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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 485 Documents
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INTERPERSONAL MEANING OF MODALITY IN UNDERGRADUATE THESES OF ENGLISH DEPARTMENT: A SYSTEMIC FUNCTIONAL GRAMMAR APPROACH Kamaliah, Adistia Mursyidatul; Amri, M. Misbahul; Laksmi, Ekaning Dewanti
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.14911

Abstract

Modality is a key in articulating the authors' viewpoints in their arguments. To address the gap, this recent study aims to thoroughly describe the interpersonal meaning in terms of modality within English Literature’s undergraduate theses. Textual analysis using a corpus-based approach was rigorously applied. This research utilized AntConc 4.2.0 version as instrument. The researcher meticulously selected 40 undergraduate theses between March and August 2023. The SFL concept proposed by Halliday and Matthiessen (2004) was implemented to analyze the data. The findings demonstrated that undergraduate students largely used modalization in the context of probability across the undergraduate theses. It indicates that they utilize the modality to persuade readers by describing upcoming developments and exchanging information with them. Undergraduate students additionally employed medium modality with greater frequency than low modality. It indicates that they perceive the readers as having the same status as others, which promotes a peaceful relationship between them. It suggests that undergraduate students intentionally become involved with the readers through the ideas presented in the undergraduate theses, harmonizing their positions of authority with the readers, leading to a warm connection between them. Thus, it reflects the close distance between conversational participants.
STUDENTS’ PERCEPTION ON THE EFFECT OF ENGLISH SPEECH COMPETITION TOWARD SPEAKING SKILLS AT SMA ISTIQAMAH MUHAMMADIYAH SAMARINDA Majid, Akhmad Nur; Khatimah, Khusnul
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.15090

Abstract

The development of speaking skills among high school students is essential for effective communication and future success. This study investigates students' perceptions of the impact of participating in English speech competitions on their speaking abilities at SMA Istiqamah Muhammadiyah Samarinda. Additionally, it explores the challenges that hinder students from maximizing the benefits of these competitions. Using a mixed-method approach, data were collected from students who participated in English competitions over the past two years. The research utilized questionnaires adapted from previous studies and semi-structured interviews to gather insights from the students. Supplementary data were obtained through documentation of students' assignments from the competitions. The findings reveal that English speech competitions significantly enhance students' speaking skills by increasing their confidence, enriching their vocabulary, and improving their pronunciation and fluency. However, factors such as limited practice opportunities, anxiety, and inadequate feedback mechanisms were identified as barriers to achieving the full benefits. This study highlights the importance of incorporating structured and supportive speech competition programs in the curriculum to foster better speaking skills among students.
INVESTIGATING THE CADETS’ VOCABULARY LEARNING STRATEGIES AND THEIR MARITIME VOCABULARY MASTERY IN DIFFERENT ACADEMIC MAJORS Sumarta, Ryan Puby; Hafita, Yuniar Ayu; Budiarte, Agus; Utami, Helidatasa
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.15108

Abstract

Vocabulary acquisition is crucial for language learners, impacting their overall linguistic proficiency and communication abilities. This research investigated the influence of vocabulary learning strategies and study programs on maritime cadets' vocabulary test results at Sorong Merchant Polytechnic. This study employed a quantitative methodology and an ex-post facto design. The sample consisted of 91 third-semester cadets from Sorong Merchant Marine Polytechnic, representing three study programs: Port and Shipping Management, Ship Engineering, and Nautical Studies. Data were collected through a questionnaire to assess vocabulary learning strategies and a vocabulary examination based on maritime-related queries. Statistical analyses revealed no significant differences in vocabulary test scores across academic programs and learning strategies, despite the popularity of the determination strategy. However, a two-way ANOVA indicated a significant interaction effect between vocabulary learning strategies and study programs (F(7, 77) = 2.477, p = .024). This suggests that specific combinations of learning strategies and study programs may enhance vocabulary test results more effectively than individual variables alone. Therefore, developing tailored teaching methods is crucial to improve learning outcomes. Further research should explore additional factors such as motivation, prior language proficiency, and learning environment support to optimize language learning outcomes.
INCREASING ACTIVITY AND PRACTICAL SKILLS THROUGH THE PROJECT BASED LEARNING MODEL Nu’aimah, Sulasun; Wanarti Rusimamto, Puput; Joko, Joko; Novtiana, Rizcha; Arif Rosadi, Farchan
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.15160

