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
285 Documents
<![CDATA[IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH EXPLICIT TEACHING STRATEGY ]]>
<![CDATA[Nur Qalby]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 3, No 2 (2014): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v3i2.834
<![CDATA[This research aimed at explaining the improvement of the students’ reading comprehension focused on identifying the main idea and getting detail at SMP Negeri 33 Makassar. To explain the improvement, the researcher used a classroom action research (CAR) which was conducted in two cycles in which every cycle consisted of four meetings. The location of this research was taken from the second-grade student of SMP Negeri 33 Makassar with the number of the subject i.e. 30 students which consisted 14 men and 16 women. Based on the text above the research findings indicated that the use of Explicit Teaching Strategy was significant in improving the students’ reading comprehension which focused on identifying the main idea and getting detail. It was proved by the mean score of Diagnostic Test was 4.94 that classified poor. The improvement in Cycle I was 6.11 that classified fair and Cycle II was 7.26 that classified fairly good. While the standard target achievement was 6.5, it means that the standard target achievement had been achieved.Keywords: reading comprehension, main idea, classroom action research]]>
<![CDATA[THE STUDENTS’ ACHIEVEMENT IN UNDERSTANDING PRAGMATICS MEANING OF WRITTEN UTTERANCES ]]>
<![CDATA[Nunung Anugerawati Syam]]>
<![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.v1i2.778
<![CDATA[This research was attempted to find out the achievement of the sixth-semester students of English Department of Muhammadiyah University of Makassar especially Academic Year 2008 in understanding pragmatics meaning of the written utterances. This study employed a Descriptive research method. The sample of this study consisted of 40 students of the Sixth Semester Students of English Department Muhammadiyah University of Makassar which was selected by using simple random sampling. The instrument of the study was an objective test in the form of the checklist and identifying the locutionary, illocutionary, and perlocutionary acts of written utterances which consisted of 35 items. The test was administered to know the students’ achievement in understanding the pragmatic meaning of written utterances. The data obtained from the test was analyzed quantitatively. The mean score obtained from the test was 5, 87 for the locutionary act, 6, 12 for the illocutionary act, and 6, 09 for the perlocutionary act. The data showed that the students’ achievement in understanding the pragmatics meaning of written utterances especially the three layers of speech acts was fair. Key Words: Pragmatics, locutionary act, illocutionary act, perlocutionary act.]]>
<![CDATA[IMPROVING THE STUDENTS’ ABILITY TO WRITE DESCRIPTIVE PARAGRAPH THROUGH DRAW LABEL CAPTION (DLC) TECHNIQUE ]]>
<![CDATA[Ika Sastrawati]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 4, No 1 (2015): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v4i1.917
<![CDATA[This research aimed at find out the improvement of the students’ writing descriptive paragraph viewed from its content with unity and completeness, language use dealing with tense and preposition through DLC Technique at the eighth grade of MTs.Muhammadiyah Tongko. The technique of this research was a classroom action research (CAR) which was conducted in two cycles in which every cycle consisted of four meetings. The instrument of the research was observation sheet and writing test indicated that the students have high score in writing achievement. The location of this research was taken at the eighth grade of MTs.Muhammadiyah Tongko with a number of the subject were 30 students. The research findings indicated that the application of DLC Technique was significant in improving the students’ writing descriptive paragraph viewed from content and language use. It was proved by the mean score of cycle I was 63.99. It was classified as fair then improved to be 75.50. It was classified as good in cycle II. They are higher than the mean score of diagnostic test namely 50.99 that classified as poor. Therefore there was the improvement of the students’ writing descriptive paragraph viewed from its content with unity and completeness, and language use dealing with tense and preposition.]]>
<![CDATA[THE EFFECTS OF PRE-QUESTION STRATEGY ON THE READING COMPREHENSION ACHIEVEMENT OF THE SECOND GRADE STUDENTS AT SMA NEGERI 1 BANTAENG ]]>
<![CDATA[Awaliah Azis]]>;
<![CDATA[Rezky Darmayani]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 3, No 1 (2014): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v3i1.795
