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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
 48   49   50   51   52 
DISCOURSE FUNCTIONS OF LECTURER CODE-SWITCHING IN ESP CLASSROOMS: A CASE STUDY IN BAROMBONG MERCHANT MARINE POLYTECHNIC Khafifah; Muhammad Iqbal
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/g2zcdw11

Abstract

Effective classroom Communication is essential, particularly in English for Specific Purposes (ESP), where language and technical knowledge must be integrated. However, the functional role of lecturer code-switching in an ESP classroom remains underexplored, particularly in vocational contexts where communication directly supports professional readiness. This study aims to investigate the discourse functions of lecturer code-switching in an  ESP classroom at Barombong Merchant Marine Polytechnic. A qualitative case study design was employed, with data collected through classroom observations, interviews, audio recordings, field notes, and reflective journals. The data were analyzed using Miles and Huberman's interactive model, including data condensation, data display, and conclusion drawing and verification. This study contributes by extending code-switching research into an ESP context and addressing the need for effective instructional communication in vocational education. The findings revealed six key discourse functions of lecturer code-switching: (1) encouraging student responsiveness, (2) managing classroom activities, (3) explicating content explanations, (4) giving clear instructions, (5) clarifying difficult points, and (6) correcting student errors. These functions served to bridge comprehension gaps, support classroom management, and enhance student engagement in English for Specific Purposes (ESP) learning. In conclusion, code-switching functions as a strategic pedagogical tool that enhances comprehension, classroom interaction, and instructional effectiveness in ESP classrooms.
NEGOTIATING GRAMMAR INSTRUCTION IN NON-FORMAL EFL SETTING: A NARRATIVE INQUIRY INTO INDONESIAN TEACHERS’ LIVED EXPERIENCES Nazarudin Manik; Farida Repelita Waty Kembaren; Utami Dewi
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/b19a6d46

Abstract

Grammar instruction remains a central yet contested component of English language teaching (ELT), particularly in non-formal EFL settings where pedagogical flexibility often intersects with institutional and commercial demands. Despite the rapid growth of non-formal English education in Indonesia, limited research has examined how grammar instruction is interpreted, negotiated, and practiced in decentralized learning environments. Addressing this gap, the present study aims to explore how English teachers at the Accelerated English Centre (AEC) Medan conceptualize and negotiate grammar instruction within a non-formal institutional context. The novelty of this study lies in its focus on grammar pedagogy in privately managed EFL institutions, an area that remains underrepresented in mainstream ELT research dominated by formal school settings. Anchored in a narrative inquiry framework within a constructivis-interpretivist paradigm, this qualitative study involved five English teachers and five students selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed using thematic and narrative analysis. The findings revealed four interrelated themes: the dominance of explicit grammar instruction, the integration of grammar with communicative tasks, tensions between pedagogical ideals and institutional expectations, and adaptive instructional strategies shaped by learner needs and classroom realities. The findings demonstrate that grammar instruction in non-formal EFL settings is not merely the transmission of grammatical rules, but a dynamic and context-sensitive process shaped by teacher agency, learner expectations, and institutional pressures. The study contributes theoretically by extending Focus on Form (FonF), postmethod pedagogy, and constructivist perspectives into underexplored non-formal educational spaces. Practically, it highlights the importance of adaptive professional development and flexible instructional design in supporting effective grammar pedagogy in emerging EFL sectors. Overall, this research underscores the need to recognize local teaching ecologies and contextual realities in shaping grammar instruction within contemporary English language education.  
SIMPLE STORIES EXTENSIVE READING METHOD: EFLSTUDENTS’ READING COMPREHENSION IMPROVMENT Wamah Yaya Saparang; Aminah Suriaman; Maf’ulah; Nadrun
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/zkh0c193

Abstract

Reading comprehension is the ability to capture and understand the meaning of text. However, many students have difficulty in understanding and remembering the information they read. The objective of this research is to find out the effectiveness of the Simple Stories Extensive Reading method in improving students' reading comprehension at SMP Negeri 2 Lore Tengah. This research used a pre-experimental research design. The sample was selected through random sampling. The researchers used a pretest and posttest to collect the data. The results showed that the mean score on the pretest was 29.95, which significantly increased to 80.67 on the posttest. In addition, the significance value (2 tailed) (p = 0.001) was lower than the alpha level (0.05), which indicated that the alternative hypothesis was accepted. This research implies that the Simple Stories Extensive Reading method can increase students interest in reading, make students less likely to get bored, and create a more enjoyable learning process.
THE EFFECT OF ROUNDTABLE TECHNIQUE ON STUDENTS LEARNING OUTCOMES IN WRITING DESCRIPTIVE TEXT OF GRADE TEN AT SMA NEGERI 4 SIGI Nurhaliza Zahwalia; Sriati Usman; Erniwati; Budi
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/p0mftn07