Abstract

This research aims to explore increasing activeness and practical skills through the application of the Project Based Learning (PjBL) learning model. The research method used is qualitative with a descriptive analysis approach, with a focus on literature review. This research will explore literature related to the concept and implementation of PjBL in an educational context, as well as evaluate its impact on students' activeness in learning and development of practical skills. Through descriptive analysis, this research will examine various empirical studies, theories, and conceptual frameworks that support the effectiveness of PjBL in increasing students' active participation and development of practical skills. The focus of the research will also highlight aspects such as project management, collaboration between students, application of technology, as well as the role of teachers and the learning environment in supporting the implementation of PjBL. The results of this research are expected to provide a deeper understanding of the potential of PjBL in increasing student activity and developing practical skills , as well as providing practical guidance for educators to implement learning models that suit their respective contextual needs. It is hoped that the conclusions of this research can provide a significant contribution to the development of curriculum and learning practices that are more oriented towards student empowerment and contextual problem solving.
EVALUATING THE INTEGRATION OF ABCD BEHAVIORAL OBJECTIVES AND BLOOMS'S LEARNING DOMAINS IN THE MERDEKA CURRICULUM LESSON PREPARATION: INSIGHTS AND CHALLENGES Adawiyah, Siti Rabiah; Kamilasari, Mila; Sulaeman, Dedi
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.15222

Abstract

Merdeka Curriculum has changed how teachers prepare the lessons. Leading to the necessary understanding of critical aspects of the teaching module making. This study characterizes the learning objectives of the Merdeka curriculum teaching module using Schwiers' ABCD behavioral objectives and Bloom's learning domains theory. It also explores the factors that hinder teachers from fully comprehending the three learning domains (cognitive, affective, and psychomotor) when designing a teaching module. This study utilized a qualitative approach with two junior high school teachers as participants. Analyzing the teaching modules and interviewing participants were performed. Using Schwiers' ABCD and Bloom's learning domains model, this study found that teachers had already focused on learner-centered activities. However, some inconsistencies arose in the presence of 'ABCD' components and three learning objectives statements. Factors like demotivation, lack of prior knowledge, insufficient practice and feedback, understanding gaps, time constraints, and overcrowded curriculum hindered teachers from applying the learning domains. In conclusion, integrating ABCD components and learning domains in a teaching module may facilitate effective instructional design, promote learner-centered approaches, set clear expectations, and optimize the learning environment.Merdeka Curriculum has changed how teachers prepare the lessons. Leading to the necessary understanding of critical aspects of the teaching module making. This study characterizes the learning objectives of the Merdeka curriculum teaching module using Schwiers' ABCD behavioral objectives and Bloom's learning domains theory. It also explores the factors that hinder teachers from fully comprehending the three learning domains (cognitive, affective, and psychomotor) when designing a teaching module. This study utilized a qualitative approach with two junior high school teachers as participants. Analyzing the teaching modules and interviewing participants were performed. Using Schwiers' ABCD and Bloom's learning domains model, this study found that teachers had already focused on learner-centered activities. However, some inconsistencies arose in the presence of 'ABCD' components and three learning objectives statements. Factors like demotivation, lack of prior knowledge, insufficient practice and feedback, understanding gaps, time constraints, and overcrowded curriculum hindered teachers from applying the learning domains. In conclusion, integrating ABCD components and learning domains in a teaching module may facilitate effective instructional design, promote learner-centered approaches, set clear expectations, and optimize the learning environment.
THE IMPACT OF GOOGLE CLASSROOM AND EXTENSION ON STUDENT’S MOTIVATION AND ENGAGEMENT IN EFL CLASSROOM (THE CASE STUDY OF SMA ISLAM ATHIRAH BONE) Mohd Tahir, Asman Bin; -, Suharyadi; Tresnadewi, Sintha
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.15307

