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DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY
MID LA UNION CAMPUS
City of San Fernando, La Union
COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION
ACTIVITY SHEET 1 (Discussion Paper)
READING COMPREHENSION
Balanon, Valerie Jane A.
February , 2024`

Literature Cited Sources Research Problem/ Purpose Research Approach/ method Findings of the study Areas of Concerns
Afrilia, D., Ginting,
F.Y.A, & Prayad, M.S.
(2023). The Effect of
Extensive Reading
Strategy on students
Reading Comprehension
at SMP Dharma Wanita in
the Academic year of
2023/2024.
https://doi.org/10.31949/je
ll.v7i2.6581
- This study is to find out
whether extensive
reading give significant
effect to the students
reading comprehension.
- The research participants
was the Grade 8 students of
SMP Dharma Wanita.
- The findings of this
study the Extensive
Reading Strategy
can be effectively to
be used to teach
reading
comprehension of
eight grade students
of SMP Dharma
Wanita.
- Extensive
Reading Strategy
on students at
SMP Dharma
Wanita.
Agustin, N.A. (2023). An
Analysis of students
Achievement at second
semester students of
Bhinneka PGRI
University in the
Academic Year
2020/2021. 9 (1) 235-242.
https://www.doi.org/10.36
987/jes.v9i1.2588
- This study was
conducted with the aim
of (1) to find how is the
student,s reading
comprehension
achievement at second
semester of Bhinneka
PGRI University in the
academic year
2020/2021. (2) to find
what are the factors that
affect the students
reading comprehension
achievement at second
semester students of
Bhinneka PGRI
University A in the
- This study used Qualitative
Research to obtain valid
data from 25 participants in
class A at second semester
in English Department.
- It was concluded
that learning reading
skills in the second
semester TOEFL
testing English
department at the
University of
Bhinneka PGRI in
the 2020/2021
academic year got
poor achievements.
Because they
experience several
problems in
learning, namely
difficulty in
accessing the
- Students
Reading
Comprehension
achievement at
second semster

academic year
2020/2021.
internet, lack of
vocabulary that
students have, and
the material obtained
are difficult to
capture.
Alghazali, T.A., Hussein,
R.A,Patra,I., & Prasad,
K.D.V.(2022).etc.
Scrutinizing the Effects of
E-learning on Enhancing
EFL Learners Reading
Comprehension and
Reading Motivation. 2022
https://doi.org/10.1155/20
22/4481453
- This study aimed to
examine the effects of
E-learning on Iranian
EFL learners reading
comprehension and
reading motivation.
- The research participants
are the Iranian EFL
learners.
- The finding of this
study, some
implications are
mentioned for
learners, teachers,
and curriculum
designers.
- The Effect of E-
learning on EFL
learners.
Ali, A., Gui N.,& Hassan,S.U.
(2022).An Investigation into
the Reading Comprehension
Problems faced by the
Pakistani students at
University Level. 5 (1). 134-
148.
https://www.doi.org/cusitjo
urnals.com/index/CURJLL/vi
ew/751
- This study was intended
as an attempt to unfold
problems in reading
comprehension (RC)
problems faced by
students at University
Level.
- The researchers conducted
a study of 64 students and
9 teachers of the English
departments of Kohat
University of science and
technology, Kohat, and
FATA University, Kohat by
using a questionnaire
employing likert-scale and
semi-structure interviews.
study the English
teachers encourage
students towards
reading. Because
they believe that
reading is an
important skill for
language learning.
- The problems
faced by the
Pakistan students
at University
Level.
Aulia, H., Laeli, A., &
Ulwiyah,S.(2023).
Problem-Based Learning
as a method to improve
Senior High School
Students Reading
- This study aims to see
how Problem-Based
Learning can affect the
students reading
comprehension in class.
- Classroom Action Research is
chosen in this study. The
participants were 30 students
of the Senior High School
English classes in Ambulu.
- Based on the findings,
the problem-based
learning method could
potentially become on
effective method for
- Problem-Based
Learning method of
the Senior High
School English
Students.

