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All Journal Foreign Language Instruction Probe CSR International Journal
Munawir
Institut Agama Islam Negeri Parepare
Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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An Analysis of Affective Factors that Hamper Students’ Participation in English Language Classroom Mujahidah; Andi Novita Sari Ramadhani; Muhammad Zuhri Dj; Magdahalena Tjalla; Munawir
CSR International Journal Vol. 2 No. 1: December 2022
Publisher : ALTSA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/csrij.v2i1.39

Abstract

Affective is a combination of emotions, feelings, moods, and attitudes that can affect a person from the inside. This research aims to analyse the most dominant aspect of affective factors that hamper students’ participation in English language classrooms and the causes in terms of individual affective factors such as anxiety, inhibition, introversion/extroversion, self-esteem, motivation, learning style, and relational affective factors such as empathy, cross-cultural processes and classroom transactions. This research was conducted on the tenth-grade students at MA DDI Lil-Banat Parepare. The samples of this research were 25 students selected through snowballing sampling technique. This research used a qualitative descriptive to examine the phenomenon under study critically. The instruments used in this research were observations and semi-structured interviews. This research indicates that the dominant aspect of affective factors that hamper students’ participation in English language classrooms is self-esteem. The psychological condition of low self-esteem mostly happens to the students, which occurs to 48% of the sample students. Based on the results of students’ interviews, it is found that low self-esteem was caused by pessimistic about their abilities, lack of self-confidence, and a sense of inferiority.
Deictic Interpretation in TOEFL Reading: Strategies and Challenges of EFL Students Sitti Aisyah; Muajiz Muallim; Cynic Tenedero; Munawir
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.818

Abstract

This study aims to explore the understanding of English language education students of the phenomenon of Deixis in the TOEFL reading text and identify the factors that influence the understanding. As a crucial pragmatic competence in academic literacy, Deixis acts as a bridge that connects text with context. This study uses a descriptive qualitative approach by involving students of the English Language Education Program, IAIN Parepare, as informants. Data were collected through the TOEFL reading test and stimulated recall interview to reveal students ' cognitive processes. The results showed that students ' understanding was at a mechanistic-literal level. Students demonstrate a good understanding of the Deixis persona because of its concrete and explicit nature of reference. However, a significant decrease in understanding occurs in temporal Deixis and Discourse Deixis; students tend to experience chronological confusion and difficulty tracking abstract references that cross paragraph boundaries. The proximity approach strategy, which is the tendency to choose references based on physical proximity in the text, is the dominant method used by students when dealing with ambiguity. These findings indicate that the main barriers for STEM students are limited vocabulary, short-term memory load (cognitive overload), and dependence on surface reading strategies (surface reading). 
Co-Authors Andi Novita Sari Ramadhani Cynic Tenedero Muajiz Muallim Muhammad Zuhri Dj Mujahidah Sitti Aisyah