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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 
INTEGRATION OF THE HEUTAGOGY APPROACH AND WORDWALL MEDIA IN HOLIDAY CONVERSATION LEARNING TO IMPROVE THE LEARNING INDEPENDENCE OF GRADE V ICP STUDENTS Wina Kartika Bidari; Yulianto Sabat; Sulistyaningsih; Eka Fadilah
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: 10.26618/10v6j317

Abstract

The purpose of this study is to describe how the integration of the heutagogy approach and the digital media Wordwall can encourage independent learning in grade V ICP students. This study uses a descriptive qualitative method with data collection techniques through observation, documentation, and in-depth interviews with key informants namely the English teacher of grade V ICP, one student with a high level of learning independence, and one student with a medium low level of learning independence. The results show that the application of Wordwall in Holiday conversation learning provides space for students to learn flexibly, choose activities according to their needs, access materials independently, and conduct self-evaluations based on the results displayed automatically by the system. In addition to increasing learning engagement, Wordwall also forms a reflective attitude and student initiative in learning, thereby encouraging the growth of independent learning in line with the principles of heutagogy. This study recommends the integration of pedagogical strategies and digital media as an effective learning approach in building the character of independent learners from an early age.
EXPLORING THE DYNAMICS OF TEACHER–STUDENT ENGAGEMENT THROUGH TRANSLANGUAGING IN EFL CLASSROOMS Rifka Rahmita; Erna Andriyanti
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/r99s2x20

Abstract

Translanguaging has been widely recognized as a pedagogical practice enabling flexible language use in multilingual EFL classrooms; however, its role in shaping teacher–student engagement remains insufficiently explored, particularly in the Indonesian EFL context. Addressing this gap, this study investigates how teachers employ translanguaging strategies to foster engagement and how both teachers and students engage in translanguaging practices. Using a descriptive exploratory qualitative design, the study involved two English teachers and two tenth‑grade classes at a bilingual senior high school. Data were collected through classroom observations and semi‑structured interviews and analyzed using classroom discourse analysis and thematic analysis, with methodological triangulation applied to enhance credibility. The findings show that teachers employ several translanguaging strategies, including translation, collaborative dialogue, collaborative grouping, project‑based learning, inner speech, multilingual writing, word walls, sentence starters, alternating language and media, and translanguaging in speaking and writing. These practices support students’ comprehension, critical thinking, and cross‑linguistic meaning‑making, while fostering multidimensional engagement among teachers (cognitive, emotional, and social) and students (behavioral, emotional, and cognitive). By foregrounding engagement as a central analytical lens, this study demonstrates that translanguaging extends beyond linguistic scaffolding to mediate interaction and participation in EFL classrooms, highlighting its pedagogical value for engagement‑oriented EFL instruction.
EMPOWERING YOUNG VOICES: ENHANCING SPEAKING SKILLS THROUGH VISUAL AIDS Annisa Ul Miftahul Jannah Rusdin; Ari Purnawan
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/w7vjdw66

Abstract

Speaking competence remains a major challenge for junior high school students learning English, as many struggle to express ideas confidently and interact fluently. Addressing this urgent issue, this study investigates the effectiveness of visual aids in enhancing students’ speaking performance. Employing Classroom Action Research (CAR) conducted in two cycles, data were collected through observations, interviews, and pre- and post-tests. The findings reveal a meaningful descriptive impr ovement in students’ speaking scores, rising from 2.94 (pre-test) to 3.45 (Cycle I) and 4.04 (Cycle II), reflecting a gradual improvement of 17.3% in Cycle I and 37.4% in Cycle II compared to the initial condition. Beyond measurable progress, visual aids also increased student motivation and active participation. The novelty of this study lies in integrating contextual and engaging visuals to stimulate communicative interaction. These results highlight the significant contribution of visual-based strategies in fostering meaningful and student-centered English learning, providing practical insights for teachers seeking to enhance speaking instruction through creative classroom media.
COMPREHENSIVE APPLIED RESEARCH ON INFLECTIONAL AND DERIVATIONAL MORPHEMES IN ENGLISH LANGUAGE ACQUISITION Savira - Zaniar; Djuwari; Mujad Didien Afandi; Novi Rahmania Aquariza; Nailul Authar
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/r2je0q05

