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
515 Documents
<![CDATA[INTEGRATING TORAJA CULTURAL ELEMENTS IN SENTENCE WRITING: ENHANCING ENGLISH EDUCATION FOR STUDENTS AT UKI TORAJA ]]>
<![CDATA[Tandi Arrang, Judith Ratu]]>;
<![CDATA[Patanduk, Sushy Teko]]>;
<![CDATA[Siumarlata, Viktor]]>;
<![CDATA[Ba’dung, Yabes]]>;
<![CDATA[Veronika, Veronika]]>;
<![CDATA[Cherady, Jones]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v14i1.16510
<![CDATA[This study examines the integration of Toraja cultural elements in the sentence writing of English Education students at UKI Toraja. Using a quantitative descriptive analysis with 56 participants, the research utilized a questionnaire to evaluate engagement with local cultural aspects. The results show a significant incorporation of traditional food and natural landscapes, which received mean scores of 59 and 63, respectively, indicating students' appreciation for their heritage and enhancing their identity through sensory experiences. However, cultural expressions such as Londe/Pantun and the Rambu Tuka’ ceremony were less represented, with mean scores of 41 and 52, revealing gaps in students' familiarity and confidence. These findings highlight the need for educational initiatives that encourage the exploration of underrepresented cultural elements, thereby enriching student narratives and providing a more comprehensive portrayal of Toraja culture. Expanding curricular approaches to include diverse expressions of local heritage can improve writing skills and strengthen cultural connections among students.]]>
<![CDATA[A STUDY OF LOCAL WISDOM AS CULTURAL FOUNDATION IN TORAJA PROVERBS ]]>
<![CDATA[Patanduk, Sushy Teko]]>;
<![CDATA[Rachel, Rachel]]>;
<![CDATA[Arrang, Judith Ratu Tandi]]>;
<![CDATA[Palobang, Albertin Sovia]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v14i1.16511
<![CDATA[Toraja proverbs serve as a vital expression of local wisdom, encapsulating the cultural values, ethical principles, and social norms that shape the identity of the Tora ja people. This paper explores the cultural foundations embedded in Toraja proverbs. Through a qualitative analysis of proverbs, the study examines how these values influence interpersonal relationships, community dynamics, and ethical conduct within Toraja society. Findings reveal that proverbs not only guide individual behavior but also as guidance in a Toraja society. It includes the importance of familial bonds, cooperation, leadership, persistence, loyalty, fairness, wisdom, sincerity, humility, and diligence. These values reflect the essence of Toraja's cultural identity and provide timeless guidance for maintaining harmony and character development ]]>
<![CDATA[INVESTIGATING THE ADAPTABILITY OF CHATGPT FOR GENERATING REFERENCE DIALOGUES FOR HIGHER-LEVEL ENGLISH LEARNERS ]]>
<![CDATA[Maulidyah, Difa Salsa]]>;
<![CDATA[Anam, Syafi'ul]]>;
<![CDATA[Nugroho, Him'mawan Adi]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v14i1.16702
<![CDATA[English proficiency can enhance non-native speakers' educational experience by providing them access to a wide range of materials, international conferences, and chances for collaboration. However, acquiring a language can present significant challenges, especially for people who are not native English speakers and those who enter the education system from other nations. The utilization of Artificial Intelligence (AI) and fully automated interactive spoken language (SDS) has the potential to enhance student engagement and facilitate improvements in oral contact and communication. The Chatbot feature of ChatGPT, an AI website, has the potential to enhance language learning by promoting active participation and improving educational achievements. Nevertheless, the efficacy of ChatGPT in catering to the needs of second language (L2) learners can be constrained by their distinct linguistic demands. This project aims to investigate the capacity of ChatGPT to produce reference dialogues tailored for advanced English learners and examine the potential enhancement of dialogue quality through prompting strategies. This study used a mixed method study, which distributed a survey questionnaire and conducted semi-structured interviews with the responders to determine the best prompting technique used in ChatGPT for generating reference dialogue. Then, the finding of this research showed that most students had a positive perception of using ChatGPT to generate dialogue references. However, some of them had a negative perception in some parts of using ChatGPT to generate dialogue references. Furthermore, ChatGPT was valuable and helpful in generating dialogue references, which helped the students be more confident when they wrote a conversational dialogue. ]]>
<![CDATA[INTEGRATING BILINGUAL STORYTELLING AND DIGITAL VISUALIZATION TO STIMULATE NON-NATIVE ENGLISH-SPEAKING STUDENTS’ LANGUAGE LEARNING ]]>
Kurniawan, Mozes; Wijayaningsih, Lanny
