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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 515 Documents
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EMPOWER ENGLISH SONG BASED TEACHING TO ELEVATE VOCABULARY MASTERY OF EFL LEARNERS Gita Gifara Ntulo; Afrillia Anggreni; Jamiluddin
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/z5q4cz28

Abstract

The accessibility and popularity of English song in the teenagers facilitates them to be able to expand their English acquisition. Therefore, this research aims to validate whether English Song Based Teaching can boost vocabulary mastery of the students in two aspects namely meaning and use. This research utilized quantitative design in term of pre-experimental. Pre-test and post-test were conducted to gather the data. The research sample consisted of 15 students of class XI A of SMA Kristen Bala Keselamatan Palu. The finding demonstrates that the implementation of English song provides a significance impact on students' vocabulary mastery. The paired sample t-test supports this finding which a significance value of less than 0.05. It can be claimed that song-based teaching provides positive effects toward cognitive (vocabulary knowledge) and social aspect of language learning.
MINDFUL LEARNING STRATEGIES IN ENGLISH LANGUAGE TEACHING: AN INVESTIGATION OF TEACHERS’ CLASSROOM PRACTICES AND STUDENT ENGAGEMENT Zulfa Nadia; Abdul Halim; Khusnul Khatimah
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/wkg96q43

Abstract

Student-centered learning has become a prominent focus in modern education, encouraging approaches that promote learners’ active participation and emotional engagement. Mindful learning, which emphasizes awareness, reflection, and present-moment focus, has been shown to support these goals. However, few studies have explored how it is practically implemented in English Language Teaching (ELT) classrooms. This study aims to investigate the implementation of mindful learning strategies in English Language Teaching (ELT) and their impact on student motivation and engagement. Using a mixed-methods approach, the research involved one English teacher and 30 eighth-grade students at MTS Muslimin Indonesia Center Samarinda. Data were collected through classroom observations, semi-structured interviews, and pre- and post-intervention student motivation and engagement questionnaires. The observation results revealed that teachers had begun to apply mindful learning principles such as focused attention and reflection, although not yet in a systematic manner. Major challenges faced by teachers included time constraints, lack of formal training, and initial resistance from students. Quantitative analysis showed a significant increase in student motivation and engagement scores following the implementation of mindful learning strategies. These findings support the application of mindful approaches in ELT and highlight their benefits for enhancing students’ learning experiences. The study also emphasizes the need for institutional support and structured teacher training to ensure more effective implementation of this approach.
GAMIFICATION VOCABULARY LEARNING: THE USE OF WORDWALL.NET IN JUNIOR HIGH SCHOOL Mutmainnah Hayati; Mochtar Marhum; Hastini Hastini; Jamiluddin
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: 10.26618/6qmrgv48

Abstract

Many approaches can be employed in vocabulary teaching and learning. One of these approaches is gamification. The goals of the study are to see if gamification approach through wordwall.nets’ utilization can increase students' vocabulary mastery and to pinpoint the word category that demonstrates the most progress. Using a pre-experimental design with a one-group pre-test and post-test model, this study assesses if word wall media can deepen students' vocabulary proficiency, and also investigates which category of content words exhibits the most gains after the platform is implemented. The population in this study are eighth-grade students from MTs Negeri 2 Palu, sampled VIII D class, and the sample was chosen using purposive sampling technique. The data was analyzed using the paired sample t-test. Data analysis reveals a clear distinction between the students' pre-test and post-test outcomes. The average of students’ results on the pre-test rises from 36.04 to 52.2 on the post test. The paired sample t-test demonstrates a statistically significant increase in the pre-test and post-test scores (Sig (2-tailed) = 0.000). This supports the alternative research hypothesis (Ha). Indicating wordwall.net is a useful tool for enhancing the vocabulary skills of eighth-grade students at MTs Negeri 2 Palu. The findings also confirms adjective as the content word that has impressive progress after the platforms’ application.  
ANALYZING SANTRI NEEDS FOR ENGLISH DEBATE AS A STRATEGY TO SUPPORT GLOBAL COMMUNICATION READINESS Novi Dwi Yuliani; Lailatun Najmiah; Muhammad Rifqy Rujani; Nurul Hidayah Ramadani
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/mjepfn45

