Student Difficulties on Reading Comprehension in Explanation Text at Eleventh Grade Students of MAN 1 Makassar

Student Difficulties on Reading Comprehension

in Explanation Text at Eleventh Grade Students
of MAN 1 Makassar
Achmad Chrisbianto Sachran1, Munir2*, Nur Aeni3

1,2,3
English Education Department, State University of Makassar, Indonesia
*Corresponding E-mail: munir@unm.ac.id

Abstract
The activity of reading is very important because with reading students get new words in learning English, especially
in writing, speaking, and listening. And also Reading skills teach students how to pronounce the words of the
sentence in the text. With reading, students can understand the existing conditions and situations. The student also
will do some activities by reading in every place, reading some words, and sentences or passages. By reading,
students will get the information, knowledge, and idea. Reading is also having important in education, especially in
teaching and learning processes. Nowadays teachers usually teach reading only gives the clue or material point
related to the material.

Keywords: Student Difficulty, Qualitative Research, Explanation Text.

1. Introduction Nowadays teachers usually teach reading only

gives the clue or material point related to the
Reading is one of the basic skills in learning material. It is meant the students will find the
English that has to be mastered by the students, material by themselves and the materials are in
by reading, information, and new knowledge written forms. Therefore, the students need to
will be gotten in their learning. The activity of improve their reading skills.
reading is very important because with reading
students get new words in learning English, Prihatini (2020) in her research “An Analysis
especially in writing, speaking, and listening. of Students’ Difficulties in Reading
And also Reading skills teach students how to Comprehension at SMA Negeri 1 Sukodadi
pronounce the words of the sentence in the text. Lamongan” found that the result of the
With reading, students can understand the research showed that some students had
existing conditions and situations. The student difficulties in reading comprehension and they
also will do some activities by reading in every had difficulty in different levels, namely literal
place, reading some words, and sentences or comprehension, inferential comprehension,
passages. By reading, students will get the critical comprehension.
information, knowledge, and idea.
Septiana (2019) A Descriptive Analysis of
Reading is also having important in education, Students’ Difficulties in Comprehending
especially in teaching and learning processes. English Reading Text. The result of the study

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shows that the aspects of reading Second, this research will focus on the
comprehension are determining the main idea, students' difficulties in understanding the
locating references, understanding vocabulary, explanation text. This was based on the
making inferences, detailing information. preliminary study result that many students
still face difficulty in understanding the
Hidayati (2018) Students Difficulties in Explanation text. Moreover, the differences are
Reading Comprehension at the First Grade of also about the place, conceptual framework,
SMAN 1 Darussalam Aceh Besar. The result data collection technique, and the data analysis
of the research found difficulties including used in this research. and all teachers have to
answering the main idea, making inferences, teach differently so that in almost every region
and locating reference questions. The most there are students who have difficulties in
difficult aspect encountered by the students of learning reading text. Teaching or learning
SMAN 1 Darussalam, Aceh Besar was finding English must be fun, enjoyable, and
main idea questions, because the located main entertaining for both teachers and students.
idea was difficult to find. Besides, based on the Because teaching reading comprehension
students' responses in the questionnaire, they should use interesting, amusing, and
mostly got difficulties in understanding entertaining material to attract the students in
vocabulary, poor mastery of grammar, the teaching-learning process. The teacher and
difficulty in understanding long sentences, the students must be cohesive in the learning
lack of media learning, less support from the process, to get the expected goals. According
family, lack of knowledge of strategies in to (Tarigan (1990:7) in Jaenal 2010) reading is
reading comprehension. a process that is carried out and used by readers
who want to get the message delivered by the
From the previous research above, the author through the medium of words or written
researchers can conclude that difficulties in language. Based on the explanation above
understanding the reading text are very students can proceed in reading and
important to be known by the students and the understanding the contents of the text so that
teacher. Since every student probably has students get the contents of the message
different difficulties in understanding the conveyed by the author through the medium of
reading text, the researchers got the inspiration words or written language. According to
to do research based on this topic. Harmer (2007:99), reading is useful for
language acquisition. Provided that students
However, the problems faced by the students more or less understand what, they read, the
in one school might be different from the other more they read, the better they get at it.
schools. This research will differ from all of
those previous researches in some aspects. According to Oakhill, Cain, and Elbro
First, in this research, the researchers (2015:1), Reading Comprehension is a
emphasized the difficulties in understanding complex task, which requires the orchestration
reading text faced by senior high school of many different Cognitive skills and abilities.
students. This is important to help the teacher It means that reading comprehension is the
be aware of the problems and consequently try ability to read text, process, and understand its
to solve the problem in the earlier level of meaning.
study and improve students' competence.