<![CDATA[The objective of this research was to find out the significant effect of Pre-question Strategy on the reading comprehension. The strategy employed in this research was Quasi-Experimental method involved two groups of students. The research population was the second year students of SMA Negeri 1 Bantaeng, consisted of the population about 270 students and the sample was 60 students. The sampling strategy used was cluster random sampling strategy. The result of data analysis shows that at the level of significance 0.05 with degrees of freedom (df) = n1 + n2 – 2 where n = 58, there was a significant effect on the reading comprehension of the students who used Pre-questioning strategy. It was proved by the result that the mean score of experimental class (77.7) which was taught used Pre-question was higher than the mean score of control class (55.2), which without Pre-question. The way was t-test value was higher than the t-table value (7.,122,000). It means that an alternative hypothesis was accepted and the null hypothesis was rejected. Based on the result above, the writer draws a conclusion that the using of the Pre-questioning strategy was effective to improve the students’ reading comprehension. Keywords: Reading, Pre-question, strategy, achievement, comprehension]]>
<![CDATA[STUDENT TO SELF-FEEDBACK IN IMPROVING STUDENTS’ SPEAKING ABILITY ]]>
<![CDATA[Rizka Indahyanti]]>;
<![CDATA[Mutmainnah Mursidin]]>
<![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.v6i1.931
<![CDATA[This research is basically aimed to test the Student to the self-feedback method in improving their speaking ability. Furthermore, it is aimed to see the effectiveness of colleagues in helping other friends to learn. The method used in this research is the Quantitative method with the quasi-experimental setting in its test. The step of this research includes the field observation, pre-test, giving treatment by applying student to the self-feedback method, then post-test. One by one the student talks then another friend judge what the strengths and the weaknesses of his friend. The instruments used in this research are speaking test and questionnaire. The written assessment contained in the assessment aspect includes fluency, accuracy, and comprehensibility. The population in this research is all English education students of FKIP UIM. While the sample used is the second-semester students. The researchers divided the class into 2 groups. One group as the experimental class and the other as the control class.The results of the data analysis show that the probability is less than 0.05 or 0.000 0.05. This means that H1 is acceptable and, of course, the statistical hypothesis H0 is rejected. Therefore, it can be concluded that the use of Student to self-feedback method improves their speaking ability. Keywords: Students self-feedback, speaking ability]]>
<![CDATA[THE USE OF AUDIO-LINGUAL METHOD IN TEACHING LISTENING COMPREHENSION AT THE SECOND YEAR STUDENTS OF SMK YAPIP MAKASSAR SUNGGUMINASA ]]>
<![CDATA[Nurdevi Bte Abduh]]>
<![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.v5i1.808
<![CDATA[Listening is one of the four basic skills in learning a foreign language besides listening, reading, and writing. It has been taught since the students entered a junior high school, however, there are some difficulties faced by vocational school students to listen to the recording. After doing observation, some teachers say that they still have difficulties to teach listening to students since students are not able to express what is on their minds because of their lack of actual language. To help the teachers in teaching listening to students, teachers may use an interesting teaching method to present their teaching materials that also help them in creating a fun class. One of the alternative methods is Audio-lingual teaching method. The objectives of the study were to explain the students’ ability to recognize word meaning in the context and to recognize the content of the text. The design of the research used a collaborative classroom action research (CAR). This kind of research was designed by a group which consisted of teacher and researcher from the educational university. The place of this research was in SMK YAPIP MAKASSAR. The samples in this research were the students at the second year of class 2 Akuntansi 1. After conducting the research, the students’ means score showed the improvement in cycle 2. It is concluded that using audio-lingual could help to improve students’ listening comprehension.Keywords: listening comprehension, audio-lingual, recognizing word meaning and the content of the text, classroom action research]]>
<![CDATA[COOPERATIVE LEARNING STAD TYPE METHOD TO IMPROVE THE STUDENTS READING ACHIEVEMENT ]]>
<![CDATA[Bahrun Amin]]>
<![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.v1i2.772
<![CDATA[The objective of the research is to find out the improvement of the students’ reading achievement. It is done through cooperative learning STAD type method. It is a classroom action research at the first-grade students of SMP Kartika XX-3 Makassar. The research was conducted in two cycles in which every cycle consisted of four meetings. This research was held at the first year students of SMP KARTIKA XX-3 MAKASSAR. The subject of this research was class VII.B in 2011/2012 academic year. The students’ improvement in reading comprehension could be seen in their mean score namely 5,59 in D-test, 6,33 in cycle 1 and then it became 7,29 in cycle 11. The students’ literal reading comprehension dealing with the main idea and meaning of the word sentence in reading the text was 5, 65 in D-test 6, 44 in cycle 1 and it became 7, 65 in cycle 11. In D-test in the first meeting, the percentage of students’ activeness is 69%, and in the second meeting is 75%, and in the third meeting is 77% while in the last meeting is 82%. And then after the evaluation in the cycle II the improvement of the students’ reading comprehension. Key Word: Reading, STAD type.]]>