Abstract

In today's technology-driven world, students are increasingly surrounded by digital tools, with easy access to vast amounts of information (Egbert, 2009). From a pedagogical perspective, integrating technology into education is essential for successful learning outcomes (Sebring and Chicago School Consortium, 2013). Despite this, less than half of students utilize technology for academic purposes, though 92% have access to it at home. The evolving information age has made previously expensive technologies accessible to many (Edwards, 2009), necessitating that educators adapt to this technological integration. This study examines the impact of Google Classroom and its extensions on student motivation and engagement in English as a Foreign Language (EFL) classrooms at SMA Islam Athirah Bone. The research highlights the importance of incorporating real-world technology into EFL classes to enhance student interest and motivation (Usher & Center on Education, 2012). Technology supports diverse learning styles, fosters community, and provides hands-on experiences, especially beneficial for students with learning disabilities (Heafner, 2004; Liu, 2016). As English is a global language, its learning is critical for accessing research and higher education (Morris & Maxey, 2014). Traditional methods have evolved, with technology playing a pivotal role in English language instruction (Graddol, 2012).This qualitative study uses video recordings, interviews, and observation checklists to explore the impact of technology on student engagement and motivation in EFL classrooms. Data collection involved classroom observations and semi-structured interviews with teachers and students. The findings indicate that both teachers and students at SMA Islam Athirah Bone perceive the use of Google Classroom and its extensions as beneficial for active learning and engagement. This study contributes to a deeper understanding of how technological tools can enhance EFL learning experiences and suggests practical applications for better classroom interactions.
STRATEGY OF IMPOLITENESS UTTERED BY MOBILE LEGEND: BANG BANG PLAYERS Rizky, Nadia; Laila, Malikul
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.15345

Abstract

Social media gaming is a recent trend that allows most teenagers to express themselves freely. As the tendency changes toward public entertainment, in this case esports broadcasting, the bulk of them turn into spectators. However, the manner in which they express themselves is frequently regarded as unethical. This means that their expressions frequently transcend the norm, as evidenced by several unpleasant comments. With this in mind, the aim of this research is to identify the various forms and intentions of impolite language strategies used in live comments on YouTube during broadcasts of the Mobile Legends Premier League (MPL) Indonesia Season 12. Aside from that, the researchers explored how incivility standards were explained in YouTube Mobile Legends: Bang Bang live comments. This study is a descriptive qualitative study. Culpeper's (1996) impoliteness theory is used by researchers. In this study, data was gathered by observation and note-taking. The data for this study came from harsh text comments on a match video on the official Mobile Legends: Bang Bang YouTube channel. According to the findings of the study, four types of rudeness are used: outright bald on record impoliteness, positive impoliteness, negative impoliteness, sarcasm or mock impoliteness. The researchers, however, did not detect withhold politeness type. Aside from that, the researchers found that there is a thing that may be considered breaching the impolite norms, notably spamming behaviors, based on the results of the researched data. 
EFFECTIVE MORPHOLOGICAL AWARENESS INSTRUCTION FOR ENHANCING VOCABULARY ACQUISITION IN EFL STUDENTS: A STUDY AT AKM ISLAMIC SENIOR HIGH SCHOOL Anggrisia, Nur Fitria; Billah, Ahmad Zulfahmi Muwafiq
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.15346