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The similarities among the previous studies are feelings, facts, ideas, and arguments they want
students’ difficulties in reading comprehension. to share. Then, the writer puts the message into
The difference among those previous studies the words. So, reading is a way in which
and this research are the purpose, the next something is interpreted or understood.
researchers focus in students’ difficulties on Reading does not only mean understanding the
reading comprehension in explanation text. words or the grammar. It is not just translating
The researchers will focus on analysis students’ but reading is thinking, to read well in English
difficulties in determining main idea, reading material text, and the reader must think
understanding meaning of word, making what the text means.
inferences, identifying references, finding
specific detail information. English is a foreign language for Indonesian
students. It is certainly not easy for students to
Based on the observation, the students in MAN interpret the meaning or the idea from written
1 Makassar have difficulties in making an text. Because to understand the reading text,
inference, determining the main idea, and the students must have good competence in
locating references. The researchers are knowing the meaning of words, sentences,
interested in analyzing the students’ contents, and the most important is to know
difficulties in reading comprehension and about the writer's ideas. From the explanation
finding out the difficulties factors that the above, the researchers conclude that reading
students face in reading comprehension. Based comprehension is the process of getting the
on the problem above, the researchers are meaning of the content and all information
interested in conducting research concerning about the topic in the text. Comprehending an
"Students' Difficulties on Reading English text is not easy to do for students
Comprehension in Explanation Text at because English is a foreign language. Many
Eleventh-grade Students of MAN 1 Makassar.” readers are not able to catch the author's idea
because of the limitation of thinking and
2. Literature Review analyzing the meaning of words and sentences.
Therefore, the reader should have good
2. 1. Reading Comprehension concentration in reading text to get the
meaning of the author's idea.
Reading is an activity to understand the content
of the text that we read. By reading, the reader According to Burgmeier, Eldred, and
can get any message and information which Zimmerman (2007), the difficulty of reading
can increase knowledge. According to Pang et comprehension can divide; establishing a
al. (2003), reading about understands written context, understanding words, putting words
texts and comprehension is the process of into a sentence, and using words in context. For
making sense of words, sentences, and faster reading with comprehension, you should
connected text. Reading comprehension be able to make reading and study time a more
involves both perception and thought. Readers meaningful valuable, productive, and
will use the background of knowledge, enjoyable experience. (Cutler, 2003, p. 2).
vocabulary, grammatical knowledge, and other Students' difficulties in comprehending the
strategies to help them to understand a written reading text are Vocabulary, Grammatical
text. It means reading is a process of structure, Literal comprehension, Inferential
communication between the writer and the comprehension, Applied comprehension,
reader. The writer has a message such as

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Critical Reading, and Format of reading text. students' difficulties in comprehending the text
(Jaya, 2005, p. 25). according to Reis (2016).

2. 2. Difficulties in Reading 2. 3. Explanation Text

To comprehend a text, Westwood (2001: 31) Explanation Text is one of the texts used to
argues that readers must use the information explain how (process) something happens,
they already possess to filter, interpret, especially those related to natural phenomena,
organize and reflect upon the incoming the scientific world, or socio-cultural. The goal
information they get from the text. He thinks is to tell the reader or listener how something
that efficient interpretation of the test involves happened. An Explanation text usually comes
a combination of word recognition skills, from the author's questions regarding the 'why'
linking of new information to prior knowledge, and 'how' of an existing phenomenon.
and application of appropriate strategies such
as locating the main idea, making connections, The communicative purpose of explanation
questioning, inferring, and predicting. text is to explain the processes that occur in the
Therefore, comprehending the English reading formation of something related to natural,
text is not an easy thing, so that is why many social, scientific, cultural, and other
students find difficulties in comprehending the phenomena that aim to explain how or why this
English text. Reading difficulty refers to can happen.
problems associated with reading and it was
causing to fall behind in terms of reading 3. Research Methodology
requirements within the classroom
(Oberholzer,2005). It means that reading 3. 1. Research Design
difficulty is the problem that is faced by the
students in comprehending the text. This Qualitative research as an instrument, serves to
problem can harm their study, especially their determine the focus of research, select
reading ability. Moreover, Kuswidyastutik informants as data sources, assess data quality,
(2013) said that someone's understanding of analyze data, interpret data and draw
things can be measured by whether or not he conclusions from their findings (Sugiyono,
was in answering questions related to it and the 2017).
difficulty can be seen from the mistakes he did
while working on the questions. The basic In qualitative research, the main instrument for
questions on the reading test are about the main data collection is a human being that is, the
idea, finding references, understanding the researchers themselves or others who helped
difficult word, and making an inference based investigators. In qualitative research, the
on the passage. The researchers consider that researchers himself collects data by asking,
those questions are also the basic difficulties listening, and taking. Researchers can ask for
that are faced by the students in help from others to collect data, called the
comprehending the text. But in this research, interviewer. In this case, an interviewer
the researchers analyzed the students' directly collects data by asking, listening, and
difficulties based on the five aspects of reading taking (Afrizal, 2014). In this research, the
comprehension by Nuttal above. Below, the researchers will use descriptive qualitative.
researchers show some of the causes of The research descriptive is going to describe