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v14i1.16965
<![CDATA[The increase in digital content that is accessed by all age levels, including ages 4-6 who are in Early Childhood Education, has a good impact on access to positive content for self-development but also has the potential to have negative impacts such as addiction, lack of social interaction, bad influences on physical to weakening language development. Sometimes, the lack of exposure to the use of English contributes to the less-than-optimal mastery of English in children. There is an idea that aims to integrate three components of learning, namely digital technology, storytelling, and the use of bilingualism. Bilingual digital storytelling is an alternative solution to accommodate the development needs of children in terms of receptive language skills, listening and productive language skills, speaking, with the use of two languages as a bridge for children to get used to using English in a tiered manner. Therefore, this study uses the Classroom Action Research type with respondents, namely students aged 4-6 years. Data collection uses observation techniques that refer to observation guide instruments and documentation as additional data to enrich data acquisition. The analysis is carried out descriptively by following several stages of the cycle and comparisons between the entire cycle that runs. The result shows that bilingual digital storytelling demonstrated encouraging progress in English vocabulary acquisition and usage among early learners. However, there was a noticeable gap in developing conversational skills, as most attempts at conversation remained limited to fragmented expressions rather than complete sentences.]]>
<![CDATA[EMPOWERING MINDS: THE ROLE OF TEACHER QUESTIONING IN PROMOTING CRITICAL LITERACY IN LANGUAGE CLASSROOMS ]]>
<![CDATA[Febrianingrum, Lasmi]]>;
<![CDATA[Mustofa, Ali]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v14i1.17089
<![CDATA[In recent years, there has been growing recognition of the pivotal role that teacher discourse plays in shaping students’ critical engagement with texts. Within this context, this study investigates how teacher questioning strategies foster critical literacy in language classrooms. Through analysis of theoretical frameworks and empirical research, the study examines the effectiveness of various questioning techniques in developing students' critical thinking abilities. The findings demonstrate that structured questioning frameworks, particularly those incorporating higher-order thinking skills, enhance students' analytical capabilities and text engagement. Additionally, culturally responsive questioning approaches create more inclusive learning environments and empower marginalized voices. These insights inform recommendations for teacher training programs and classroom practices to promote critical literacy through effective questioning strategies.]]>
<![CDATA[ENHANCING COGNITIVE LITERACY THROUGH LOCAL WISDOM-BASED WRITING TASK ]]>
<![CDATA[Azizah, Siti]]>;
<![CDATA[Mustofa, Ali]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v14i1.17098
<![CDATA[In the dynamic landscape of English as a foreign language education, there is a growing imperative to develop pedagogical approaches that are not only linguistically effective but also culturally inclusive. Addressing this critical need, this study investigated the effectiveness of a local wisdom-based writing task approach in cultivating cognitive literacy among English Department students. The study employed a mixed-methods design, utilizing open-ended and closed-ended questionnaires after intervention. Findings revealed that the integration of local wisdom significantly enhanced student engagement and motivation. Furthermore, the approach effectively fostered the development of cognitive literacy skills, including critical thinking, creativity, and metacognition. Students demonstrated improved planning, organization, and self-reflection in their writing processes. These findings suggest that incorporating local wisdom into task-based writing can be an effective pedagogical approach for enhancing both writing proficiency and cognitive literacy among university students.]]>
<![CDATA[INNOVATIVE PATHWAYS TO FLUENCY: EXPLORING DUOLINGO WITH SELF-DIRECTED LEARNING ]]>
<![CDATA[Hamma, Rosmiati]]>;
<![CDATA[Nur, Rafiah]]>;
<![CDATA[Ammade, Salasiah]]>;
<![CDATA[Latifa, Ammang]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v14i1.17229
