English Teachers' Perceptions of the Challenges in Teaching Reading Comprehension at Muhammadiyah Vocational High School in Pekanbaru

Abstract

This study aimed to explore English teachers’ perceptions of the challenges in teaching reading comprehension at Muhammadiyah Vocational High School in Pekanbaru. This research employed a qualitative research design, with data collected through semi-structured interviews involving four English teachers. The data were analyzed using thematic analysis to gain an in-depth understanding of teachers’ experiences and perspectives. The findings reveal that teachers are aware of various challenges in teaching reading comprehension, with students’ limited vocabulary mastery identified as the most prominent factor affecting their understanding of texts. Other contributing factors include low motivation, lack of self-confidence, limited reading habits, and students’ preference for short and visual content. External influences such as mobile phone distractions and limited parental support also affect students’ engagement in reading activities. These challenges are interpreted as multidimensional issues involving linguistic, psychological, and contextual factors. In response to these challenges, teachers apply various instructional strategies such as scaffolding, translation, differentiated instruction, and interactive learning activities. Teachers also demonstrate adaptability, patience, and professional commitment in addressing students’ difficulties. Furthermore, teachers view these challenges as part of the teaching process that requires continuous reflection and adjustment. Therefore, effective teaching of reading comprehension depends on teachers’ ability to adapt instructional practices to students’ needs and classroom contexts.