EXPLORING READING COMPREHENSION DIFFICULTIES AMONG EFL SENIOR HIGH SCHOOL STUDENTS

Abstract

Reading comprehension is a fundamental component of English language learning as it enables learners to construct meaning, acquire knowledge, and develop critical thinking skills. Despite its importance, many learners continue to experience difficulties in understanding English texts. Previous studies have identified various challenges in reading comprehension; however, limited research has explored students’ experiences and perceptions of reading comprehension difficulties in Indonesian senior high school contexts. Therefore, this study aims to explore the reading comprehension difficulties experienced by  senior high school students and identify the factors contributing to these challenges. This study employed a qualitative case study design involving fifteen eleventh-grade students from a public senior high school in Indonesia. Data were collected through semi-structured interviews, classroom observations, and document analysis of students’ reading tasks. The collected data were analyzed using thematic analysis involving data familiarization, coding, categorization, theme development, and interpretation. The findings revealed that students encountered several difficulties in reading English texts, including limited vocabulary knowledge, difficulties identifying main ideas, inadequate grammatical understanding, challenges in making inferences, and low reading motivation. Furthermore, external factors such as limited reading practice, insufficient exposure to English texts, and ineffective reading strategies contributed significantly to students’ comprehension difficulties. The findings suggest that reading comprehension difficulties result from the interaction of linguistic, cognitive, and affective factors. This study concludes that English teachers should implement explicit reading strategy instruction, vocabulary development activities, and learner-centered reading practices to improve students’ reading comprehension. The findings contribute to the understanding of reading difficulties in  contexts and provide pedagogical implications for improving reading instruction in senior high schools.