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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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THE EVALUATION OF MYSPADA LMS IN SUPPORTING AUTONOMOUS LEARNING OF ENGLISH EDUCATION DEPARTMENT STUDENTS Hanif Afifurrohman; Hepy Adityarini
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: 10.26618/1dn6sn91

Abstract

This study evaluated MySpada Learning Management System's effectiveness in supporting autonomous learning among English Education students at Universitas Muhammadiyah Surakarta. Using a mixed-methods approach, data were collected from 39 students through document analysis, semi-structured interviews (n=4), and questionnaires (n=35). Results showed that 71.4% of students recognized MySpada's features as supportive, yet only 37.1% agreed it enhanced learning discipline and 48.6% felt motivated. Students primarily accessed learning materials (53.6%) but rarely used discussion forums (10.7%). Technical challenges including server instability, slow performance, and mobile accessibility issues significantly hindered effectiveness. The gap between feature recognition and behavioral impact suggests MySpada functions as a content repository rather than an active facilitator of self-regulated learning. To optimize MySpada’s role, the university should prioritize strengthening server stability and mobile optimization to ensure reliable access during high-traffic periods. The study further recommends integrating progress-tracking dashboards and goal-setting tools to transform the platform from a passive content repository into an active facilitator of self-regulation. Finally, establishing consistent faculty usage through pedagogical training and institutional policy is essential to sustain student engagement and maximize the platform’s effectiveness in fostering autonomy
THE RELATIONSHIP BETWEEN BILINGUAL METHOD AND VOCABULARY SKILLS IN EARLY CHILDHOOD AT INTERNATIONAL KINDERGARTEN SCHOOLS IN MAKASSAR Anugrah Murtini
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/nc8cap89

Abstract

influences children’s cognitive, social, and communicative competencies. In the era of globalization, bilingual ability has become increasingly important for young learners, particularly in international-based educational settings. Previous studies have generally reported that bilingual education contributes positively to children’s language acquisition; however, many of these studies focus broadly on bilingual learning without specifically examining how particular bilingual instructional practices such as code-switching and dual-language exposure affect English vocabulary development in Islamic kindergarten contexts in Indonesia. In addition, limited research has explored this issue within international Islamic early childhood institutions in Makassar, creating a gap in empirical evidence regarding the effectiveness of bilingual instructional implementation in such settings. This study aims to examine the relationship between bilingual instructional methods and the English vocabulary performance of children enrolled in international Islamic kindergartens in Makassar, Indonesia. The bilingual instructional methods investigated in this study include teachers’ use of code-switching between Indonesian and English during classroom interaction, as well as dual-language exposure through learning activities, classroom communication, songs, storytelling, and visual media Data were collected through classroom observations, teacher questionnaires, and English vocabulary tests designed to measure children’s word knowledge. The findings revealed a statistically significant positive relationship between bilingual instructional practices and children’s English vocabulary outcomes, with a Spearman correlation coefficient of ρ = 0.395 (p < 0.05). These results indicate that structured bilingual exposure and interactive language practices can support vocabulary acquisition in early childhood learners. The effectiveness of bilingual instruction was also influenced by teacher competence, engaging teaching strategies, and parental involvement in children’s language learning. The novelty of this study lies in its focus on specific bilingual instructional strategies—particularly code-switching and dual-language exposure—within international Islamic kindergarten settings in Makassar, an area that has received limited scholarly attention. This study therefore contributes empirical evidence to the field of early childhood bilingual education by demonstrating how contextualized bilingual practices can foster English vocabulary growth among young learners in Islamic educational institutions.
INTEGRATING DEEP LEARNING IN CORRECTIVE FEEDBACK THROUGH DIGITAL COMICS TO INCREASE STUDENTS’ WRITING SKILLS Misnawati; Munar; Irfani; Muhammad Reza
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/t9psyv89