Abstract

This study investigates the specific needs of beginner-level students engaged in English debate activities within the Language Area program at an Islamic boarding school in South Kalimantan, Indonesia. Recognizing the increasing role of debate as a pedagogical strategy in English as a Foreign Language (EFL) contexts, the research aims to explore linguistic, emotional, and cultural needs that are often overlooked in generic debate materials. A qualitative descriptive design was employed, using open-ended questionnaires distributed to 60 English Club members and semi-structured interviews were done to one debate coach, and one student as a delegation. Thematic analysis revealed that students not only seek to improve their speaking skills, but also desire confidence, logical argumentation, and culturally relevant content. Participants emphasized the importance of structured guidance, beginner-friendly materials, and emotional support to overcome anxiety and build motivation. The findings confirm the value of debate in fostering speaking fluency, critical thinking, and collaboration, particularly when activities are adapted to the pesantren context. The study highlights a strong demand for a tailored debate handbook that aligns with students’ religious, social, and educational environments. This research contributes to the growing field of learner-cantered EFL materials design and offers practical implications for integrating culturally sensitive debate instruction in Islamic boarding schools.
METHODOLOGICAL APPROACHES AIMED AT MEETING THE PERSONAL NEEDS OF CHILDREN IN THE PROCESS OF INCLUSIVE EDUCATION Abdullaeva Lola Tohirovna; Eny Syatriana
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/vxe2cw98

Abstract

The article explores the history, meaning, and importance of inclusive education; outlines its methodological underpinnings, aims, and objectives; and supports the humanistic nature of the pedagogical principles and conceptual ideas of inclusive education as well as their potential for application.
STUDENTS’ ANXIETY IN READING COMPREHENSION AT SMK NEGERI 15 SAMARINDA Ade Ismail Ramadhan Hamid; Muhammad Geralma Putra; Khusnul Khatimah
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: 10.26618/5e4b0z60

Abstract

This study investigates the level and causes of students’ anxiety in reading comprehension at SMK Negeri 15 Samarinda. The urgency of this research lies in the increasing challenge students face in understanding English texts, which often hinders their language learning progress. Using a qualitative descriptive design, data were collected through questionnaires and interviews to explore students’ emotional responses and the factors contributing to reading anxiety. The findings revealed that approximately 67.7% of students experienced anxiety when reading English texts. The main sources of anxiety were unknown vocabulary (71%), unfamiliar cultural contexts (69%), and foreign topics (68%), while personal factors included fear of making mistakes (72%) and concern about reading outcomes (57%). The novelty of this study lies in its in-depth identification of linguistic and personal factors influencing reading anxiety, contributing to the development of more effective reading strategies in English language education.
HOW INDONESIAN NOVICE EFL TEACHERS BUILD AGENCY: INSIGHTS FROM A CASE STUDY Fini Feronisa; Ngadiso Ngadiso; Endang Setyaningsih
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: 10.26618/6s2nee48

Abstract

Teacher agency has become an essential focus in understanding how teachers navigate instructional demands and professional challenges. This study investigates the agency of Indonesian novice English as a Foreign Language (EFL) teachers by examining four core properties of human agency as proposed by Bandura: intentionality, forethought, self-reactiveness, and self-reflectiveness. Employing a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and scenario-based vignettes involving three novice English teachers in Banyumas. The data were analyzed using Miles, Huberman, and Saldana’s (2014) interactive model, which involved data condensation, display, and conclusion drawing. These findings demonstrate that Indonesian novice EFL teachers exhibit all four core agency properties, intentionality, forethought, self-reactiveness, and self-reflectiveness, which are reflected in their classroom practices in varying degrees. While all participants expressed strong intentionality, their enactments of the other properties were predominantly reactive, shaped by immediate classroom challenges such as limited resources and low students’ motivation. The findings contribute to developing contextually informed teacher education by highlighting the complex interaction between personal goals and external demands in shaping agency. The study highlights the need for structured support and professional mentoring to help novice teachers strengthen their agency and transition toward more proactive and sustainable teaching practices.
SPEAKING SKILL DEVELOPMENT THROUGH EMI: EVIDENCE FROM A SURAKARTA INTERNATIONAL SCHOOL Anisa Seta Warti; Diah Kristina; Joko Nurkamto
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: 10.26618/22ezhj39

