Exploring Students’ Barriers to English Reading Comprehension at SMP Negeri 2 Suwawa

Abstract

This study aims to explore the linguistic and non-linguistic factors that hinder eighth-grade students at SMP Negeri 2 Suwawa in comprehending English reading texts, and to determine which of these factors are most dominant. A descriptive qualitative design was applied, with data collected through a questionnaire distributed to 25 students and in-depth interviews with 5 selected students, and then analysed thematically. The results show that linguistic difficulties are dominated by limited vocabulary, followed by grammatical and spelling difficulties, which hinder students from identifying main ideas, locating specific information, and drawing inferences. Non-linguistic, the students' social environment, teaching strategies, and inadequate facilities also contribute, with low motivation and interest emerging as the most dominant factor; students reported giving up easily and reading only to complete school assignments. Most students further indicated that videos and LCD projectors support their comprehension. These findings indicate that students' difficulties stem not only from language mastery but also from affective and instructional conditions, and suggest that English teachers apply more varied, creative, and interactive strategies supported by audio-visual media.