Comprehension in
English.7 (2), 77-85.
147/eltr.v7i2.171
students as there is a
significant change
between the first cycle
and the second cycle of
the use problem-based
learning method in the
class.
Asani,F.(2022). Students
Difficulties Analysis in
at The Second Grade of
MTS Nurul Ikhlas.8 (2).
655/12waiheru.v8i2.19
- To analyse the difficulties
that the students faced
when comprehending an
English reading text.
- To determine the reasons
why students are having
problems with those
difficulties.
- To examine how a teacher
can help the students to
overcome these difficulties.
- This research used mixed
method ad was classified as
descriptive research.
- The participants of this
research consisted of second-
grade students and an EFL
teacher of MTs Nurul Ikhlas
Ambon.
- Reading Comprehension tests,
questionnaires, and interviews
were used by researcher to
collect the data.
- The research revealed
three findings.
- Firstly, the difficulty
faced by the students
when comprehending
an English reading text
was identifying
vocabulary.
- Secondly, the students
completely agreed that
the reading process,
student background
knowledge, language
knowledge, and
motivation were factors
that influenced them to
have problems with
those difficulties.
- And lastly, the
strategies that can be
used by the teacher to
overcome the
difficulties were
memorizing strategy,
reciprocal teaching,
- Difficulty in
identifying
vocabulary I
English reading
text.

question-answer
relationship, and fun
learning strategy.
Auta, I., Ibrahim, M. &
Ayeace, J. (2023).
Teaching Reading
Comprehension at Senior
Secondary School Level
of Education: An
Exploration of its
Importance and Problems
I classroom Delivery.
International Journal for
Multidisciplinary
Research, 5 (1).
948/ijmr.2023.v05i01.145
1
- It identifies the advantages
and roles played by reading
comprehension in
enhancing academic
performance in virtually all
school among senior
secondary school students
in Nigeria.
- The research participants are
the senior secondary school
students in Nigeria.
- The paper concludes
that senior secondary
school students must
acquire the reading
comprehension abilities,
as it forms the basis for
all learning activities.
Finally, the paper
suggests that teachers of
English language
should be exposed to
more training so as to
acquire knowledge of
different language
strategies.
- Strategies to
teaching reading
comprehension
Balqi, M. (2022).
Students’ Difficulties in
Reading Comprehension.
English Language Study
and Teaching Journal.
3(1). 18-24.
672/elaste.v3i1.4734
- The aims of this study were
to find out the factors
behind the difficulties faced
by the students of SMP
Negeri 16 Banda Aceh in
reading comprehension.
- This was a case study using
quantitative descriptive
method.
- The result showed that
difficulties frequently
faced by the students in
comprehending a text
were their unfamiliarity
with a complex word or
vocabulary, difficulty in
comprehending
sentences, difficulty in
comprehending a
paragraph, difficulty in
comprehending the
whole selection or
content of a text, and
- Difficulty in
comprehending
sentences,
paragraphs, and the
whole text.

the difficulty in
identifying the main
idea, the plot of a text,
the kinds of texts, and
English structure
without the help of a
dictionary.
Cortezano, G. (2023).
and Academic
Performance in English
Among Grade Seven
Learners. Asia Pacific
Journal of Advanced
Education and
Technology.
476/apjaet/09498
- The study determined the
and Academic Performance
in English among Grade 7
Learners.
- This study employed a
Quantitative non-
experimental-descriptive
correlational research design
where the researcher
developed and validated
instruments utilized to gather
data from 195 Grade 7
learners purposively sampled.
- The findings of the
study revealed that the
hypothesis that there is
no significant
relationship between
and academic
performance in English
of the Grade 7 learners
of Balibago Integrated
High School –
Extension was rejected.
- Significant
correlation between
reading
comprehension and
academic
performance in
English.
Haref, H.S, Telaumbanua,
P.K.S, Telaumbanua, Y.A,
& Zega, R. (2023). The
Implementation of
Collaborative Strategy in
Teaching Students
of the Tenth Grade of
SMK Negeri I Sitolu Ori
in 2022/2023. 6 (2) 442-
454.
- This research is to analyse
the implementation of
collaborative strategy in
teaching students reading
comprehension.
- This research used a
descriptive qualitative
approach, which is a research
method used to search on
natural object conditions.
collaborative strategy in
teaching students
ran well.
- Collaborative
Strategy in teaching
grade 10 students