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systematically the facts and characteristics of The researchers will use structured or
the subject (students from MAN 1 Makassar). standardized interviews and In-depth
The researchers use descriptive design, interviews. Some limitations to this type of
become in this case, the research is focusing on interview. This makes the data obtained is not
certain phenomena in the school environment rich. The interview schedule contains several
about students' difficulties in reading pre- planned questions. Each participant was
comprehension. asked a question the same in the same order.
The subject of this research is the tenth-grade This type of interview resembles a
students at MAN 1 Makassar 2020-2021 and questionnaire written survey. The interview
the source of data is observation and students’ instrument is used in qualitative research
answer in the interview is to find out the factors because it can reveal information across time,
that cause students to have difficulties. which is related to the past, present, and future
that will come. And the data generated from
3. 2. Instruments of Research the interviews are open, comprehensive, and
unlimited, to be able to form complete and
Instruments are tools or facilities used by comprehensive information that reveals
researchers in collecting data so that their work qualitative research (Ulfatin, 2014).
is easier and the results are better, so they are
easy to process (Arikunto, 2006). The 3. 3. Analisis Data
instruments of this research are In-depth
interview. In qualitative research, the main tool The scores of students’ responses toward
or instrument of data collection is human or the procedure describe all steps in collecting data,
researchers himself by observing, asking, from beginning to end in order, in which they
listening, asking, and taking data research. will occur (Gay et al, 2012). In collecting data,
Researchers must get valid data so that not just the researchers use some procedures, as
any sources Interview. Therefore, the follows:
condition of the informant must also be clear
according to the needs data so that the validity a. The researchers ask the teacher for coming
of the data can be recognized. to the class.
b. After the class, the researchers will
To collect data from information sources interview the class about students'
(informants), the researchers use an instrument. difficulties when learning explanation text
The main research requires an instrument of on reading comprehension.
assistance. There are two kinds of aid c. The researchers use in-depth interview and
instruments commonly used are 1) in-depth standardized interview.
interview guides or guidelines. Questions d. The researchers write the interview in the
usually of a general nature require a long table in the transcript.
answer, not a yes or no answer; 2) recording
tool. Researchers can use recording tools such Miles & Huberman (2007) developed the
as tape recorders, cell phones, photo cameras, following qualitative analysis process: data
and video cameras to record interview results. collection, data reduction, data display, and
Recording tools are used when researchers conclusion drawing.
have difficulty recording the results of
interviews (Afrizal, 2014).

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4. Findings English text, in this case, an explanation text.

The students also feel confused if the teacher
Based on the results of the interview with the asks them to read and respond to an English
subjects of this study, the researchers presented text, in this case, an explanation text.
the findings of the study below:
b. Making inferences
4. 1. Students’ difficulties on reading In the making of inference, the students are
comprehension in explanation text expected to comprehend the text to find the
conclusion of the statements in the text.
In this research, the researchers found data Students sometimes find it difficult to
about students’ difficulties on reading conclude the text because the meaning of the
comprehension in the explanation text of statement is not written in the text sometimes.
students' MAN1 Makassar through the It is even more difficult when students have to
interview. There are five aspects of student write and rearrange the conclusion of the text,
difficulties that the researchers will focus on in as seen in the interviews that have been
this section, such as determining the main idea, conducted.
finding specific details information, making
inferences, identifying references, and c. Identifying references
understanding the meaning of words (Nuttal Reference is the relationship between a
1982). grammatical unit usually a pronoun that refers
to (or stands in for) another grammatical unit
Based on the result of the interview, the usually a noun or noun phrase (Rainbolt and
researchers found that most of the students had Dwyer, 2011). Most students agree; some of
more difficulties understanding the meaning of them say that identifying references in an
the word, making inferences, and identifying English text is still very difficult and specific
references than the other two aspects, such as for them.
determining the main idea and finding specific
details information. As it can be seen from the d. Determining the main idea
result of the interview, most students said that In determining the main idea, the students are
they had difficulty understanding the meaning expected to find the main idea of the text, so
of English words; they felt it was difficult to they should comprehend the topic that is
make references because it was too specific presented in the text. Most students say that
and formal; and they also had difficulty determining the main idea of a sentence is
making references because it required certain actually easy. What makes it difficult is
abilities. because of the language itself. As the
researchers said before, the main problem for
a. Understanding meaning the meaning of most of the students is understanding the
words meaning of an English word.
In understanding the meaning of words, Hedge
(2000: 193) noticed that vocabulary is another e. Finding specific details information
major component of reading ability with which In finding the specific information, the
language learners will experience difficulty. students have to find the detailed information
Most students find it difficult when they are or idea that was mentioned in the text.
required to understand the meaning of an Therefore, sometimes it is difficult for a

