciation from one person to another, but it is difficult to study because it does not involve the understanding, but also socio-cultural values of the society. This is a study of lecturers’ politeness strategies in interaction of teaching and learning in the Faculty of Teacher Training and Education, PGRI Mahadewa University
STUDENTS’ PROBLEMS AND MOTIVATIONS TO CONTINUING STUDY AT THE ENGLISH EDUCATION OF MAGISTER PROGRAM IN MAKASSAR Muhammad Astrianto Setiadi; Reskyani Reskyani; Sahril Sahril
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.v11i2.9321

Abstract

This research aims to find out the problems and also the motivations of students experience or face when they want to continue their studies in the English education of magister program at the State University of Makassar. In this study, the researchers used a method in which the method was a descriptive qualitative method. Meanwhile, the researchers conducted this research in the English Education magister program at the State University of Makassar. Then the respondents in this study totaled 30 students, they were students in the fourth semester English education program. The data in this study were taken directly from the sample by the researchers using several questions where the questions were open-ended questions given by the researchers to the respondent. Then the data were transcribed and analyzed by the researchers.The findings in this study were based on research problems students’ problems and motivations to continue studying at the English education of master program at the State University of Makassar, namely 1) The researchers found that there were six problems faced by students while they were learning English of magister program in State University of Makassar. The problems were: 1. The problem of student academics, 2. Student administrative problems, 3. Student problems with their lecturers, 4. Student financial problems, 5. Student time management problems, and also 6. Student facility problems, 2) the researchers also found 5 types of motivational backgrounds of students in continuing their studies in the English education of the magister program, and the types were: 1. Student quality motivation, 2. Student career motivation, 3. Student economic motivation, 4. Student social motivation and finally 5. Motivation is based on their family.
IMPROVING OF STUDENTS’ SPEAKING ACHIEVEMENT THROUGH MONOPOLY GAME IN NEW NORMAL ERA Luthfiyah Amirah Lubis; Endang Mastuti Rahayu
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 1 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i1.10595

Abstract

This research aimed to prove improvement towards students’ speaking achievement through the Monopoly Game of the class X-5 students of ITP Surabaya in the year of study 2022/2023. Their poor speaking skills were the issue. Therefore, the researcher conducted a fun treatment during classroom activities in teaching speaking through Monopoly Game. The method of this study was Classroom Action Research.. The actions was done in two cycles. The data in this study was analyzed qualitatively and quantitatively. The results showed that Monopoly Game improved students' speaking skills and the improvement was shown in the test result. The percentage of students who passed the test on cycle 1 was 36% and the number of students who passed on cycle 2 rose to 84%. Observation finding showed that the students became more engaged and their activities dominate throughout the learning process. Also, the questionnaire showed students gave positive opinion that said Monopoly Game was made stuudents enjoy during classroom activities. It indicated that through Monopoly Game, the students speaking achievement was improved
TEACHING METHOD AND ITS IMPACT ON ENGLISH ACADEMIC PERFORMANCE THROUGH LEARNING INTEREST AS A MODERATOR VARIABLE AMONG THE STUDENTS OF MTSN 2 KOTA KEDIRI Erwin Hari Kurniawan
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 1 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i1.9111

Abstract

This research aims at analyzing a significant effect of the following variables: 1) Teaching method on English academic performance; 2) Learning interest on English academic performance; 3) Teaching method on learning interest; and 4) Teaching method on English academic performance through learning interest as a moderator variable. To prove those questions, this research adopts quantitative approach with survey method. The samples are 207 students who are taken through simple random sampling calculated using Slovin formula. The data is analyzed through path analysis. It is used regression test including simple and multiple linear regressions. The result of this research indicates: 1) Teaching method has a significant effect on English academic; 2) Learning interest has a significant effect on English academic performance; 3) Teaching method has a significant effect on learning interest; and 4) Teaching method has an indirect impact on English academic performance through learning interest as a moderator variable about 18,3%. Meanwhile the direct effect is 3,4%. The result shows that the indirect effect is greater than direct effect in which the effect of teaching method on English academic performance is considered as the direct effect and the effect of teaching method on English academic performance through learning interest as a moderator variable is considered as the indirect impact. It is recommended to the teachers to evaluate their teaching abilities that foster students’ learning interest then academic performance automatically increases.
COMMUNICATIVE INSTRUCTION BASED ON LISTENING APPROACH: A RESEARCH AT THE INDONESIAN IMMERSIVE ENVIRONMENT Widya Rizky Pratiwi; Bachtiar Bachtiar
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 1 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i1.10676

Abstract

Creative Innovation in teaching significantly impacts EFL students' success. Thisresearch explored teachers' teaching methods in an Indonesian English immersiveEnvironment. It was a qualitative study that involved eight participants. Theresearch was conducted in a "Let's Speak class" at Mr. Pepsi Upgrade EnglishInstitution in Kampung Inggris Pare, Kediri. Data were collected from classroomobservation, interviews, photos, and documents. Then, the data were analyzed insix steps, from preparing to interpreting the description of the data's meaning.Research findings presented that teacher in Indonesian immersive environmentstaught English, especially for communicative instruction, utilizing technology, suchas communicative instruction based on a listening approach. It was called aListening-based Communicative Instructional Approach model (L-CIA model). Sixphases were trained, from giving ice-breaking preface and chitchat, listening to asong and filling in the blank, finding problematic words and translating, explainingthe song using own words, and singing together. This method has been proven tostimulate the students' speaking skills. Finally, this research contributed to sharinginformation about teaching Innovation in Second Language Acquisition in theIndonesian Immersive Environment, which can be implemented in other contexts.
THE CORRELATIONS AMONG METACOGNITIVE READING STRATEGIES, READING INTEREST, AND READING ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS Shafitri Indah Pratiwi; Tahrun Tahrun; Masagus Firdaus
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 1 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i1.10033

Abstract

The aims of this study were to figure out the correlation between: a) students’ metacognitive reading strategies and their reading achievement, b) students’ reading interest and their reading achievement, and c) the students’ metacognitive reading strategies, reading interest, and their reading achievement of descriptive text. This research also analyzed the contributions of independent variables toward students’ reading achievement. There were 130 students of the eighth grade involved as the samples and were selected through simple random sampling. This study employed quantitative method of correlational research design. Two questionnaires and one reading test were used to collect the data. The data obtained were analyzed by using Simple Correlation of r-Product Moment and Multiple Regression analysis. The analysis of the data showed that there was a 4.1% contribution of the students’ metacognitive reading strategies to their reading achievement, with a sig. value of 0.02 and being less than 0.05. Reading interest contributed 7.8% toward students' reading achievement, with the correlation between reading interest and reading achievement being 0.01, which was lower than 0.05. The correlations among metacognitive reading strategies, reading interest, and reading achievement were 0.003, which was less than 0.05, and both metacognitive reading strategies and reading interest contributed 8.5% to students' reading achievement. Thus, it can be stated that there were correlations among the eighth grade students at SMP Negeri 39 Palembang's metacognitive reading strategies, reading interest, and reading achievement. 

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