https://doi.org/10.31004/jr
pp.v.6:2.18275
Gálvez, J. & Del Campo,
M. (2023). Strengthening
Reading Competence in
English Using a Reading
Comprehension Module.
Profile Issues in Teachers’
Professional
Development, 25(1):229-
243.
446/profile.v25n1.101251
- This article reports the
results of a study carried
out at a public high school
in Colombia whose
objective was to design and
determine how a reading
comprehension module
contributed to strengthening
English literacy
competence in sixth
graders.
- The methodological
framework entailed a basic
outline of the action-research
cycle. The qualitative data
analysis was designed
descriptively, focusing on
three research moments
corresponding to each cycle’s
stages.
- The results show that
the material had a
significant impact on
the development of
literacy competence,
which suggests the
material could be a tool
for supporting English
language learning.
- - Supporting
English language
learning through
reading
comprehension
modules
Jabu, B. & Dollah, S.
(2023). The Effects of
Self-Efficacy on Students’
Celebes Journal of
Language Studies, 23-28.
629/cjls.v3i1.123
- To investigate the students’
self-efficacy in reading
comprehension (2) to
investigate the students’
reading comprehension and
(3) to investigate whether
there are the effects of
students’ self-efficacy on
their reading
comprehension.
- This research applied Ex Post
Facto. The sample of 33
students was selected by using
the cluster random sampling
technique. Data collection
used reading tests and
questionnaires. The data were
analysed by using SPSS 23.
the percentage of the
students’ self-efficacy
was in the high
category, and the
students’ reading
comprehension was in
the good category.
There was no effect of
self-efficacy on reading
comprehension in this
research.
- Effects of self-
efficacy on students’
reading
comprehension
Lan, N. (2023). Reading
Comprehension
Difficulties Among
English Majored
Sophomores at A
- This study endeavour to
investigate the reading
comprehension difficulties
of English majored
sophomores at Hanoi
- They uses mixed-method
approach. The research
participants consisted of 186
sophomores, using a
- The findings indicate
that the bulk of the
participants have
difficulties in reading
comprehension,
- Factors contributing
to reading
comprehension
difficulties

University in Vietnam.
International Journal of
Scientific Research in
Science and Technology,
890-905.
628/ijsrst523102149
University of Industry
(HaUI).
questionnaire and semi-
structured interviews.
particularly with regard
to certain aspects such
as vocabulary,
background knowledge,
grammatical structures,
and reading strategies.
Rodriguez, F., de Blume,
A. & Soto, C. (2022).
Effects of Reading
Motivation and Meta-
comprehension on the
of Students with
Intellectual Disabilities.
Electronic Journal of
Research in Educational
Psychology, 20(58):469-
494.
115/ejrep.v20i58.4806
- To describe the level of
reading motivation and
meta-comprehension skills
present in students with
intellectual disabilities
- To predict the impact of
these variables on their
performance in reading.
- A standardized reading
comprehension test, the
Motivation for Reading
Questionnaire, and different
instruments to assess aspects
of Meta comprehension were
applied.
- The stepwise linear
regression analysis
showed that, together,
the total number of
inconsistencies detected
as a measure of Meta
comprehension
monitoring and two
dimensions of
metacognitive
knowledge (knowledge
about cognition and
regulation after
problematic
understanding), predict
67% of the variability in
participants’ reading
comprehension
performance.
- Influence of reading
motivation and meta
comprehension on
reading
comprehension