<![CDATA[In an increasingly digitalised educational landscape, integrating mobile-assisted language learning (MALL) tools has emerged as a promising strategy to enhance communicative competencies in English, particularly among high school learners. This study explores the effectiveness of the Duolingo application combined with a self-directed learning (SDL) approach in improving English-speaking skills among high school students. Using a quantitative research design, the study was conducted with 57 eleventh-grade students from UPTD SMAN 1 Aralle during the 2024-2025 academic year. Pre-test and post-test assessments measured students' speaking abilities before and after using Duolingo over a designated period. The results revealed a statistically significant improvement, with an average difference of -17.22 between pre-test and post-test scores, supported by a t-value of -8.92 and a significance level of 0.000. This indicates the significant positive impact of Duolingo's interactive features, gamification elements, and self-paced learning model in enhancing students' confidence and competence in speaking English. This research fills a gap in existing studies by focusing on speaking skills and provides practical recommendations for integrating technology into educational practices. It emphasizes the role of teacher guidance, consistent student engagement, and curriculum design to maximize the benefits of technology-driven learning.]]>
<![CDATA[THE INTEGRATION OF PODCAST-ASSISTED MEDIA AND PROJECT-BASED LEARNING TO ENHANCE ENGLISH SPEAKING SKILLS OF STUDENTS AT UNIVERSITAS MUHAMMADIYAH ENREKANG ]]>
<![CDATA[M. Dyah, Mutmainna Muinuddin]]>;
<![CDATA[Nur, Rafi'ah]]>;
<![CDATA[Amaluddin, Amaluddin]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v14i1.17287
<![CDATA[Podcasts have gained popularity as a flexible medium for delivering information across diverse genres, including news, entertainment, personal development, and education. This study investigates the integration of podcast-assisted media and Project-Based Learning (PjBL) to enhance English-speaking skills among third-semester students enrolled in the Public Speaking and Presentation course at Universitas Muhammadiyah Enrekang. The research addresses challenges in traditional language instruction, such as limited speaking opportunities and student anxiety, by leveraging the flexibility and authenticity of podcasts. Employing a pre-experimental one-group pretest-posttest design, the study examines the impact of this method on students' speaking abilities. Data analysis was conducted using a paired sample t-test, revealing a significant improvement in speaking skills, as indicated by the pretest and posttest score comparison (t = -34.997, p = 0.000). The findings demonstrate that integrating podcast-assisted media with Project-Based Learning (PjBL) provides an effective approach to enhancing students' English-speaking skill, offering opportunities for active participation and authentic listening experiences. ]]>
<![CDATA[FOSTERING STUDENTS’ VOCABULARY THROUGH BUSY PICTURES AT PAUD ZALFA NAQIYYA SAMARINDA ]]>
<![CDATA[Lusiana, Rizky Ayu]]>;
<![CDATA[Khatimah, Khusnul]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v14i1.17293
<![CDATA[Vocabulary mastery is a crucial aspect of English language proficiency, yet many students struggle to understand and use vocabulary accurately. Visual media such as busy pictures are believed to support early childhood vocabulary development through visual stimulation and interactive engagement. Therefore, this study was conducted to determine the effectiveness of using busy pictures in improving vocabulary mastery among Group B students at PAUD Zalfa Naqiyya Samarinda. This research employed a quantitative method, involving a population of 32 students from Group B during the 2023/2024 academic year, with a sample of 13 students. The findings revealed that the average pretest score before treatment was 21.31, while the average post-test score after the use of busy pictures increased to 54. This represents a 32.69% improvement. The results indicate that busy pictures are an effective medium for enhancing students’ vocabulary mastery. Furthermore, the hypothesis testing showed that the null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted, confirming the positive impact of busy picture media on vocabulary acquisition.]]>
<![CDATA[INVESTIGATING STUDENTS' NEEDS FOR THE WEEKLY ENGLISH PROGRAM AT MUHAMMADIYAH BOARDING SCHOOL PALOPO: A CASE STUDY ]]>
<![CDATA[Husnaini, Husnaini]]>;
<![CDATA[Malik, Fidia Ditazam]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v14i1.17412
<![CDATA[One of the flagship programs at Muhammadiyah Boarding School is the English Language development program known as the Weekly English program. This study aimed to identify the needs of students at Muhammadiyah Boarding School in Palopo. The descriptive qualitative approach was used in this study. The study included 27 students as participants. The researchers interviewed teachers and students during the weekly English program to learn more about their needs and perspectives. According to the findings of the researchers' observations and interviews with teachers and students, an appropriate module is needed as one of the learning resources in the Weekly English program. It is needed to provide the materials and exercises given in one level during the program at Muhammadiyah Boarding School. ]]>
