AN ANALYSIS OF BARRIERS TO ENGLISH READING COMPREHENSION AMONG THE STUDENTS OF ELEVENTH GRADE HIGH SCHOOL OF SMAN 1 SUNGKAI UTARA NORTH LAMPUNG

Selva, Diana Sari (2026) AN ANALYSIS OF BARRIERS TO ENGLISH READING COMPREHENSION AMONG THE STUDENTS OF ELEVENTH GRADE HIGH SCHOOL OF SMAN 1 SUNGKAI UTARA NORTH LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Reading comprehension plays a crucial role in English language learning because it allows students to understand written information, broaden their knowledge, and develop their language proficiency. Despite its importance, many senior high school students still face difficulties in understanding English reading texts. These difficulties are caused by a combination of linguistic and nonlinguistic factors that hinder students from identifying the main ideas, interpreting information correctly, and understanding the overall meaning of a text. A preliminary study conducted at SMAN 1 Sungkai Utara showed that many eleventh-grade students experienced problems when reading English descriptive texts. Their difficulties were mainly related to limited vocabulary, weak grammatical knowledge, low self-confidence, lack of interest in reading, and the inability to apply appropriate reading strategies. These conditions not only reduce students' reading comprehension but also affect their learning motivation and academic performance. Based on the theory proposed by Zhang Tong and Jin Ming-hao (2017), this study focused on identifying and analyzing the linguistic and non-linguistic barriers that influence students' English reading comprehension. This research employed a descriptive qualitative research design. The participants were 30 eleventh-grade students of SMAN 1 Sungkai Utara in the 2025/2026 academic year who were selected through purposive sampling. The research used questionnaires and semi-structured interviews as the main instruments. The close ended questionnaire was distributed to all participants to identify the types of barriers they experienced while reading English texts, whereas the interviews were conducted with selected students to obtain more detailed explanations of their reading difficulties. To ensure the credibility of the findings, the researcher applied method triangulation by comparing the data collected from both instruments. The data were then analyzed using the interactive model of Miles and Huberman, which consisted of data reduction, data display, and conclusion drawing and verification. The results of the study indicated that the students encountered both linguistic and non-linguistic barriers iniii comprehending English reading texts. The linguistic barriers included limited vocabulary knowledge, insufficient understanding of grammar, difficulty recognizing discourse organization, and limited cultural background knowledge. Among these, vocabulary mastery and grammar were identified as the most significant obstacles because they directly affected students' ability to understand the content of a text. In addition, several non-linguistic barriers were also identified, including psychological factors, poor reading habits, low reading interest, and ineffective reading strategies. Many students admitted that they lacked confidence when reading English texts, rarely practiced reading outside the classroom, quickly lost interest in unfamiliar topics, and relied heavily on dictionaries instead of using strategies such as skimming, scanning, or predicting meaning from context. The interview findings supported the questionnaire results, showing that these barriers were closely related and jointly influenced students' reading comprehension. In conclusion, students' difficulties in understanding English reading texts are caused by both linguistic and non-linguistic factors. Therefore, English teachers are expected to help students improve their vocabulary and grammar, encourage regular reading habits, increase students' interest and motivation in reading, and provide explicit instruction on effective reading strategies to enhance their reading comprehension.

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