Abstract

Language acquisition, in particular for English as a second language (ESL), involves the knowledge of essential linguistic components such as morphemes. This research, entitled "Comprehensive Applied Research on Inflectional and Derivational Morphemes in English Language Acquisition," examines the acquisition and application of inflectional and derivational morphemes by English Language Learners (ELLs). Inflectional morphemes modify tense, number, or aspect without changing the word class, but derivational morphemes change the meaning and grammatical category of words, therefore facilitating vocabulary development. This study examines morpheme learning patterns, the difficulties learners experience due to the complexity of English morphology and the impacts of their first languages (L1s), as well as the influence of morphemes on overall language ability. The study employs a mixed-methods approach, integrating corpus analysis, experimental activities, and longitudinal tracking of English Language Learners across several educational environments. Interviews and classroom observations provide qualitative insights into cognitive processes and pedagogical practices. The findings indicate that inflectional morphemes are acquired earlier, with learners exhibiting consistent mistake patterns, whereas derivational morphemes provide higher difficulties and are acquired subsequently. Cross-linguistic interference from first languages dramatically impacts learning, and explicit instruction in morphemes greatly enhances learners' proficiency. The research highlights the significance of morpheme awareness in achieving advanced language competency and provides pragmatic ideas for improving the development of morphology-based instructional materials, explicit teaching strategies for ESL/EFL classrooms, and curriculum recommendations that integrate systematic morphological awareness training into English language learning. These findings emphasize the importance of morphology-focused instruction in supporting learners’ linguistic competence and long-term language development.
IMPLEMENTING AUGMENTED REALITY (AR) AS AN INTERACTIVE TOOL FOR MASTERING MARITIME ENGLISH IN ENGINEERING TOOLS LEARNING Alberto; Mutmainnah Hasyari; Muhammad Tri Pujianto; Muh Irsan
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/rbjfwb36

Abstract

Mastering Maritime English, particularly technical terminology related to engine tools, is essential for marine engineering cadets to support effective onboard communication and operational safety. However, traditional instructional methods often fail to help cadets visualize, retain, and accurately pronounce complex technical vocabulary.Despite the growing integration of Augmented Reality (AR) in education, limited studies have specifically explored its application in Maritime English learning for engineering tools.  Therefore, this study aimed to design and implement an AR-based interactive learning product to enhance cadets’ understanding, engagement, retention, and pronunciation accuracy in Maritime English learning. This study employed a mixed-methods approach involving 25 second-semester Marine Engineering cadets at the Merchant Marine Polytechnic of Makassar selected through purposive sampling. Quantitative data were collected through Likert-scale questionnaires, while qualitative data were obtained through classroom observations and semi-structured interviews exploring cadets’ learning experiences, cognitive engagement, and interaction with the AR application. The findings revealed that the AR-based learning product significantly improved cadets’ learning experiences and technical vocabulary mastery. The product integrated 3D visualization, audio pronunciation, and interactive features that enabled cadets to better understand and memorize engine tools terminology. Quantitative results showed high average scores in effectiveness and pronunciation accuracy (4.56), retention (4.52), and engagement (4.43). Qualitative findings further demonstrated that AR promoted active participation, self-directed learning, and repeated pronunciation practice through immersive interaction. This study contributes to Maritime English pedagogy by providing an innovative and contextualized AR-based learning approach specifically designed for technical engine tools terminology. The findings suggest that AR can bridge the gap between theoretical Maritime English instruction and practical technical understanding in maritime education.
TRACING VARIANTS OF POSSESSIVE IN TETUN Damianus Talok; Isabel Coryunitha Panis
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/yj8vqg61

Abstract

Tetun is an Austronesian language spoken by the majority of residents in Belu Regency, Malaka Regency, and several border areas of North Central Timor (TTU) and South Central Timor (TTS) in West Timor, Indonesia, as well as by the majority of the population of Timor-Leste. The language also serves as a lingua franca for non-Tetun speakers residing in Tetun-speaking areas. The urgency of this research lies in the absence of a systematic study documenting and comparing variations in Tetun possessive forms across communities. This study aims to: (1) describe possessive forms in Tetun across three dialect regions—Belu, Malaka, and Wehedan; (2) compare these forms with Tetun Dili (Timor-Leste); (3) identify grammatical possessive constructions applicable across all Tetun-speaking communities; and (4) explain the linguistic and extralinguistic factors influencing such variation. The research employs a qualitative descriptive approach with a distributional method for linguistic analysis. The main findings indicate that West Timorese Tetun exhibits a wider variety of possessive forms than Timorese Tetun, with the Belu dialect (Tetun Terik) serving as the morphological root from which other variants are derived through segmental deletion processes. The novelty of this research lies in the identification of the morphological derivation pattern PRONOUN + -kan as the base form, from which variants arise via two deletion processes: deletion of -ka (producing the -n variant) and deletion of -an (producing the -k variant). Despite significant variation in possessive forms, mutual intelligibility among Tetun speakers from different communities is maintained. The contribution of this study is to provide a grammatical description of Tetun possessives that can serve as a reference in the documentation, revitalization, and teaching of Tetun.
EXPLORING THE IMPLEMENTATION OF HOLIDAY CONVERSATION LEARNING THROUGH HEUTAGOGY AND DIGITAL MEDIA IN ELEMENTARY SCHOOLS Aisyah Yasmin Azizah; Yuliyanto Sabat; Sulistyaningsih; Eka Fadilah
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/rnfhvr09