Abstract

Vocabulary is a fundamental component of language expression, alongside speech and grammar. Effective communication in a second language (L2) requires a broad vocabulary, irrespective of students' proficiency in grammar and pronunciation. Preliminary observations at AKM Islamic Senior High School revealed many students have low vocabulary proficiency. Morphology, the study of word formation, includes affixation—adding or removing prefixes and suffixes. Morphological awareness, the ability to recognize and manipulate affixes, helps students deduce the meanings of unfamiliar words, thereby enriching their vocabulary. This study investigates the effectiveness of morphological awareness instruction in enhancing vocabulary among senior high school students. Using a true experimental design with a quantitative approach, participants were randomly selected by Mrs. F, an English teacher, and divided into experimental and control groups, each with 30 tenth-grade students. The experimental group received morphological instruction over three weeks, while the control group received traditional instruction using descriptive text material. Post-tests were administered to both groups, and data were analyzed using SPSS.25. The findings show a significant improvement in the experimental group's vocabulary proficiency, with an average post-test score of 68.40 compared to the control group's 53.80. An independent t-test confirmed a significant difference between the two groups. These results indicate that morphological awareness instruction is effective in improving the English vocabulary skills of senior high school students at AKM Islamic Senior High School.
A COMPREHENSIVE NEEDS ANALYSIS OF MARITIME ENGLISH FOR SHIP MACHINERY STUDENTS Hafita, Yuniar Ayu; Sumarta, Ryan Puby; Riyanto, Budi; Sulistiono, Agus
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.15389

Abstract

Maritime English is essential for ensuring safety, efficiency, and effective communication in the global maritime industry, particularly for ship machinery students who require specialized language skills for technical and emergency situations. This study examines the specific needs of ship machinery students in Maritime English education, highlighting significant gaps in the current curriculum, especially in technical terminology and practical communication exercises for ship machinery operations and emergencies. A mixed-methods approach was utilized, involving 24 students and four professionals through questionnaires, interviews, and document analysis. Results indicate that 75% of students find the curriculum moderately effective, but 65% identify gaps in technical terminology, and 60% report inadequate real-life communication practice. Instructors emphasized the need for professional development to address these gaps. The study calls for a tailored curriculum based on English for Specific Purposes (ESP), integrating specialized content, practical exercises, and realistic simulations. It underscores the importance of continuous needs analyses and institutional support for curriculum enhancements, ensuring that Maritime English instruction remains relevant and effective in preparing students for their professional roles in the maritime industry. This approach will contribute to global maritime safety and efficiency by equipping ship machinery students with the necessary language skills.
STUDENTS’ MOTIVATION IN LEARNING SPEAKING USING CULTURALLY RESPONSIVE TEACHING APPROACH IN HIGHER EDUCATION Reskyani, Reskyani; Dollah, Syarifuddin; Basri, Muhammad; Mustaqimah, Mustaqimah; A, Nasrullah
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.15431

Abstract

learning motivation, especially in the development of speaking skills in higher education. The purpose of this paper is to understand the students’ motivation in learning speaking skills in higher education using culturally responsive teaching identified as CRT. In this research the researchers used a qualitative method and used open-ended interviews to collect the data, conducting interviews with three participants, all students of an English language department. During the interviews, it was kept in mind that the focus was to gather information about the student’s experiences and perspectives on the adopted culturally responsive teaching approach. In this case, thematic analysis was used to analyze the collected data, since it helps to focus on the main themes and the repeated patterns that exist in the data collected. Three major areas were discussed as follows. The first theme is positive experiences with the culturally responsive teaching approach which indicates the positive experiences of the students as the students were made to feel valued and listened to in a learning environment, which incorporates student’s cultural realities as they learn. The second theme is appreciation of cultural diversity emphasizing that the students’ cultural background should be valued and used to increase their desire and interest in learning. The third constructed theme is the positive relationship with motivation, which depicts the clerical correlation between a culturally responsive teaching approach and students’ motivation level. Implications of the findings or discussion of the study These findings imply that culturally responsive teaching could improve students’ motivation toward learning speaking skills because of the more positive classroom environment. The findings of the research add to the existing literature on teaching practices for enhanced learning among college students, particularly arguing that there is a need to consider the cultural identities of students as important determinants of teaching practice. Subsequent studies should take up the following issues in understanding the long-term effects culturally responsive teaching yields on nearly all facets of language learning and the broader application of this pedagogical approach in various learning environments. The novelty of this research is that it emphasizes the importance of recognizing and integrating students’ cultural backgrounds as a key element in creating an inclusive and supportive learning environment.

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