Phuong, N.T.L. (2002).
Teachers Strategies in
Teaching Reading
Comprehension 1 (1) 19-
28
https://doi.org/10.54855/ij
li.22113
- This study aims to
investigate teacher’s
strategies in teaching
reading comprehension and
how their students reacted
to such strategies at Hau
Giang Community College.
- According to this study,
teachers have been using
techniques including
questioning, predicting,
retelling, and picturing to
promote reading
comprehension. Additionally,
it showed that the majority of
the students gave enough
feedback on the tactics used
by their teachers.
study the teachers
should inform students
of the instructions
before they read and
text and utilize tactics
for teaching reading
comprehension in line
with each student’s
level of ability and
personality to
encourage greater
engagement.
- Strategies in
Teaching Reading
Comprehension
Satriawan, A. (2023).
Improving reading
comprehension in
descriptive text of the
tenth grade students of
SMK PGRI 1 GIANYAR
in the academic year
2022/2023 through fix-up
strategy
https://eprints.unmas.ac.id
/id./eprint/4069
- This study aims to figure
out the improvement of
reading comprehension in
descriptive text of the tenth
grade students of SMK
PGRI 1 Gianyer fix-up
strategy.
-
- This research was carried out
through implementing fix-up
strategy in two cycles and the
obtained data was analysed
quantitatively from the
questionnaire.
- This study showed that
of tenth grade students
of SMK PGRI 1
Gianyar in academic
year 2022/2023 can be
improved using fix-up
strategy.
- Descriptive text of
the grade 10
students of SMK
Septia, N., Indrawati, I.,
Juriana, J., & Rudini, R.
(2002). An Analysis of
Students Difficulties in
EEdj: English Educational
Journal, 2 (1), 11-22.
- This study was aimed to
find out the students
difficulties in learning
reading comprehension at a
public high school in
Bangka and the factors
students have the
difficulties.
- This study applied a
Descriptive Qualitative
method. The student
difficulties were analysed. The
number of difficulties was
counted by tabulating and
calculating the results. The
difficulties faced by the
- There are four factors in
this research study:
- 1. The students interest
in learning reading
because they do not
have the desire to read
English text and they
- Students Difficulties
in Reading
Comprehension

https://doi.org/10.32923/e
edj.v2il.2519
students were difficulty in
answering main idea questions
(53, 67%), vocabulary
questions (47, 84%), and
making influence questions
(45, 34%).
are not interested in
reading.
- 2. The student’s
difficulties in reading
text and translating the
English meaning.
- 3. Lack of facility in
their school since it did
not provide enough
reading material for
them.
- 4. The house
environment, the role of
a parent at home to give
child support is crucial.
-
Syukur Zai, H., MartiN,
K., Tahir Harefa, A., &
Daeli, H. (2023).
Improving student’s
ability in reading
comprehension through
students reading and
feedback at the eighth
grade of SMP Negeri 3
Sogae’adu in 2022/2023.
6 (1) 8504-8524
https://jonedu,org/index,p
hp/joe/article/view/4293
- This research aims to
improve student’s abilities
in reading comprehension
by using the reading and
feedback strategy.
- Researchers use classroom
action research (CAR).The
researchers has conducted in
two cycles. Each cycles
consists of two meeting. In
collecting the data, the
researcher used observation
sheet, test and field notes
sheets.
- The researchers
concluded that the
students reading and
feedback (SRF) strategy
was successful in
improving students
ability in understanding
recount text.
- Students are
feedback at the
grade 8 of SMP
Negeri
Velasco, C. (2023). Pre-
Reading Activities and
- The purpose of this study is
to find out the effectiveness
- The respondents were the
limited sixty (60) grade 9
- The result of the scores
of the experimental
- The effectiveness of
pre-reading