Abstract

This study aims to explore the implementation of Holiday Conversation learning through a heutagogical approach supported by digital media and to examine its impact on students’ speaking skills and learner autonomy at the elementary school level. The urgency of this research lies in the persistence of teacher-centered English speaking instruction in elementary schools, which limits students’ confidence, autonomy, and opportunities for meaningful oral communication despite the increasing availability of digital learning media. The novelty of this study is the integration of heutagogy as a self-determined learning approach with digital platforms such as YouTube and Wordwall specifically for elementary-level English speaking instruction, an area that remains underexplored in previous studies. This research employed a descriptive qualitative design and was conducted at MI Ketegan, Sidoarjo, East Java, Indonesia, involving 24 fifth-grade students from the International Class Program (ICP). Data were collected through participatory classroom observations, documentation of students’ learning products, and teacher reflection notes. The data were analyzed descriptively using data triangulation to ensure credibility and trustworthiness. The findings indicate that the heutagogy-based digital learning approach effectively enhanced students’ speaking skills, including fluency, vocabulary use, grammatical accuracy, and self-confidence. In addition, the learning process fostered learner autonomy by encouraging students’ learning initiative, decision-making ability, collaboration, and reflective learning behaviors. In conclusion, this study contributes empirical evidence to elementary English language education by demonstrating that heutagogical, digitally supported speaking instruction creates a meaningful learning environment that strengthens both communicative competence and learner autonomy.
FINDING MEANING IN THE TWILIGHT YEARS: AN EXISTENTIAL ANALYSIS OF THE FATHER (2020) AND A MAN CALLED OTTO (2022) Asih Ernawati; Aurora Magenta Diva
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/zgsts263

Abstract

Existential themes have long shaped cinematic storytelling. However, the intersection of aging masculinity and philosophical inquiry remains underexplored in contemporary film studies. This article investigates the existential dimensions of aging in The Father (2020) and A Man Called Otto (2022). This present study is urgent as most existing research treats aging as a mere biological decline which fails to address the inner philosophical struggles of older male protagonists. Using a qualitative interpretive and comparative design grounded in the existential frameworks of Jean-Paul Sartre and Viktor Frankl, the analysis follows Avci and Cetin’s (2022) three-stage process: data selection, thematic coding, and theoretical interpretation. Four key themes emerge: identity, mortality, isolation, and meaning. The Findings reveal that while The Father (2020) embodies existential dissolution through cognitive decay, A Man Called Otto (2022) depicts a trajectory of rediscovery through community compassion. This study contributes to an interdisciplinary understanding of aging, demonstrating that cinema serves as a vital medium for reframing later as a dynamic existential condition rather a state of passive decline.
ENGAGING LEARNERS WITH EVERYDAY ENGLISH ON TIKTOK: TEACHING STRATEGIES FROM @KADANG.SOKINGGRIS Brillian Nugraha; Achmad Hilal Madjdi; Fitri Budi Suryani
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/dxp7zf82

Abstract

This study seeks to analyze the teaching strategies that were found in English learning videos that are published on TikTok using account @kadang.sokinggris as the primary source. In the second phase, 25 videos were selected using purposive sampling methods. The videos were selected using multiple viewing, descriptive note taking and thematic coding. The aims of the study were (1) to identify the types of teaching strategies used, (2) to analyze how the teaching strategies were used in the videos, and (3) to identify the distinct characteristics of the teaching strategies used. This analysis leads to identifying four main groups of strategies. Direct instruction, on-screen text, humor and repetition are shown through multimodal means which combine verbal and non-verbal elements such as gesture, gaze, intonation and text on screen. The three parts of the overall approach taken by the videos' creators include personal humor, an adaptation of colloquial phrases to culture and audience participation. This multimodal approach allows for the more interactional, contextualized, and effective learning of English in the informal digital environment. This study seeks to contribute to the growing learning of online language pedagogy and to reveal the educational potential of short-form video in particular. The study also has pedagogical implications for English teachers and content creators on how to create social media material that is more linguistically relevant and culturally interesting.
TEACHERS’ CHALLENGES IN PROMOTING INTERCULTURAL AWARENESS IN SPEAKING SKILLS INSTRUCTION Christie Urai Musa; Basikin
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/q1k26k93

Abstract

Intercultural awareness has become increasingly vital in English language training, particularly in speaking skills, as globalization needs successful communication across many cultural contexts. Despite its theoretical importance, many teachers still experience difficulties in integrating intercultural elements into classroom instruction. This study aims to investigate the lived experiences of Indonesian English teachers in promoting intercultural awareness within speaking education, focusing on the challenges they encounter and the strategies they employ to overcome them. The study is significant because it provides contextual insights into intercultural speaking instruction in Indonesian senior high schools, an area that remains underexplored in previous research. Using a qualitative phenomenological approach, data were collected through semi-structured interviews, classroom observations, and document analysis involving four English teachers at a private senior high school in Yogyakarta. The data were analyzed using thematic analysis to identify recurring themes related to teachers’ experiences. The findings revealed several challenges, including limited teacher confidence and intercultural knowledge, insufficient professional development, lack of culturally diverse teaching resources, curriculum constraints, student disengagement, and the persistence of stereotypes and misconceptions. Despite these challenges, teachers attempted to promote intercultural awareness through digital media, group discussions, peer interaction, and collaborative activities. This study contributes to the existing literature by demonstrating that challenges in intercultural speaking instruction are strongly influenced by structural and institutional conditions rather than solely by individual teacher limitations. In conclusion, intercultural awareness can be systematically developed through improved teacher preparation, continuous professional development, adequate resources, and stronger institutional and curricular support

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