Abstract

This research aimed to investigate the effect of the Roundtable Technique on students’ learning outcomes in writing descriptive text of grade ten at SMA Negeri 4 Sigi. A quantitative methodology was employed, incorporating a quasi-experimental design featuring pre-test and post-test control groups.  The population comprised tenth-grade students at SMA Negeri 4 Sigi, with samples chosen via cluster random sampling.  Class X A served as the experimental group, instructed through the Roundtable Technique, whilst Class X C functioned as the control group, getting traditional instruction.  Writing evaluations were administered prior to and subsequent to the intervention.  The mean pre-test score for Class X A was 33.33, whereas Class X C achieved a score of 40.21.  Following treatment, the experimental group's mean score rose to 80.42, while the control group's score attained 59.26.  The calculated t-counted was 6.03, exceeding the t-table of 2.02, signifying a statistically significant difference.  The results indicate that the Roundtable Technique had a significant effect on students’ learning outcomes in descriptive writing.  It encouraged students to be more engaged, collaborative, and confidents in developing ideas, using vocabulary, and applying grammar. The technique is recommended to enhance students’ skills in writing descriptive texts.
A MOLINA AND ALBIR-BASED ANALYSIS OF CLARITIN® MEDICAL LEAFLET TRANSLATION Yeni Pujihastuti; Evert Haryanto Hilman
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: 10.26618/4gjsts05

Abstract

This study aims to examine the translation techniques applied in the Indonesian version of the Claritin® medical brochure and to identify the frequency distribution of each technique in conveying medical information. The urgency of this study lies in the critical need for accurate and comprehensible translation of medical information to ensure public safety and effective health communication. The study also offers novelty by focusing specifically on pharmaceutical brochure translation within the framework of Molina and Albir’s (2002) translation techniques, which remain underexplored in this type of text. A qualitative descriptive research design was employed. The data were collected using purposive sampling from selected segments of the Claritin® medical brochure that contain relevant translation features. The data analysis was conducted based on Molina and Albir’s (2002) translation techniques framework, focusing on literal translation, amplification, transposition, reduction, and borrowing. The findings reveal that literal translation is the most frequently used technique, accounting for 44% (22 instances) of the data. It is followed by borrowing (20%, 10 instances), transposition (16%, 8 instances), amplification (12%, 6 instances), and reduction (8%, 4 instances). These results indicate that literal translation plays a dominant role in maintaining the accuracy and consistency of medical terminology. In conclusion, the study highlights that the selection of appropriate translation techniques is essential to ensure that medical information is not only accurate and reliable but also accessible and understandable for the general public. The study contributes to translation studies, particularly in the field of medical and pharmaceutical translation, by providing empirical evidence on the practical application of translation techniques in real-world health communication materials.
START WITH SIMPLE STORIES: BOOSTING EIGHTH GRADERS READING COMPREHENSION AT SMPN 19 PALU Darna M.D Olagi; Darmawan; Wahyudin; Mochtar Marhum
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/g8g19x92

Abstract

The objective of this study is to determine whether using the Start with Simple Story (SSS) Method could improve the reading comprehension of eighth-grade students at SMP Negeri 19 Palu. A pre-experimental one-group pretest–posttest design was applied to 31 purposively selected students. Data collection was conducted using pretest and posttest assessments. The pretest was administered to measure the students' initial knowledge, while the posttest was given to measure the improvement in their reading comprehension after the treatment. The average pretest score was 32.77, while the average posttest score was 64.51. Using a significance level of 0.05, the researcher observed that the calculated t-value (7.82) was higher than the t-table value (2.042). The conclusion is that the Start with Simple Story (SSS) Method significantly improves the reading comprehension of eighth-grade students at SMP Negeri 19 Palu. These findings imply that the SSS method effectively reduces students' reading anxiety by providing accessible materials. Therefore, it is recommended that EFL teachers integrate simplified storytelling to foster early comprehension success.
INDIVIDUAL LANGUAGE LEARNERS IN AN EFL CLASSROOM: Some Differences Narovana Andriamiarana; Gin Gin Gustine; Nenden Sri Lengkanawati
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/ja4emq59

Abstract

In the field of education, we do not only concentrate on the knowledge we will deliver, but also consider those who will receive it. Learners play a crucial role in the teaching and learning process because they are integral to it. Learners can differ in psychological, social, and environmental aspects, as well as in their culture and background. However, these differences impact learners’ performance in class, as they will develop at different rates, affecting the achievement of the learning objectives. Investigating EFL learners is essential because their diverse psychological, cognitive, environmental, and cultural differences strongly influence classroom dynamics and teaching effectiveness, making it crucial to understand how these variations shape learning outcomes. This research aims to discover suitable teaching strategies to face the differences among individuals and to know the impacts of those differences in an EFL (English as a Foreign Language) classroom. To address the issues, we have used a qualitative research method through questionnaires with participants from Madagascar and Indonesia. The result of the study has shown us that learners’ differences have both positive and negative feedback. To face those, better to use different approaches such as the genre-based approach, differentiated instruction, and good teaching scaffolding.
EMPOWERING LITERACY THROUGH CULTURE: THE IMPACT OF CTL-BASED ENGLISH MATERIALS Nurfadila Hasani; Asria Ratau; Fiana Putri Tehuayo
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/jw39jt92