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 Student Difficulties on Reading Comprehension in Explanation Text at Eleventh Grade Students of MAN 1 Makassar

student to see and distinguish between and the second is the ability to rearrange the
important and unimportant information in the conclusions”). Most students have difficulty
text to find specific pieces of information such making references because it requires certain
as names and dates. Words or phrases, and abilities.
references in the text. Most students find it
easy to find specific detailed information in a c. Identifying references
text. However, students felt that when a text is As mentioned by student C: “Saya kesulitan
too long, it will be difficult to find specific dan kadang bingung dalam mengidentifikasi
details of information. referensi dalam teks bahasa inggris kak,
karena selain bahasanya, mengidentifikasi
4. 2. The factors of the students’ difficulties referensi juga diperlukan fokus dan
on reading comprehension in explanation konsentrasi, selain karena memang referensi
text itu terlalu baku dan spesifik”. (“I find it
difficult and sometimes confusing to identify
In this research, the researchers divided the references in English texts because of the
factors of the students’ difficulties on reading language, and also because identifying
comprehension in the explanation text. references requires focus and concentration,
other than because the references are too
a. Understanding the meaning of words standard and specific”). Most students feel that
As mentioned by student A: “Saya masih identifying references in English texts is
kesulitan dalam memahami makna kata difficult because the texts are too specific and
bahasa Inggris kak, karena masih terlalu asing the language is difficult to understand.
bahasanya bagi saya, apalagi bahasa Inggris
itu bukan bahasa sehari-hari dan jarang saya d. Determining the main idea
dengar”. (“I'm still having trouble As mentioned by student D: “Sebenarnya toh
understanding the meaning of English words kak, kalo untuk menemukan ide pokok itu
because the language is still too foreign to me; sebenarnya mudahji, yang sulit untuk saya
besides, the English language is not an adalah memahami makna teks bahasa
everyday language and I rarely hear it”). So it Inggrisnya, karena untuk menemukan ide
can be said that most students still have trouble pokok itu diperlukanki pemahaman isi teks
understanding the meaning of English words, terlebih dahulu kak”. (“Actually, finding the
especially in the English language, which they main idea in a text is easy. What makes it
rarely hear. difficult for me is the meaning of the English
text, because in order to find the main idea, we
b. Making inferences need to understand the content of the text
As mentioned by student B: “Saya kesulitan first”). So, most students say that determining
dalam membuat kesimpulan dalam teks bahasa the main idea of a sentence is actually easy.
inggris kak, karena diperlukanki 2 kemampuan What makes it difficult is because of the
didalamnya, pertama kemampuan language itself.
mengartikan makna kata, dan yang kedua
adalah kemampuan untuk menyusun kembali e. Finding specific details information
kesimpulannya”. (“I have difficulty making As mentioned by student E: “Menemukan
inferences in English texts because making informasi detail yang spesifik dalam teks
references takes two abilities: the first one is bahasa inggris itu mudahji kak, kecuali kalau
the ability to interpret the meaning of the word; teksnya terlalu panjang, karena

