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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
 45   46   47   48   49 
ASSESSING SPECIFIC LANGUAGE NEEDS OF NURSING STUDENTS: LECTURERS’ PERSPECTIVE Aflah, Mita Nur; Manda Negara, Irma
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/dp59ra41

Abstract

Effective communication is essential for safe and compassionate nursing care, yet language proficiency remains a persistent challenge for many nursing students. As healthcare settings grow increasingly complex and interdisciplinary, the ability to navigate both academic and clinical discourse becomes essential. This study explores the specific language needs of nursing students through interviews with English nursing lecturers. The research finding highlights three key areas of language proficiency: communication skills in clinical settings, academic language skills, and terminology proficiency. Lecturers emphasized the necessity for nursing students to master medical vocabulary to enhance patient interactions and interdisciplinary collaboration. Furthermore, the ability to critically engage with academic literature is essential for evidence-based practice, a cornerstone of modern nursing. The study also reveals the importance of practical applications of language skills, particularly through simulation exercises and role-playing, which foster confidence and fluency in clinical communication. By identifying these specific language needs, the research aims to inform curriculum development and instructional strategies, primarily enhancing the preparation of nursing students for their professional roles in a complex healthcare environment. This study underscores the need for targeted language learning to equip future nurses with the skills necessary to provide high-quality patient care.
THE IMPACT OF MULTIMODAL LITERACY ON STUDENTS' WRITING SKILL DEVELOPMENT: A CASE STUDY AT THE UNIVERSITY OF MUHAMMADIYAH MAKASSAR M., Muhammad Thahir; Latifa, Ammang
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/ac3zz933

Abstract

This study investigates the impact of multimodal literacy practices on students’ academic writing development in an EFL higher education context. Drawing on contemporary multimodality frameworks (New London Group, 2021; Serafini, 2022; Jewitt & Kress, 2023), this research explores how students engage with linguistic, visual, spatial, and digital resources when composing texts. A qualitative case study was conducted with undergraduate students at the University of Muhammadiyah Makassar. Data were collected through classroom observations, document analysis, and semi-structured interviews, followed by thematic analysis. The findings reveal that multimodal literacy significantly enhances students’ idea generation, structural clarity, audience awareness, and overall writing motivation. Students demonstrated an increased ability to integrate visual and textual elements coherently, which contributed to more engaging and conceptually accurate writing. However, the study also identifies challenges, including digital navigation constraints and cognitive overload. This article concludes with theoretical and pedagogical implications for strengthening multimodality-driven writing instruction in EFL settings.
PRIMARY ENGLISH TEACHERS’ EFFICACY TO COPE WITH THE POOR QUALITY OF TEACHING TEXTBOOK: REFLECTIVE PRACTICE Ratnayanti; Rahayu, Endah Yulia; Syahria, Nukmatus
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/z5zn3v37

Abstract

Reflective practices have been shown to enhance teacher self-efficacy and improve professional development. By engaging in reflective practices, teachers can identify areas where teaching resources are lacking and take action to address them, leading to improved outcomes for students. This paper examines the efficacy of reflective practices as a strategy to alleviate the poor quality of textbooks. At public primary schools, along with other unfavorable school conditions, there are shortages and low-quality textbooks and instructional resources, which reduce students' ability to learn. The shortage of teaching resources is lack of contextual and integrated to language skills. The lack of a textbook also makes it difficult for students to improve their language abilities. The textbook is ‘My Next Words’. The findings revealed that EFL teachers’ reflective practice correlates with teachers’ self-efficacy. Research has shown that reflection can augment learning by doing and increase perceived self-efficacy. The research adopts qualitative interview with experienced educators and classroom observation.  
ASSESSING THE ACCURACY OF LEARNING OBJECTIVE FORMULATION IN LESSON PLANS: A CRITICAL ANALYSIS OF INDONESIAN EFL SECONDARY SCHOOL TEACHERS  Rohimah, Nadya Khansa; Nurkamto, Joko; Adi Putra, Kristian
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/00vh2r90

