Vol. 4, 25 December 2023
* Author to whom correspondence should be addressed.
This research study investigated reading comprehension and its problems. The perceptions of 3rd year English students were recorded. The main aim of this study was to find reading difficulties while reading. This study used survey questionnaire as quantitative method. On the whole 24 students of 3rd year participated in the research. The data was analyzed through Word Excel and presented in percentage. The study gave very valuable results. The findings indicated that students should read a lot and practice in classroom activities. Findings also suggested that students should get help from their teachers in classroom and they should apply reading strategies.
reading difficulties, reading comprehension, reading problems, reading perceptions
1. Ahmadi, M. R. (2017). The impact of motivation on reading comprehension. International journal of Research in English Education , 2(1), 1-7, doi: 10.18869/acadpub.ijree.2.1.1
2. Alderson, J. C. (2000). Assessing Reading. Cambridge: Cambridge University Press.
3. Brown. C. A., Kreag D. & David T. (2016). Student perceptions on using guided reading questions to motivate student reading in the flipped classroom. Accounting Education, 23-33, doi: 10.1080/09639284.2016.1165124
4. Channa, M. A., Abbasi, A. M., Bhatti, T. N., Naizi, S. and Juinaid, S. (2023). Exploring Metacognitive Scaffolding in Reading Comprehension among Engineering undergraduates. Journal of Positive School Psychology, 7(1), 1856-1867.
5. Coddington, C. S. & Guthrie J. C. (2009). Teacher and student’s perceptions of boys’ and girls’ reading motivation. Reading Psychology, 30(1), 225–249, doi: 10.1080/02702710802275371
6. Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson Education, Inc.
7. Dickens, R. H., & Elizabeth B. M. (2017). Examining the effects of reading modality and passage genre on reading comprehension in middle school students. Reading Psychology, 38(3), 321-347, doi: 10.1080/02702711.2016.1263701
8. Gunning, T. G. (2002). Assessing and correcting reading and writing difficulties. Boston: Allyn & Bacou.
9. Haughn, M. (2017). Survey study. Retrieved on July 20, 2019, from https://whatis.techtarget.com/definition/survey-research
10. Jayanti, F. G. (2016). Reading difficulties: comparison on students’and teachers’ perception. Proceedings of the Fourth International Seminar on English Language and Teaching, 4(1), 296-301, doi: 10.25157/jall.v3i2.2537
11. Margaret, E. P., Adrianna, W., Gil, N., Maryanne, W., & Tami, K. (2013). Behavioral problems and reading difficulties among language minority and monolingual urban elementary school students. Reading Psychology, 34(2), 182-205, doi: 10.1080/02702711.2011.626108
12. Repaskey, L. L., Jeanne S., & Jacqueline, J. (2017). First and fourth grade boys' and girls' preferences for and perceptions about narrative and expository text. Reading Psychology, 1-10. doi: 10.1080/02702711.2017.1344165
13. Sari, R. A. (2013). Students’ perception toward their reading difficulties of different genres. Lingua Dikdatika: Jurnal Bahasa dan Pembelajaran Bahasa, 7(1), 44- 57, doi: 10.24036/ld.v7i1.3531
14. Setia, M. S. (2016). Methodology series module 5: Sampling strategies. Indian J Dermatology, 61(5), 505-509. doi: 10.4103/0019-5154.190118
15. Vindy C. & Carla S. P. (2015). Students’ perception on pre-reading activities in basic reading II class of the English language education study program of Sanata Dharma University. A Journal on Language and Language Teaching, 18(2), 133-140, doi: 10.24071/llt.2015.180206
16. Zuhra. (2015). Senior high school students’ difficulties in reading comprehension. English Education Journal (EEJ), 6(3), 424-44, Retrieved on February 20, 2019 from http://jurnal.unsyiah.ac.id/EEJ/article/view/2584
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Authors who publish this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See Open Access Instruction).