in an English as a Second
Language Classroom.
International Journal of
Social Science Humanity
and Management
Research. 2(7), 549-558.
https://doi.org/10.58806/ij
sshmr.2023.v2i7n11
of pre-reading activities
such as KWL strategy,
graphics information, WH-
Questions and vocabulary
in improving the learners’
skill.
students of Sta Catalina
National High School for the
school year 2022-2023. Two
groups of respondents
comprised thirty (30) students
who undergone the treatment
and served as the first
experimental group while the
other thirty (30) students
served as the second
experimental group who used
two different pre-reading
activities.
group 1 is higher than
that of experimental
group 2.
activities in
improving reading
comprehension
skills
Wirana, C., Munawir, A., &
Putri, A. (2022). The english
teacher techniques in
teaching reading
comprehension at smkn 1
mamasa. English Language,
Linguistics, and Culture
International Journal,
2(3):185-195.
http://orcid.org/0000-0003-
4120-263X
- This study aims to find out
(1) the techniques applied
by the English teachers in
teaching reading
comprehension, (2) whether
or not the teaching
technique is effectively
applied in reading
comprehension.
- This study applied a
qualitative method. The
participants in this research
were 4 English teachers and
students consisting of 4
classes for observation, and 10
students per class for
interview in SMKN 1
Mamasa. Which was taken
through purposive sampling
technique. The data of this
study were collected by
observation, interview, and
documentation.
-
- The result of this study
indicated that the
techniques used by the
teachers in SMKN 1
Mamasa, such as Read
aloud together/reading
aloud one by one, read
over and over, questions
and answering and
Enrich vocabulary
through translation and
memorizing, are
effective to the students
in learning reading
comprehensive of
English language.
- Effectiveness of the
teaching techniques
in reading
comprehension

STUDIES DETAILED AREA OF COCERN
Harefa, H.S., Telaumbanua, P.K.S.,
Telaumbanua, Y.A, & Zega, R.(2023)
To assess the improvement in the collaborative teaching strategies implemented, student surveys and interviews, classroom observation,
peer observation with interviews were used. Students were asked to report their perceived advantages and disadvantages to
collaborative teaching and these responses were used to adjust strategies employed during the collaborative teaching sessions.
Based on the feedback of the peer observers, administrators and students, collaboratively taught classes could be improved by
developing teaching plans that allow for hands-on and interactive activities that maximize the presence of multiple teachers but could
be accomplished well within the instructional time. Problems encountered during scheduling, preparation and implementation may be
solved by adjusting the workload of the teacher. Students generally gave positive responses for the collaborative teaching lessons that
were implemented. Perceived advantages of collaborative teaching are that it allowed for more hands-on activities, better understanding
of the lesson and better interactions between teachers and students. The perceived disadvantages of collaborative teaching are classes
getting noisy and some students not participating in the activities.
Galvez, J. & Del Ocampo, M. (2023). The concept of communicative competence in language teaching and acquisition studies is directly related to the notion of linguistic
competence, whose consolidation is based on the distinction between competence and performance. Competence is the prior knowledge
of the speaker-listener’s language, while performance is the actual use of the language in specific situations. On the other hand, from the
study of language as a system, the interest does not lie in the use of language or the acquisition and teaching of languages but in the
development of a linguistic theory focused mainly on grammatical rules that is, competence, rather than performance, is the primary
subject matter.
Velasco, C. (2023). The present study was conducted for two purposes:(1) to compare the learners’ comprehension ability before and after the
implementation of two types of pre-reading activities, guessing reading content from asking pre- reading questions and vocabulary
definition, (2) to investigate the learners’ attitudes towards the implementation of two pre-reading activities.
Research participants consisted of 60 grade- 10 students studying at Omol Habibeh high school in Ilam, Iran. A test of reading
comprehension ability was administered to assign the subjects into two groups. The two groups were given different pre-reading activity,
guessing reading content from asking pre-reading questions and vocabulary definition, respectively. The research instrument consisted of
reading comprehension test (used as pre- and post- tests). The experiment using the two pre reading activities were carried out for 5
weeks two sessions a week .The data was analysed statistically to identify means, standard deviation, and t-value. It was found that after
implementation of the 2 pre-reading activities the subjects performed better in the post-test, at significant level of .05. When compared
the results of the 2 pre-reading activities, it was found that the group receiving guessing meaning from pre-reading questions performed

