DIFFICULTIES OF ELEVENTH GRADE STUDENTS IN COMPREHENDING ENGLISH READING TEXTS AT SMA NEGERI 6 SIGI

Abstract

Reading comprehension is a vital skill for learners of English as a Foreign Language (EFL) because it allows students to grasp written material and build academic literacy. This research examined the challenges faced by eleventh‑grade students at SMA Negeri 6 Sigi when reading and investigated the causes behind these problems. A descriptive qualitative approach, augmented with descriptive statistics, was used. Twenty‑two students answered closed‑ended questionnaires, and three individuals were chosen through purposive sampling for semi‑structured interviews based on the predominant issues highlighted in the questionnaire results. Questionnaire responses were processed with frequency counts and percentages, while interview material was examined via data reduction, display, and inferential drawing. The study identified four principal types of difficulties: restricted vocabulary, trouble spotting main ideas and drawing inferences, motivational obstacles, and external learning influences. The most common problems involved interpreting implicit content and identifying core ideas. The authors conclude that students’ reading comprehension is shaped by linguistic, cognitive, affective, and environmental factors. Accordingly, they recommend focusing on vocabulary growth, explicit reading strategies, and supportive classroom practices to enhance students’ reading abilities.