EXPOSURE JOURNAL
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.
Articles
485 Documents
<![CDATA[THE STUDENTS’ WRITING PROFICIENCY IN DESCRIPTIVE PARAGRAPH WITH PERSONAL PHOTOGRAPH ]]>
<![CDATA[St Asmayanti]]>;
<![CDATA[Ardi Hajaruddin]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 6, No 1 (2017): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v6i1.1060
<![CDATA[The objective of the research was intended to find out the students improvement of writing the descriptive paragraph in term of organization and content; to explain whether or not using personal photograph can increase the students’ writing in the descriptive paragraph. This research used Classroom Action Research that consisted of two cycles. The research population was the second-grade students of SMA Negeri 1Cendanain academic 2014/2015. The sample of this research consisted of 23 students. The instrument used for measuring the students' ability scoring the student was a written test. The findings of the research were (1) the students’ sentence organization achievement was increased 3,6% from pretest to cycle 1 and was increased 8,8% from cycle 1 to cycle 2. (2) the students’ sentence content achievement was increased 4,3% from pretest to cycle 1 and was increased 8,9% from cycle 1 to cycle 2. From the finding of the research, it indicated that using personal photograph can increase the students’ writing proficiency.]]>
<![CDATA[INTERACTIVE STRATEGY TRAINER FOR ACTIVE READING AND THINKING (ISTART) FOR THE STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Hasnawati Latif]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 6, No 2 (2017): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v6i2.1180
<![CDATA[This research aims to find the improvement of the students’ reading in literal comprehension especially main idea and supporting idea in reading comprehension use of ISTART Strategy at Class VIII.5 of SMPN 2 Sungguminasa in the 2012/2013 Academic Year. The researcher used a Classroom Action Research (C.A.R). It was consisted of two cycles. In each cycle consisted of four meetings. The research subject was the students in class VIII.5; it consisted of 35 students with 18 men and 17 women. The researcher obtained the data by using reading test and observation sheet. The research findings indicates that using ISTART Strategy could improve the students’ reading comprehension, from table 1 indicated that there was improvement the students’ Main Idea from cycle I to cycle II, where as in cycle I the students’ achievement main idea in reading was 6.65, but after evaluation in cycle II the students’ main idea in reading became 7.36. The other hand the students’ supporting idea in reading was improved cycle I to cycle II, where as in cycle I the students’ supporting idea in reading was 6.78 but after evaluation in cycle II the students’ supporting idea in reading became 7.38. It means that the use ISTART Strategy could improve the students’ reading comprehension at VIII.5 Class of the second year students of SMPN 2 Sungguminasa.]]>
<![CDATA[THE CORRELATION BETWEEN COGNITIVE TEST-TAKING STRATEGIES AND ACHIEVEMENT IN TOEFL READING COMPREHENSION OF THE STUDENTS OF ENGLISH DEPARTMENT AT STATE UNIVERSITY OF MAKASSAR ]]>
<![CDATA[Sukmawati Sukmawati]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 5, No 1 (2016): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v5i1.813
<![CDATA[This study investigated the correlation between cognitive test-taking strategies and achievement in TOEFL reading comprehension. It was conducted to find out: (1) the most dominant cognitive test-taking strategy applied by the students of English Department at the State University of Makassar, (2) the TOEFL reading achievement of the students of English Department at the State University of Makassar, (3) the correlation between students’ cognitive test-taking strategies and their achievement in TOEFL reading comprehension. The research applied correlation research design. This research was conducted to the fourth-semester students in three fields of study at English Department of the State University of Makassar. There were 20 students were from English Education, 12 students from English Literature and 15 students from Business English. The data were collected through documentation of TOEFL reading comprehension score and questionnaire. The research result showed that (1) comprehending strategy was the most dominant cognitive test-taking strategy applied by the students of English Department at the State University of Makassar, (2) the TOEFL reading achievement was achieved into the fair category. It was proven by mean score 42.51 range from 21-30 score. (3) There was a correlation between cognitive test-taking strategies and TOEFL reading achievement with r = .822 classified as a high category in which score interval was higher than 66. Therefore, cognitive test-taking strategies have a role toward TOEFL reading achievement.Keywords: Cognitive Test-Taking Strategies, TOEFL Reading Comprehension, Correlating Strategies, and Achievement.]]>
<![CDATA[IMPROVING THE STUDENTS’ SPEAKING ACCURACY THROUGH “LSE 9.0 SOFTWARE VERSION” ]]>
<![CDATA[Firman Firman]]>;
<![CDATA[Muhammad Zia ul Haq]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 1, No 2 (2012): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v1i2.777