better that their counterpart who experienced vocabulary definitions, at.05. It was also found that both groups were satisfied with the
activity they experienced.
FACTORS, TECHNIQUES AND STRATEGIES IN READING COMPREHENSION
Afrilia, D., Ginting, F.Y.A, & Prayud,
M.S (2023).
This research has been conducted at SMP Dharma Wanita. The population was the eighth grade students of SMP Dharma Wanita which
consisted of 48 students into two classes, namely VIII-A and VIII-B. VIII-A as the experimental class and VIII-B as the control class.
Both of classes consisted of 48 students with homogenous score. The experimental class treated by using the conventional ways. The
pre-test was given to the two groups before giving the treatment. The result of pre-test showed the mean score of experimental class was
40, 16 and the control class was 36, 35. After giving the treatment, post-test was given. The result of post-test showed the mean score of
experimental class was 72, 64 and the control class was 39, 35.
Cortezo, G., (2023). This study aims to determine the relationship between the reading comprehension level and academic performance of Grade 7 students.
This study utilized the reading comprehension level and academic performance of the students in four different sections of grade 7. The
reading comprehension level of the students will be based on the result of a series of test contained in PHIL-IRI or Philippine Informal
Reading Inventory conducted by either the Class Adviser of the English Language Teacher. This study does not include factors affecting
both the reading comprehension level and academic performances of the students.
Wirana, C., Manawir, A., & Putri, A.
(2022).
This research aimed to investigate the effectiveness of reading techniques on reading comprehension. The findings were that reading
techniques had a positive effect on students reading comprehension. The students had favourable attitudes towards skimming, scanning,
making predictions and questioning and they could apply these strategies to their reading processes and they helped them to comprehend
the text better.
Lan, N. (2023). Educational factors such as teaching method, instructional time, school environment, understanding, motivation, and prior knowledge,
are the factors that affect reading comprehension. In order to comprehend written material students need to, accurately read and
understand the words being used.
STUDENTS ACHIEVEMENT IN READING COMPREHENSION
Agustin, N, A. (2022). The study used qualitative research obtain valid data from 25 participants in class A at second semester in English Department.
Researchers obtained data o reading comprehension test scores from the results of the TOEFL test questions given by researchers with an
average value of 62. To test the truth researchers conducted interviews and questionnaire data. The results of the analysis are also
through interviews with teachers and students, as well as questionnaires answered by the students.
Rodriguez, F., De Blume, A., & Soto, C.
(2022).
The present research had two main objectives, 1. To describe the level of reading motivation ad meta-comprehension skills present in
students with intellectual disabilities (N=27); and 2) to predict the impact of these variables on their performance in reading. A