Abstract

Writing is one of the most challenging skills for English as a Foreign Language (EFL) students, particularly in generating ideas, organizing paragraphs, and using accurate grammar and vocabulary. Effective corrective feedback is needed to help students improve their writing through meaningful revision. This study investigates the effectiveness of integrating deep learning into corrective feedback through digital comics to improve English as a Foreign Language (EFL) students’ writing skills. The objective of the research is to investigate whether corrective feedback designed to promote deep learning enhances students’ writing ability. In this study, deep learning is conceptualized as an active learning process in which students actively engage in understanding errors, reflecting on feedback, and revising their writing meaningfully. A quasi-experimental design was applied in this study. The subjects were tenth grade EFL students at Senior High School in Bireuen, Aceh. The students were assigned to an experimental group and a control group. Data were gathered using pre-test and post-test writing tests. Students’ writing skills were assessed in terms of content, organization, language use, vocabulary, and mechanics. The data were analyzed using descriptive statistics, effect size analysis, and normalized gain analysis. The findings indicated that students in the experimental group showed significant improvement in writing skills, with the average score from 58.0 on the pre-test to 78.4 on the post-test. The analysis indicated a large effect size with a Cohen’s d value of 2.05 and a moderate normalized gain score of 0.486. Improvement was found across all writing components, indicating deeper revision practices. This study contributes to EFL writing pedagogy by demonstrating how digital comics based corrective feedback can promote deeper reflection, meaningful revision, and improved writing instruction.
TEACHER PERCEPTIONS TOWARD THE IMPLEMENTATION OF DEEP LEARNING APPROACH IN ENGLISH CLASSROOM Zelta Jufita Alsidah; Asep Hardiyanto
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/w09sha84

Abstract

As a pedagogical approach that promotes meaningful knowledge, critical thinking, and active student participation, deep learning has been more and more advocated within the Merdeka Curriculum. The amount of data available on how junior high school English instructors use and understand deep learning concepts is, however, still limited. The purpose of this research is to find out how the English instructors at SMP Negeri 3 Kotabumi feel about using deep learning in their classrooms. Five English instructors participated in the study, which used a qualitative research methodology to gather data via document analysis, classroom observations, and semi-structured interviews. Data was analysed using methods such as data reduction, data presentation, and conclusion drafting and verification. Previous research has mostly ignored the unique context of junior high school English education under the Merdeka Curriculum, therefore this study fills that gap by examining how teachers perceive and implement deep learning in the classroom. Teachers have a favourable attitude towards deep learning and conceptualise it as a method that emphasises introspective understanding and contextual knowledge rather than rote memorisation, according to the results. Time restrictions, assessment misalignment, students' memorization-oriented tendencies, and a lack of pedagogical direction all contribute to its poor classroom implementation. In order to guarantee the systematic integration of deep learning principles, this study provides contextual empirical insights into the realities of deep learning implementation in English classrooms and emphasises the necessity of sustained professional development, aligned assessment systems, and institutional support.
REVISITING IDEOLOGIES IN ENGLISH LANGUAGE PEDAGOGY: SYSTEMATIC REVIEW OF HIGHER EDUCATION CONTEXT Nirwana; Ramli; Wawan Gunawan; Yanty Wirza; Sohaib Shafique
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/yjbmj818

Abstract

English language teaching (ELT) in higher education is increasingly shaped by global and ideological changes, particularly neoliberalism, standard language ideology, and the dominance of English in academic contexts. A review of studies published between 2015 and 2025 further shows that these concerns have gained significant prominence. This article draws on a systematic review of 47 Scopus-indexed publications. The data were analyzed using thematic synthesis to trace patterns, variations, and emerging trends, while VOSviewer was employed to visualize relationships among keywords, authors, and major research topics, allowing broader mapping of ideological orientations within ELT. The result shows that curriculum design, language policy, textbooks, and teaching materials remain key sites where ideology is reproduced. Classroom interaction and institutional practices also contribute to the reproduction of ideology, although less prominently than curriculum and teaching materials. Neoliberalism, standard language ideology, and internationalization appear as dominant orientations, whereas perspectives such as linguistic pluralism, translanguaging, and social justice function more as counter-discourses. Methodologically, most studies rely on qualitative approaches, particularly interviews, ethnography, case studies, and CDA. Other approaches, including mixed methods and frameworks like Systemic Functional Linguistics or autoethnography, are less frequently applied and tend to address more specific concerns. The findings of this study emphasize the importance of developing English teaching practices that are more inclusive and responsive to student diversity, through the application of linguistic pluralism and translanguaging. In addition, these results encourage critical studies that integrate micro (classroom interaction) and macro (policy and curriculum) analyses to understand ideological dynamics in higher education more holistically.

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