<![CDATA[The objective of the research was to find out the improvement students’ speaking accuracy through Learn to Speak English 9.0 Software Version at SMK Negeri 1 Pattallassang Gowa. This research used classroom action research that consists two cycles. The research object was the first year electric students’ of SMK Negeri 1 Pattallassang Gowa academic year 2011/2012. The object of this research consisted of 32 students. The researcher obtained the data by using the speaking test in the diagnostic test, the cycle I and Cycle II. The results of the student's speaking test in cycle I and cycle II had significantly different scores. There was a better improvement of gains by students at the end of action cycle II. The research findings indicated that use of Learn to Speak English 9.0 Software as teaching media could improve the students’ speaking accuracy after evaluation in cycles I and II, the means scores in diagnostic test is 5.21 and then it became 5.95 in the cycle I and 7.10 in the cycle II. It can be stated that the students’ speaking accuracy at the first year electric students’ of SMK Negeri 1 Pattallassang Gowa was in poor level after the test in the diagnostic test with mean score 5.21 had improved to fairly good level after the test in the cycle II with mean score 7.10.Keyword: Speaking, accuracy, LSE 9.0 software version]]>
<![CDATA[IMPROVING STUDENTS’ WRITING SKILL THROUGH CUE CARD METHOD ]]>
<![CDATA[Ika Sastrawati]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 5, No 2 (2016): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v5i2.847
<![CDATA[This research aimed to find the use of Cue Card Method improves the students writing skill at Eight Grade Students of SMP Bajiminasa Makassar. The method of this research was classroom action research consisted of two cycles. One cycle consisted of four meeting. it meant that were eight meetings for two cycles. This classroom action research was done at SMP Bajiminasa Makassar for English subject. As a subject in this research was class VIII.A Junior High School in the 2012-2013 academic year with student’ number as about 36 students’. Those consisted of 26 women and 10 men. the instrument was writing test and observation. The research findings indicated that the application of cue card method was effective and significant in improving the students’ writing skill, especially it focuses on students content and vocabulary. It was proved that the mean score of D-Test was 5.64, Cycle I 6.13 and after conducted Cycle II improved to 8.23 and based two cycle researcher found percentage improvement that is from D-Test to Cycle I is 13.24 % and from Cycle I to II is 29.70 and D-T to Cycle II 46.35 %. Based on the result of the research, it can be concluded that the use of cue card method improves students’ writing skill and class condition. Therefore, it is recommended that the teachers use cue card media in teaching writing.Keywords: Writing Skill, Cue Card Method]]>
<![CDATA[A COMPARATIVE STUDY ON THE ENGLISH TEACHING SKILLS BETWEEN THE CERTIFIED AND NON-CERTIFIED ENGLISH TEACHERS IN BANTAENG REGENCY ]]>
<![CDATA[Dzur Rif'ah Mahmudah]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 2, No 2 (2013): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v2i2.789
<![CDATA[This study compares the English teaching skills between certified and non-certified English teachers and the endeavors are dominantly done by both in developing the English teaching skills. The causal-comparative design was used to investigate the candidate of Junior and Senior High Schools certified and non-certified English teachers in Bantaeng Regency based on their scores from two standardized instruments. Study result indicated that there was no significant different English teaching skills between certified and non-certified English teachers. In addition, the dominant endeavors done by the certified and non-certified English teachers has revealed that most of certified and non-certified English teachers were active in cognitive stage rather than in practice and evaluation stage. Based on the findings, the researcher deduced that both certified and non-certified English teachers in Bantaeng Regency have no significant difference in the English teaching skills because of both English teachers have similar endeavors in developing their skills.Keywords: English teaching skills, certified English teachers, non-certified English teachers, endeavors, developing skills]]>
<![CDATA[TEACHER’S STRATEGY IN MAINTAINING THE FLOW OF STUDENTS’ ENGLISH INTERACTION IN SPEAKING CLASS ]]>
<![CDATA[Herlina Daddi]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 5, No 1 (2016): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v5i1.809
<![CDATA[This qualitative mini-research aimed to reveal the strategy used by a teacher in speaking class. The researcher observed a teacher in one of the private university in Makassar for three meetings in a speaking class. In addition, the researcher did an interview with the teacher and her fifteen students who attended in her class. The finding implied that the teacher employed communicative approach by giving pair and group work activities. She also applied a rule Don’t Speak in Bahasa (no one is allowed to speak in Indonesia including herself) with reward and punishment. Moreover, the interview indicated that the teacher’s strategy in speaking class motivated the students to speak fully in English and built up their confidence. Keywords: speaking, strategy, rule.]]>