standardized reading comprehension test (MRQ), and different instruments to assess aspects of Meta-comprehension (meta-
comprehension inventory, inconsistency detection test and confidence in performance judgements) were applied.
Satriawan, A. (2023). This type of research is descriptive qualitative using the error analysis. This study used document review and interview techniques in
data collection. The data of this study were taken from the works of students who sent their descriptive texts a person, famous figure or
place through emails. 12 students and 2 teachers had problems with interlingual transfer, intralingual transfer and context of learning, the
results of this study indicate that there were several errors that occured namely 1) spelling error 2) punctuation error 3) grammar error 4)
usage error. From the results of this study, the types of errors that often appeared and made by the students were spelling error. The
reasons why students made these errors as follow: 1) students were not thorough 2) not understanding of English vocabulary 3) lack of
understanding the material. Even though they experience some difficulties, students are still trying to do the assignment given and have
enthusiasm when describing the character as seen from the results.
Syukur Za, H., Martin, K., Tahir Harefa,
A., & Daeli, H. (2023).
This research aimed to know the eighth grade students’ satisfaction on the English teacher professionalism in teaching English as
Foreign Language at SMP Negeri 8 in academic year. The object of this research was English teacher professionalism. The subject of
this research was 151 eighth grade students’ satisfaction at SMP Negeri 8. The data of this research were obtained by using questionnaire
and interview question sheet to the students. This research was used mixed-method approach because the writer combines both
quantitative and qualitative method in analysing the data. This result indicate that average score from reliability, responsiveness,
empathy, guarantee and physical evidence which get an average score of 3.9, 3.89, 4.1, 4.1, and 4.1 that means all of variables are in the
satisfying level. Finally, it can be concluded that students are showing positive respond against English teacher professionalism in
English learning.
Ali, A., GUI, N., & Hassan, S.U. (2022). This study was design to evaluate the factors confronted by university students in their spoken English. Total 9 factors are lack of
confidence in speaking the English language, non-availability of words to express feelings, fear of making mistakes when speaking the
English language, lack of motivation in students to speak English language were identified, and questionnaires were circulated among
seven hundred (700) university students. 500 students submitted their complete responses. Their responses were analytically analysed.
After analysis of data, this study revealed that the problem faced by university students are Lack of Confidence in Speaking the English
Language with a score of 3.731 and was ranked on the top, followed by Lack of Vocabulary with score of 3.692, Fear of Making
Mistakes When Speaking English Language with a score of 3.654, Lack of Motivation in Students in Speaking English Language with a
score of 3.50, feeling Nervous in Speaking English Language in Public with a score of 3.462, feeling Shy when Speaking English
Language with a score of 3.269, committing Common Grammar Mistakes While Speaking English Language with a score of 3.231,
concerning problem of Difference of Syntax with a score of 2.923 and Lack of English Teachers with a score of 2.923. It is concluded
that the university students in Pakistan confronts serious problems in spoken English, thus these problems should be solved by acting
effectively sent.

Auta, I., Ibrahim, M., & Ayeace, J.
(2023).
This qualitative study identified the common reading problems that negatively impact reading comprehension of third graders with
learning disabilities. It also investigated the effective reading strategies that special education teachers have utilized to improve reading
comprehension levels of the students in resource room settings. For the purpose of this study, “effective reading comprehension
strategies” are defined as any strategies that have been found by the special education teachers as beneficial for improving reading
comprehension levels of third graders with learning disabilities in the resource room setting. Importantly, a particular reading
comprehension strategy could be beneficial based on these teachers’ experiences while working with students who have learning
disabilities, but it might not have been found to be an effective reading strategy in the literature. Thus, the focus of this research was on
determining the effectiveness of using a particular strategy based on teachers’ teaching experiences, rather than strategies only found in
the literature.
Phuong, N.T.L. (2022). According to this study, teachers have been using techniques including questioning, predicting, retelling, and picturing to promote
reading comprehension. Additionally, it showed that the majority of the students gave enough feedback on the tactics used by their
teachers. According to these findings, teachers should inform students of the instructions before they read the text and utilize tactics for
teaching reading comprehension in line with each student's level of ability and personality to encourage greater engagement.
DIFFICULTY IN IDENTIFYING VOCABULARY IN READING TEXT
Asani, F. (2022). The findings showed that the students still faced the problems or difficulties in vocabulary learning. Kinds of difficulties faced by
students in vocabulary learning were various. Kinds of difficulties faced by the students were (1) almost all of the students have
difficulties in pronouncing the words, (2) how to write and spell, (3) the different grammatical form of a word known as inflections was
one of causes of students difficulties in learning vocabulary. In addition, (4) the students found difficulties in choosing the appropriate
meaning of the words and (5) also still confuse in using the word based on the context. The last, (6) the students were also still confuse
when they found words or expression that were idiomatic. There were some factors that caused students' difficulties in learning
vocabulary (1) the written form is different from the spoken form in English, (2) The number of words that students need to learn is
exceedingly large, (3) the limitations of sources of information about words, (4) The complexity of word knowledge. Knowing a words
involves much more than knowing its dictionary definition, (5) causes of lack of understanding of grammatical of the words, (6) the
incorrect pronunciation is often caused by the lack of sound similarity between English and the students' native language.
STUDENTS DIFFICULTIES IN READING COMPREHENSION
Septia, N., Indrawati, I., Juriana, J., &
Rudini, R. (2022).
Based on the results of analyzing data from the questionnaire and interview, the researcher found most of students’ difficulties in reading
comprehension because they have no motivation in reading habit, they read a little or nothing. It is considered to be a problem for the
students to comprehend a reading text. Another students’ difficulties in reading comprehension was the low reading skill. The students
complained about the fact that they found, they need to study hard to remember the information they just read. They also need much time
to read the text to overcome their problem. Too difficult reading material is also one of student’s problem in understanding the reading