Abstract

This study investigates the influence of English Medium Instruction (EMI) on the development of students’ speaking competence in an international high school in Surakarta. As English mastery becomes an essential skill in the globalized era, understanding how EMI shapes speaking proficiency is increasingly urgent for Indonesian education. Using a qualitative case study design, data were collected through classroom observations, interviews, and speaking assessments. Findings reveal that students face persistent challenges in grammar and pronunciation, while low confidence and limited academic vocabulary hinder active participation in EMI-based classrooms. The study also identifies role-play as the most effective technique for enhancing speaking performance within EMI contexts. This research offers novel insights into how EMI operates in Indonesian international schooling and contributes both theoretically and practically by informing teachers and policymakers on strategies to optimize EMI implementation and strengthen students’ speaking competence.
UNDERSTANDING THE PSYCHOLOGICAL BARRIERS: INVESTIGATING EFL STUDENTS’ ANXIETY IN ACADEMIC WRITING Rifka Rahmita; Lusi Nurhayati
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 15 No. 1 (2026): EXPOSURE:JURNAL PENDIDIKAN BAHASA INGGRIS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/yfzd4647

Abstract

Writing anxiety is a continual obstacle that can impede academic performance, writing quality, and language acquisition among students learning English as a foreign language; nevertheless, most research has concentrated on undergraduate populations or contexts outside of Indonesia. This study examines academic writing anxiety experienced by graduate EFL learners in Yogyakarta to address this gap. The aim was to investigate the levels, types, and causes of anxiety in academic writing through a descriptive quantitative methodology with 32 participants. Data were gathered utilizing the Second Language Writing Anxiety Inventory (SLWAI) and the Causes of Writing Anxiety Inventory (CWAI). The results reveal significant levels of writing anxiety (M = 74), with cognitive anxiety being the predominant type (M = 26.22), followed by somatic anxiety (M = 24.72) and avoidance behavior (M = 23.06). Regarding its causes, writing anxiety was primarily attributed to the fear of the lecturer’s negative comments, time pressure, and pressure for perfect work. These findings demonstrate that writing anxiety constitutes a significant barrier that may impede academic success and limit students’ ability to produce high-quality academic writing. This study offers empirical novelty by situating the investigation within a localized Indonesian graduate context, thereby extending the literature beyond commonly studied undergraduate populations. Furthermore, the findings contribute to pedagogical practices by emphasizing the importance of constructive feedback, effective time management, and a learning environment that supports continuous development in academic writing. In conclusion, targeted interventions are essential to reduce anxiety, strengthen students’ writing confidence, and enhance academic achievement and writing outcomes. 
BOOSTING STUDENTS' INTEREST IN ENGLISH SPEAKING LEARNING: DEBATING AND ASSESSING ISSUES Asriadi Rasyid; Rafi’ah Nur; Ammang Latifa; Rahmatullah Syaripuddin; Suhria
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 15 No. 1 (2026): EXPOSURE:JURNAL PENDIDIKAN BAHASA INGGRIS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/r2kk1d56

Abstract

In the context of globalization, English speaking proficiency has become a crucial skill for academic and professional success. However, many students still demonstrate low interest and engagement in speaking activities due to the lack of interactive and student-centered learning strategies. This study aims to investigate the effectiveness of British Parliamentary Debate and peer assessment in enhancing students’ interest in learning English speaking skills. The novelty of this research lies in the integration of a formal international debate system with collaborative peer-based evaluation to foster both cognitive and affective engagement. Employing a quantitative descriptive design, the study involved 45 third-semester students of the English Department at Universitas Muhammadiyah Parepare. Data were collected through a 32-item Likert-scale questionnaire and analyzed to measure students’ interest across three dimensions: desire, necessity, and happiness. The findings reveal a high level of student interest, with an overall mean score of 88.68, categorized as “strongly interested.” Among the dimensions, urgency (89.47) and desire (93.68) emerged as dominant factors, indicating that students perceived the learning activities as both essential and highly engaging. Additionally, students reported positive emotional responses, including increased confidence and enjoyment in speaking activities. This study contributes to English language teaching by demonstrating that the integration of British Parliamentary Debate and peer assessment creates a dynamic, interactive, and collaborative learning environment that significantly enhances students’ motivation and speaking engagement. It is recommended that these strategies be more widely implemented to improve both affective and communicative competencies in EFL classrooms

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