This research aimed to find out the difficulties and the benefits of reciprocal teaching perceived by the students in reading comprehension class, and the strategy in reciprocal teaching that the students prefer the most. This research was qualitative research applying phenomenological approach. The participants of this study were 5 students majoring in English Education Department of Institute Parahikma Indonesia. The data was collected by using semi-structured interview and it was analyzed by using thematic analysis adapted from Given (2018). The result of this study indicated that the difficulties faced by the students are less teacher’s monitoring, students’ interest in learning reading comprehension which makes them bored, self-competence of the students in understanding the text, and the difficulty in unifying their perceptions. The benefits of it that the students perceived are that they become more creative and imaginative, and it is an encouraging method and effective. Furthermore, it can boost their enthusiasm and create collaborative engagement. However in term of the most preferred strategies in reciprocal teaching, most of the students perceived that questioning is the best.

This research investigates the English as a Foreign Language (EFL) students' views, experiences, and expectations toward plagiarism practices in Indonesian higher education. The researchers employed a qualitative method with a case study approach. Ten EFL students conveniently participated in this study. The data were obtained through semi-structured interviews. The data was analyzed using thematic analysis. This study showed that EFL students view plagiarism as an act of taking someone's idea, a bad habit, intentional and unintentional. EFL students' experience with plagiarism revealed that they committed plagiarism due to a lack of understanding and unfamiliarity with the plagiarism concept. Besides, the students reported being too lazy and less likely to read. EFL students expect to reduce plagiarism by being more active in reading and providing free workshop seminars, and lecturers must strictly apply the rules. Moreover, instilling self-motivation, receiving advice and feedback from the lecturer, understanding the definition of plagiarism, having the desire to read, enhancing personal awareness, doing Turnitin checker, using an application, and self-confidence were their expectations of reducing plagiarism practices.