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membutuhkanki ketelitian tersendiri lagi untuk such as determining the main idea and finding
memilih”. (“Finding specific detailed specific details information.
information in the English text is easy, except
if the text is too long, because it requires more Based on an interview, the researchers found
precision to choose”). Most students find it that understanding the meaning of the word,
easy to find specific detailed information in an making inferences, and identifying references
English text. However, students felt that when are the biggest problems for students. Students
a text is too long, it will be difficult to find find it difficult because they do not understand
specific details of information. the meaning of the English word; they felt it
was difficult to make references because it was
5. Discussions too specific and formal; and they also had
difficulty making references because it
As mentioned in the previous chapter, this required certain abilities, it was made the
research aims to find out the students’ students find it difficulty in responding to any
difficulties on reading comprehension in English text in terms of explanation text in
explanation texts and the factors of the students’ their reading learning process.
difficulties on reading comprehension in
explanation texts. Students feel that after understanding the
meaning of the word, making inferences and
5. 1. Students’ difficulties on reading identifying references, then followed by
comprehension in explanation text determining the main idea and finding specific
details information, which is relatively easy for
The result got in the findings has found the data students to do, sometimes students feel it is
about the students’ difficulties on reading difficult because of the language itself or if the
comprehension in explanation text through the text is too long. As a result, this is also related
interview. In the data, the researchers found to the point of understanding the meaning of
that there are five aspects of students’ the words, which is the main problem for most
difficulties on reading comprehension in of students.
explanation text: determining the main idea,
finding specific details information, making 5. 2. The factors of the students’ difficulties
inferences, identifying references, and on reading comprehension in explanation
understanding the meaning of words (Nuttal text
1982).
Based on the researchers, students’ difficulties
The dominant aspects of the students’ on reading comprehension in explanation text
difficulties on reading comprehension in is a personal ability caused by several things,
explanation text are understanding the such as a lack of understanding of the English
meaning of the word, making inferences, and texts they are studying, not understanding
identifying references. The researchers English texts that are too long, the ability to
analyzed the data and discovered that spell, and still having difficulties with texts
understanding the meaning of the word, that are too formal and specific.
making inferences, and identifying references
were more difficult than the other two aspects, The main problem for most students is the
difficulty in understanding the meaning of the

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 Student Difficulties on Reading Comprehension in Explanation Text at Eleventh Grade Students of MAN 1 Makassar

English word which makes students feel words, especially in the English language,
difficulties to respond to all aspects such as which they rarely hear. In line with that, Hedge
determining the main idea, finding specific (2000: 193) was noticed that vocabulary is
details information, making inferences, another major component of reading ability
identifying references, and understanding the with which language learners will experience
meaning of words (Nuttal 1982). difficulty. Moreover, most students say that
identifying references in an English text is still
Those four main points of causes mentioned very difficult and specific for them, as
above are all due to their limited abilities as (Rainbolt and Dwyer, 2011) state that
mentioned by Hedge (2000: 193) who noticed Reference is the relationship between a
that vocabulary is another major component of grammatical unit usually a pronoun that refers
reading ability with which language learners to (or stands in for) another grammatical unit
will experience difficulty, Kopitski (2007) also usually a noun or noun phrase. Moreover, it is
said the readers need to practice combining even more difficult when students have to
clues from the text with their background rearrange the conclusion of the text, as seen in
knowledge to make inferences, and Reference the interviews that have been conducted. This
is the relationship between a grammatical unit is related to Kopitski (2007) who says that the
usually a pronoun that refers to (or stands in for) readers need to practice combining clues from
another grammatical unit usually a noun or the text with their background knowledge to
noun phrase (Rainbolt and Dwyer, 2011) . The make inferences.
researchers found that all the causes of
students' difficulties were due to their limited Furthermore, their daily habits that rarely find
personal abilities. English vocabulary both at home and at school
are factors that cause them to be foreign to
Based on the findings of this research, the English. They also have difficulty in making
researchers divided the factors of students' references because their ability to conclude
difficulties in understanding the readings in and rearrange sentences in English is still too
explanation texts, such as lack of limited. We will find the same thing if they are
understanding of the meaning of English asked to spell English, it's all because they are
words, lack of vocabulary, difficulties in still very foreign to English.
encountering foreign languages that they rarely
see and hear, difficulties in finding texts that Secondly, the factors cause the students’
are too long, difficulties with texts that are too difficulties on reading comprehension in
formal and specific, and lack of spelling explanation text are caused by their limited
abilities. personal abilities, including lack of
understanding of the meaning of English
Initially, the factors of students’ difficulties on words, lack of vocabulary, the complexity of
reading comprehension in explanation text are word knowledge, difficulties in encountering
caused by lack of understanding of the foreign languages that they rarely see and hear,
meaning of English words, lack of vocabulary, and lack of spelling abilities. It can be seen
difficulties in encountering foreign languages from the interview, which show that most
that they rarely see and hear, the complexity of students find it difficulty in understanding the
word knowledge, and lack of spelling abilities. meaning of the English word which makes
Based on interview most students still have students feel difficulties to respond to all
trouble understanding the meaning of English aspects such as determining the main idea,

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finding specific details information, making difficulties with texts that are too formal and
inferences, identifying references, and specific.
understanding the meaning of words (Nuttal
1982), where it is all included in the personal References
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