<![CDATA[THE IMPLEMENTATION OF “ARIAS” STRATEGY TO INCREASE STUDENTS’ SPEAKING SKILL AT SMA NEGERI 1 BUNGORO ]]>
<![CDATA[Ismail Sangkala]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 1, No 1 (2012): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v1i1.764
<![CDATA[The Implementation of “ARIAS” Strategy to Increase Students’ Speaking Skill at SMA Negeri 1 Bungoro. The objective of the research is intended to know the increasing of the students’ accuracy and fluency in speaking through ARIAS strategy at third-year students’ of SMA Negeri 1 Bungoro. The method of this research is classroom action research consist of two cycles. Both of cycles consist of four meetings. It means that there are eight meetings for two cycles. The subject in this research is X.3 Senior High School in 2011-2012 academic years. That consists of 17 women and 35 men. Instruments are speaking test and observation.Keywords: Speaking, Assurance, Relevance, Interest, Assessment, Accuracy, Fluency and Satisfaction.Penerapan Strategi "ARIAS" untuk Meningkatkan Keterampilan Siswa Berbicara di SMA Negeri 1 Bungoro. Tujuan dari penelitian ini adalah ingin mengetahui peningkatan akurasi siswa dan kefasihan dalam berbicara melalui strategi ARIAS pada siswa tahun ketiga dari SMA Negeri 1 Bungoro. Metode penelitian ini adalah penelitian tindakan kelas terdiri dari dua siklus. Kedua siklus terdiri dari empat pertemuan. Ini berarti bahwa ada delapan pertemuan selama dua siklus. Subjek dalam penelitian ini adalah X.3 SMA tahun 2011-2012 tahun akademik. Yang terdiri dari 17 perempuan dan 35 laki-laki. Ada 2 intrumen yang digunakan tes berbicara dan observasi.Kata Kunci: Berbicara, Jaminan, Relevansi, Bunga, Pengkajian, Akurasi, Kefasihan dan Kepuasan.]]>
<![CDATA[THE STUDENTS’ DIFFICULTIES IN USING DEMONSTRATIVE PRONOUN ]]>
<![CDATA[Muhammad Arief Paturusi]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 5, No 2 (2016): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v5i2.841
<![CDATA[The objective of the research was to find out the Students’ Difficulties in Using Demonstrative Pronoun at the second year of SMP Aisyiyah Sungguminasa. The researcher applied descriptive quantitative approach as the method for analyzing the data. The researcher collected the data through objective test and questionnaire. The objective test was used to find out the students ability in using the demonstrative pronoun. The test formulated with 20 items multiple choice and a questionnaire was used to find out the students difficulties in using a demonstrative pronoun, the sample of this research was the second year students of SMP Aisyiyah Sungguminasa in academic year 2014/2015, the sample consisted of 26 students which were taken from the population, 26 students. The data obtained from the test were firstly tabulated, and then analyzed into the technique of percentage and mean analysis. The result of the research data showed that the ability of the second year students of SMP Aisyiyah Sungguminasa found difficulty in using Demonstrative Pronoun with the total mean score 41or classified as fair with the highest score was 60 and the lowest score is 1.6. The finding also showed that among the 26 students, there were 47.25% the students face difficulties in using Demonstrative pronoun “this” in sentences correctly. While there was 65.38% the students faced difficulties in using “that”. In using demonstrative pronoun “these” there were 93.26% the most error. And there was 44.61% the students faced difficulties in using demonstrative pronoun “those”. The researcher concluded that almost all of students got the difficulties in using the demonstrative pronoun. The difficulties were caused the students had less understanding about demonstrative pronoun because they never learned about it before.Keywords: Students’ Difficulties, Demonstrative Pronoun]]>
<![CDATA[IMPROVING THE STUDENTS’ READING COMPREHENSION USING TIERED TASKS STRATEGY ]]>
<![CDATA[Ratu Yulianti Natsir]]>;
<![CDATA[Asrawiah Asrawiah]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 2, No 1 (2013): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v2i1.784
<![CDATA[This research aimed to explain the students’ achievement in literal reading comprehension using Tiered Tasks Strategy, as well as to explain the students’ achievement in interpretative reading comprehension using Tiered Tasks Strategy. This research used Classroom Action Research and applied to cycles in the application, they are cycle 1 and 2 with 4 meetings in every cycle. The improvement of students’ ability to write narrative text using Tiered Tasks Strategy had an effective effect. The researcher found that before the application of tiered tasks strategy the students’ score is 52.53(fair) but after using the method the students’ score in cycle I is 62.14 and in the cycle, II become 77.18. So, the improvement of the students’ score of d-test to cycle I is 18.93% whereas the development of the students’ ability of d-test to cycle II is 47.80% and the improvement from cycle I to cycle II is 24.22%.Keywords: Reading, Tiered, Strategy]]>