<![CDATA[CODE-SWITCHING BETWEEN THE TEACHERS AND THE STUDENTS OF THE CONVERSATION ]]>
<![CDATA[Siti Maryam Hamid]]>
<![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.v5i2.846
<![CDATA[This research aimed to describe code switching who used by the Teachers and the students especially kinds and functions to contribute to the interaction in conversation in the classroom. Codeswitching is an alternate use of two or more languages in the same utterance or conversation in a bilingual or multilingual conversation. Previous research has established that code-switching can be interpreted as a resource for bilingual or multilingual children to accomplish specific communicative goals. However, code-switching in educational settings has not been welcomed. Previous research has reported that code-switching in an educational context is considered as a deficit of interactional skills. To describe the functions, the researcher used a descriptive research which was conducted observation and interview. The location of this research was taken from the eighth-grade students of SMAN 1 Tombolo Pao, Gowa Regency with a number of the subject were 2 teachers and 36 students. The research findings of the study showed that teachers do code-switch in the conversation in the classroom, despite their claim that they do not. The English teachers used English and Indonesian. The English teachers made code switching for (1) to make questions, (2) unpleasant feeling, (3) to strengthen request or command, (4) repetition used for clarification reiteration of a message, (5) to give advice, (6) to create humor. And the students' used code switching to made they are easy to speak English and easy to understand what they want to say. Switching from English to Indonesian or other languages can also be employed as the communication strategy in English conversation classroom. The English teachers employ code switching to minimize either student's miscomprehension on the lesson or students’ difficulties in understanding the English lesson given by the English teachers in the classroom.Keywords: Code Switching, Teacher and Students Conversation]]>
<![CDATA[IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH KNOW-WANT-LEARN STRATEGY ]]>
<![CDATA[Ariana Ariana]]>;
<![CDATA[Rahmawati Umar]]>
<![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.v2i2.793
<![CDATA[Improving The Students’ Reading Comprehension Through Know-Want-Learn Strategy at the first-grade students of SMA Negeri 18 Makassar. The objective of this research was intended to explain the improvement of the students’ interpretative and literal reading comprehension through Know-Want-Learn Strategy at the first-grade students of SMA Negeri 18 Makassar especially in class X 3. The strategy of this research was a Classroom Action Research (CAR) consisted of two cycles, one cycle consisted of four meetings. It means that there were eight meetings for two cycles. This classroom action research was done at the first-grade students of SMA Negeri 18 Makassar in Daya Regency for English subject. As the subject in this research was class X 3 in the 2012-2013 academic year with students’ number of about 32 students. Those consist of 22 women and 10 men. The instrument of this research was observation sheet and reading test or evaluation. The findings of the research were students achievement in reading comprehension was 54,07 in D-test, then Cycle I is 69,07 and it becomes 73,81 in Cycle II. The students' activeness in learning reading comprehension in the first meeting of Cycle I was 45,39% then it becomes 90,78% in the fourth meeting of Cycle II.Keyword: Improving, reading, know, want, learn, strategy.]]>
<![CDATA[AN EXPLORATORY INVESTIGATION ON PROJECT ASSESSMENT OF STUDENTS’ SPEAKING SKILLS IN PROJECT-BASED LEARNING (PBL) ]]>
<![CDATA[Widya Rizky Pratiwi]]>
<![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.v6i1.786
<![CDATA[This article attempts to present the way to increase students’ speaking skill through project assessment in Project-Based Learning (PBL) approach. This article was explored in qualitative design using descriptive method to find out how the project assessment runs and functions and find out the students’ perception of project assessment. Assessment is an activity to answers the question of what is the result such as what is being learned by the students, what is the impact being made by instruction, what is working, what is not working, what can students do and what is the faculty accomplishing. And then, it measures the students’ achievement that can cover three aspects of learning namely cognitive, affective and psychomotoric. Project assessment in Project Based Learning is offered to increase the students’ speaking skill because it is an assessment of assignment that must be completed by students in particular period of time. The assignment is contextualizes learning by investigation form beginning from collecting, organizing, evaluating, until presenting the data with problems to be solved or products to be developed. ]]>
