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All Journal 12 Waiheru
Fathur Rizki Asani
Madrasah Tsanawiyah (MTs) Nurul Ikhlas Ambon, Indonesia

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Students’ difficulties analysis in reading comprehension at the second grade of MTs Nurul Ikhlas Fathur Rizki Asani
12 Waiheru Vol 8 No 2 (2022): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

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Abstract

Regarding to the basic competence of the second grade of junior high schools in Curriculum 2013, the pupils are supposed to comprehend the generic structure, social function, and language features in reading material (narrative, descriptive, recount, and so on). However, the students still have some difficulties in comprehending a text. This could be known by identifying some previous studies related to reading comprehension difficulties in Indonesia. They have problems in finding the main idea and specific information in the text, making inference, or identifying the meaning of the word. Thus, this paper tried to analyze the difficulties that the students faced when comprehending an English reading text, to determine the reasons why the students are having problems in those difficulties, and to examine how teacher can help the students to overcome the difficulties. This research used mixed method and was classified as descriptive research. The participants of this research consisted of the second grade students and an EFL teacher of MTs Nurul Ikhlas Ambon. Reading comprehension test, questionnaire, and interview were used by the researcher to collect the data. Then, the data were analyzed by using descriptive quantitative analysis; calculating the result of students’ reading comprehension test and calculating the scale of the questionnaire. Moreover, the qualitative data was done by describing the interview result. The research revealed three findings. Firstly, the difficulty that faced by the students when comprehending an English reading text was identifying vocabulary. Secondly, the students completely agreed that reading process, students’ background knowledge, language knowledge, and motivation were factors which influenced them to have problems in those difficulties. And lastly, the strategies that can be used by the teacher to overcome the difficulties were memorizing strategy, reciprocal teaching, question-answer relationship, and fun learning strategy.
The role of self-control on academic procrastination: A literature review Fathur Rizki Asani
12 Waiheru Vol 9 No 1 (2023): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

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Abstract

There are five things that are frequently linked to high procrastination tendencies, including social anxiety, poor self-control, self-consciousness, low self-esteem, and self-efficacy. The key component of these five areas on which this study focuses is self-control. Since the method of this research is a literature review, then the objectives of this paper are to define academic procrastination and self-control, describe the variables that affect students’ academic procrastination, list the aspects and kinds of self-control, and identify the impact of self-control on academic procrastination based on prior studies. The review of literature reveals that students’ academic procrastination is significantly influenced by self-control techniques. The majority of earlier studies determined that there is a negative association between academic procrastination and self-control which means a student's self-control will be poor if academic procrastination is high, and vice versa.
Teachers’ perspectives on code-switching and code-mixing in classroom interaction Fathur Rizki Asani; Saidah
12 Waiheru Vol 11 No 2 (2025): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

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This research is a qualitative descriptive study that explores EFL teachers' perspectives on the implementation of code-switching and code-mixing in classroom settings. Implementing observation and stimulated recall interviews using an observation sheet and video, four EFL teachers at MAN Ambon, selected through purposive sampling, were first observed and then interviewed to elaborate on their insights into the use of these linguistic strategies in teaching. Moreover, the analysis of the interactive data followed three stages: data reduction, data display, and conclusion drawing or verification. The findings reveal that teachers' perceptions are diverse, which can be divided into two main categories: positive and negative. On the positive side, teachers notice that code-switching and code-mixing are tools that enhance students' understanding, increase motivation, and aid in vocabulary acquisition. On the other hand, negative perceptions include concerns about the risk of monotonous repetition leading to students' lack of interest and the possibility of deviating from standard language norms. These findings are expected to contribute to teachers and other researchers by enriching their understanding of the pedagogical implications of language alternation practices in EFL classrooms.
Co-Authors Saidah