Abstract

The formulation of specific and achievable learning outcomes remains critical in the approach to teaching, especially in the EFL context. At the same time, some of the challenges mentioned by educators indicate the problem of defining the objectives, goals and outcomes of a curriculum. This research aims to critically analyze how Indonesian EFL secondary school teachers construct learning objectives in the context of Kurikulum 2013 and Kurikulum Merdeka. This study was an exploratory study using qualitative descriptive research methods. The inclusion of two teachers from the same school was intentional to reduce external bias. Triangulated qualitative data sources included participants' written consent forms and principal interviews, and quantitative lesson plan documents were evaluated using the ABCD and SMART model checklists. Strengths identified centered on high-level thinking skills and child-centered processes, while weaknesses included many frameworks and a lack of objective criteria. Based on the study's findings, a combination of detailed instructional contexts and performance bench marking can positively enhance the formulation of learning goals. They advance knowledge about approaches to implementing and refining instructional practices and goals in conjunction with curricular expectations in different contexts. 
ANALYSIS OF THE EFFECTIVENESS OF THE DUOLINGO APPLICATION IN ENHANCING ENGLISH SKILLS OF ELEMENTARY SCHOOL STUDENTS: A SYSTEMATIC LITERATURE REVIEW Hidayat, Indriana; Masitoh
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/6cnbdd20

Abstract

The rapid development of digital technology has encouraged the use of language-learning applications to enhance the quality of instruction in elementary schools, including Duolingo as an interactive medium that integrates gamification into the learning process. Previous studies indicate that educational technology holds strong potential to improve students’ motivation, learning independence, and English language skills. This study evaluates the effectiveness of the Duolingo application in improving the English language skills of elementary school students using the Systematic Literature Review (SLR) method on seven articles published between 2020 and 2024. The results of the analysis show that Duolingo contributes positively to improving students' writing, reading, listening, and speaking skills. The gamification approach applied in this application has been proven to be able to increase learning motivation and student involvement in the learning process. In addition, the time flexibility and accessibility offered allow students to learn independently according to their own pace. However, this study also identifies several obstacles that can hinder the effectiveness of using Duolingo, such as difficulty adapting to technology, limited internet access, and the availability of devices. Some students also experience fluctuations in motivation when there is no variation in learning methods, and the limited feedback from the application makes teacher assistance still necessary to maximize learning outcomes. Therefore, while Duolingo has great potential in supporting English learning in elementary schools, its success still depends on the support of educators as well as adequate technology accessibility. By overcoming these challenges, Duolingo can be an effective learning tool in improving the quality of English education in the digital era. The integration of this application into the curriculum, as well as training for teachers and students, is an important step in maximizing its benefits for learning.
COMPARATIVE ANALYSIS OF VOCABULARY LEARNING STRATEGIES: DIFFERENCES BETWEEN INDONESIAN AND PAKISTANI UNDERGRADUATE STUDENTS Khoiriah, Umul Fajar; Haryanti, Dwi; Thoyibi, Muhammad; Haryanto, Sigit
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/qbbe6116

Abstract

Vocabulary acquisition remains a persistent challenge for EFL learners across different educational systems, making effective learning strategies essential for academic success. This study examines Vocabulary Learning Strategies (VLS) used by undergraduate English students in Indonesia and Pakistan focusing on differences influenced by educational and cultural contexts. Using a descriptive quantitative method, data was collected through a closed-ended questionnaire from 114 students across seven universities. The questionnaire, adapted from Goundar (2019) and based on Gu and Johnson's (1996) framework, categorized VLS into meta cognitive, cognitive, memory, and activation strategies. Data analysis using SPSS included descriptive statistics, normality tests, t-tests, Mann-Whitney U tests, and Kruskal-Wallis analysis. The results revealed significant differences in VLS preferences, with cognitive strategies being the most dominant in both groups. However, Pakistani students demonstrated higher meta cognitive strategy use than their Indonesian counterparts. These findings highlight the impact of educational systems on VLS selection. The study suggests incorporating meta cognitive and activation strategies into language learning curricula to enhance students' vocabulary acquisition.
ENHANCING ENGLISH VOCABULARY ACQUISITION IN GRADE 1 STUDENTS: A COMPARISON OF SONG-BASED AND STORYTELLING LEARNING STRATEGIES. Rufaidah, Iffah; Rahmi, Tuti
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/nkz1pq86

