AN ANALYSIS OF PSYCHOLOGICAL BARRIERS IN READING COMPREHENSION AMONG FOURTH SEMESTER STUDENTS (CLASS F) OF THE ENGLISH EDUCATION STUDY PROGRAM AT UIN RADEN INTAN LAMPUNG ACADEMIC YEAR 2024/2025

AZZAHRA, MEIDA UTAMI (2026) AN ANALYSIS OF PSYCHOLOGICAL BARRIERS IN READING COMPREHENSION AMONG FOURTH SEMESTER STUDENTS (CLASS F) OF THE ENGLISH EDUCATION STUDY PROGRAM AT UIN RADEN INTAN LAMPUNG ACADEMIC YEAR 2024/2025. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Reading comprehension is one of the most essential skills in English learning, yet many students still struggle to understand texts effectively. These difficulties often arise not only from linguistic limitations but also from psychological barriers that affect students‘ attention, confidence, motivation, and emotional state. Such barriers can prevent students from fully engaging with reading materials, resulting in poor comprehension and low academic performance. Therefore, this study aimed to identify the types of psychological barriers experienced by students in the Extensive Reading course of the English Education Study Program at UIN Raden Intan Lampung. This research employed a qualitative descriptive design. The data were collected through semi-structured interviews with six fourth-semester students and documentation related to their learning activities. The data were analyzed using thematic analysis, which involved data reduction, classification, interpretation, and conclusion drawing. The focus of the analysis was to categorize and describe the psychological barriers that hindered students‘ reading comprehension. The findings revealed six major types of psychological barriers faced by the participants: lack of attention, poor retention, loss of confidence, emotional factors, shyness, and low motivation. These barriers often appeared simultaneously and influenced one another, creating complex challenges for comprehension. The findings indicate that reading comprehension is not merely a linguistic or cognitive process but also an affective one, influenced by students‘ mental and emotional conditions. Based on the results, it can be concluded that overcoming these barriers requires both pedagogical and psychological approaches that support students‘ motivation, emotional stability, and self-confidence in reading English texts. Keywords: reading comprehension, psychological barriers, EFL learners, affective factors, qualitative research

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