Abstract
Reading comprehension is considered a challenging part of learning English for many Indonesian secondary school students. This study aims to explore the causes, impacts, and possible solutions for poor reading comprehension issues. The study scrutinizes the issue by reviewing previous studies, in which a number of articles and books were critically analyzed. The results indicate that poor reading comprehension occurs due to three remarkable factors, which are students’ lack of motivation, low prior knowledge, and poor English vocabulary. Moreover, this issue also leads to three main adverse impacts, such as reducing students’ learning achievement, hindering students’ problem-solving skills, and inhibiting students’ future studies and careers. Therefore, in responding to the problem above, this study proposes two learning approaches, which are the Cooperative Integrated and Reading Composition (CIRC) Technique and Metacognitive Strategy.
Highlights
Reading comprehension might be considered a challenging aspect of studyingEnglish for Indonesian secondary school students (Syahabuddin, Yusny, & Zahara, 2019)
Responding to the related condition, this study suggests two approaches to cope with the reading comprehension issue, which are the cooperative integrated reading and composition (CIRC) technique and the metacognitive theory
The first factor linked to reading comprehension difficulties in the English as a foreign language (EFL) context in Indonesian secondary students is students’ lack of motivation
Summary
Reading comprehension might be considered a challenging aspect of studyingEnglish for Indonesian secondary school students (Syahabuddin, Yusny, & Zahara, 2019). Most of the Indonesian students might not understand what they read in various English texts even though they have been learning English (Dahliana, 2016; Moriyanti, Muna, & Ismail, 2019; Syatriana, 2013; Usman, Fata, & Pratiwi, 2018). Cordeur (2010) and Park (2020) note that reading comprehension is the ability to remember important details and draw conclusions. These related skills are beneficial to participate in a democratic process such as finding jobs, passing an examination, and completing education (Barton, 2000, as cited in Arnbak, 2004)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Englisia: Journal of Language, Education, and Humanities
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