Abstract

In Indonesia, formal foreign language learning typically begins in school. Among the various challenges that students often encounter, vocabulary acquisition is a significant one. An adequate vocabulary base is crucial as it enables learners to effectively comprehend linguistic input (through listening and reading) and to produce coherent output (in speaking and writing). Therefore, this study investigated the effectiveness of song-based and storytelling-based learning methods on English vocabulary acquisition among first-grade elementary school students. A quasi-experimental pretest-posttest control group design was employed with 30 participants, divided into three groups: a song-based learning group (n=10), a storytelling-based learning group (n=10), and a control group (n=10) that received no specific intervention. Results indicated that the song-based learning group achieved the highest mean gain score in vocabulary acquisition (61.2), compared to the storytelling-based learning group (45.0) and the control group (20.0). Statistical analyses confirmed significant differences in vocabulary acquisition gain scores among the groups. Post-hoc tests revealed that both intervention groups performed significantly better than the control group. Although the song-based learning group showed a descriptively higher mean gain score than the storytelling group, this difference was not statistically significant. These findings suggest that incorporating songs can effectively enhance engagement and retention in early English language learning.
PERCEPTIONS AND PRACTICES OF TRANSLANGUAGING IN INDONESIAN EFL CLASSROOMS: EXPLORING TEACHERS' VIEWS AND IMPLEMENTATION STRATEGIES Laksono, Kukuh Tri; Sumardi; Putra, Kristian Adi
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/gm9ah948

Abstract

In Indonesian multilingual classrooms, students come to the classrooms with the ability to speak more than one language. Previous studies have highlighted that teachers should view the languages as resources for learning, instead of problems. In this context, translanguaging emerges as a relevant and pedagogical approach to be implemented. This study investigates the perceptions of three Indonesian English as a Foreign Language (EFL) teachers about translanguaging, the kinds of translanguaging that they implemented, and the ways they dealt with the challenges. A case study was employed, with the data collected through a series of semi-structured interviews and multiple classroom observations from three purposely sampling EFL teachers. Thematic analysis was applied to identify the patterns in the data. Findings reveal that teachers viewed translanguaging positively, as it aided comprehension and improved students’ confidence by providing linguistic support in students' native language. The forms of translanguaging included translation, code-switching, code-mixing, and transliteration, with code-mixing being the most frequent and transliteration was not found. All these findings highlight the importance of implementing translanguaging pedagogical strategies that actively promote multilingualism in the classrooms. This study offers the ways in which teachers could implement such strategies and provides directions for further research.
WORD WALL GAME: Students’ Vocabulary Mastery & EFL Learning Yanah, Toyibatul Koiril; Hamid, Ade Ismail Ramadhan; Khatimah, Khusnul
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/87ynwf64

Abstract

In the development of modern learning, the use of digital media as a modern learning tool is increasingly important to encourage the effectiveness of the learning process. One of the teaching media innovations that can be used to attract students' interest in mastering the material is the Word Wall game. This study investigates the effect of the Word Wall game on students’ vocabulary mastery compared to conventional instruction, addressing the urgent need for engaging digital media to enhance English learning in secondary schools. Employing a quasi-experimental quantitative design with pretests and posttests, the research involved 40 eighth-grade students at MTs Muhammadiyah 1 Samarinda in the 2024/2025 academic year, selected through purposive sampling. The experimental group received vocabulary instruction using the Word Wall game, while the control group followed traditional methods. Results show substantial improvement in the experimental class (pretest 56.50; posttest 82.50) compared to the control group (pretest 58.00; posttest 68.50). The independent t-test yielded a significance value of 0.001, indicating a statistically significant effect of the Word Wall game. This study contributes evidence that digital game-based media can effectively support vocabulary acquisition. However, the limited sample suggests the need for broader and longitudinal research.
USING JEOPARDY TO ENHANCE READING COMPREHENSION OF EIGHTH-GRADE STUDENTS AT SMP NEGERI 2 POSO PESISIR UTARA Munawara, Husniatul; Darmawan; Maf'ulah
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/k5ce4r83

Abstract

Educators are continually looking for better ways to capture students’ interest and help them understand material more effectively, which has brought more attention to interactive learning methods. One approach that has become especially popular is game-based learning, as it helps create lively, engaging, and motivating classroom experiences. This study aimed to investigate the effectiveness of the Jeopardy game in improving reading comprehension among eighth-grade students at SMP Negeri 2 Poso Pesisir Utara. Employing a quasi-experimental design, the research involved two groups: an experimental group of 28 students and a control group of 27 students, selected through cluster random sampling. Data were collected using pre-tests and post-tests administered to both groups. The Independent Samples t-test, conducted via SPSS version 22, revealed a significance value (Sig. 2-tailed) of 0.00, which is below the standard threshold of 0.05. This result led to the rejection of the null hypothesis and confirmed that the Jeopardy game significantly improves students’ reading comprehension.

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