Abstract

English literacy is a foundational competency for global participation, yet students in Maluku continue to demonstrate low literacy levels due to geographical isolation, limited educational infrastructure, and the absence of culturally relevant instructional materials, resulting in learning that feels disconnected from students’ daily lives and local identity. This study examines the impact of CTL-based English teaching materials embedded with Maluku cultural content on empowering junior high school students’ literacy skills. Unlike previous studies that focused on general CTL application, this study uniquely integrates Maluku local cultural content, specifically Hena Puan culture, into EFL materials for Islamic junior high school students in an archipelagic region with limited educational resources. A pre-test-post-test control group experimental design was employed involving 60 students from MTs Muhammadiyah Nusa Puan. Data were analysed using descriptive statistics and independent samples t-test. Findings revealed a significant improvement in the experimental group’s mean score (52.23 to 79.43) compared to the control group (52.93 to 76.40), significance value 0.000 (<0.05). These findings suggest that culturally embedded materials increase student engagement and contextual relevance, accelerating literacy development. This study carries both theoretical and practical implications for enhancing English literacy outcomes and sustaining local cultural identity.
CREATING IMMERSIVE LEARNING SPACES: VIRTUAL REALITY TO IMPROVE ENGLISH VOCABULARY ACQUISITION OF THE BAJO TRIBE Heri Alfian; Muthmainnah Bahri A. Bohang; Rifka Hafidza Hajar; Achmad Afandy; Nur Husnil Khatimah
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/tbsyp351

Abstract

For indigenous learners, especially those from the Bajo tribe in Southeast Sulawesi, Indonesia, limited access to real English learning environments continues to be a major obstacle. Virtual reality (VR) and other emerging immersive technologies present intriguing prospects for developing contextualized and captivating language learning experiences that close this gap. The purpose of this study was to create and assess a virtual reality (VR)-based application for learning English vocabulary that was intended for Bajo students in Southeast Sulawesi, Indonesia. The product was developed through phases of needs analysis, design, expert validation, limited trial, and large-scale deployment using a Research and Development (R&D) methodology. Vocabulary mastery tests, observations, teacher and student questionnaires, and expert validation sheets were used to gather data. According to expert validation, the application's pedagogical and technological quality ratings were very eligible. Teachers saw more active classroom participation during VR-based learning, while students reported better enthusiasm and engagement, according to limited experiments. With average scores rising from 40.35 (pretest) to 70.35 (posttest), a 30-point rise, extensive trials involving 20 kids showed notable gains in vocabulary mastery. Additionally, by incorporating Bajo cultural components into the virtual reality setting, the learning experience becomes more relevant and contextual, which improves motivation and retention. These results demonstrate that virtual reality (VR) apps are not only useful for enhancing vocabulary acquisition but also offer inclusive, culturally sensitive solutions to indigenous people who have little access to real-world English-speaking settings. To further develop immersive language learning, further research is advised to increase the sample size, look at long-term impacts, and combine VR with other technologies such as Augmented Reality (AR) and Learning Management Systems (LMS).
A NEEDS ANALYSIS FOR DESIGNING A MODULE-BASED AUTOMATED WRITING EVALUATION (AWE) TOOL IN INDONESIAN EFL ACADEMIC WRITING Marhamah; Hendri Yawan; Litha Nesidekawati Dakka
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/xv300v61

Abstract

  Marhamah1, Hendri Yawan2, Litha Nesidekawati Dakka3 1,2,3 Universitas Sembilanbelas November Kolaka, Indonesia Marhamahudri@gmail.com Received: May 30, 2025 Revised:  June  27, 2025 Accepted: August 16, 2025   ABSTRACT The growing use of AI Automated Writing Evaluation (AWE) tools in higher education has raised concerns about students’ reliance, lack of critical engagement, and ethical uncertainties. However, limited research has examined how AI-supported writing is experienced in Indonesian EFL higher education contexts, particularly regarding its pedagogical and ethical implications in academic writing classrooms. This study, as part of a broader Design-Based Research (DBR) project, focused on a needs analysis through a qualitative case study to explore students’ and lecture’s perceptions of AI-supported academic writing in an Indonesian EFL context and to inform the design of a digital writing module. Data were collected through interviews with one instructor, focus group discussions with 15 students, and the analysis of student writing drafts. Reflexive thematic analysis was applied to capture patterned meanings and interpretive insights. Findings showed that while AI tools improved grammatical accuracy and text coherence, they often encouraged limited argumentation, homogenized structures, and confusion about academic integrity. These results suggest the importance of embedding scaffolding for reflection, feedback literacy, and digital ethics into instructional design.  

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