text. The material of reading is unfamiliar for them and grammatical complexity is also a reason why the students failed to comprehend
the text correctly. The sentences in reading text too long or having complicated sentences. Related with these problem, new words and
long texts are seen by the students as a major obstacle to comprehend a reading text.
PROBLEM-BASED LEARNING METHOD OF THE SENIOR HIGH SCHOOL ENGLISH STUDENTS
Aulia, H., Laeli, A., & Ulwiyah, S.
(2023).
Problem-Based Learning is not just about being student-centered, but also because it encourages students to be problem solvers and learn
through their understanding. This paper aims to see how Problem-Based Learning can affect the students’ reading comprehension in
class. Classroom Action Research is chosen in this study. The participants were 30 students of the Senior High School English classes in
Ambulu. Based on the findings, the Problem-Based Learning method could potentially become an effective method for students as there
is a significant change between the first cycle and the second cycle of the use Problem- Based Learning method in the class. The
improvement shown is that almost all of the students had their scores improved in the reading comprehension test after the
implementation of Problem-Based Learning.
THE EFFECT OF THE STUDENTS IN READING COMPREHENSION
Alghazali, T.A.H., Hussein, R.A, Patra,
I. & Prasad, K.D.V. (2022).
This study aimed to examine the effects of e-learning on Iranian EFL learners’ reading comprehension and reading motivation. To this
end, the OQPT was given to 101 Iranian EFL learners, and 60 of them who were at the intermediate level were selected as the
participants of the study. Then, they were randomly divided into two groups: one experimental group (EG) (n = 30) and one control
group (CG) (n = 30). After that, a reading comprehension test and a reading motivation questionnaire were administered to both groups
as the pre-tests of the study. After pretesting, the participants of the EG received the treatment through e-learning. Eight lessons of
Connect Book 4 were taught to the experimental participants online. On the other side, the participants of the CG were taught
traditionally, through a face-to-face fashion. In the last session, a reading comprehension test and a reading motivation questionnaire
were again given to both groups. The independent-samples t-test revealed that the EG outflanked the CG on the post-tests. The e-
learning instruction aided Iranian EFL learners in enhancing their reading comprehension and reading motivation. Regarding the findings
of this study, some implications are mentioned for learners, teachers, and curriculum designers.
Balqi, M. (2022). The researcher analysed the result of the test to determine the students’ difficulties in comprehending the text, and in what aspects the
students face the difficulty. The researcher distinguished the students' difficulties from the mistake they would have done in answering
reading questions. And then from the questionnaire, the researcher got details and deeper information about the students’ difficulties.
Jabu, B. & Dollah, S. (2023). The main purpose of the paper is to discuss how self-efficacy developed and the way it influences students‟ academic performance in
addition to social interaction with peers. A scenario was given to Pakistani schools‟ student by solving mathematical problems. Present
study was designed to study the impact of self-efficacy on 15 boys, students of the 5th grade of a local school. Hague’s (1990) Urdu
Self-efficacy scale was administered. It was found that students with high self-efficacy obtained higher scores on 50 mathematical

problems test. Further, content analysis of interviewees‟ responses showed that students with high self-efficacy planned to study
complex subjects in future. A cross-cultural study is strongly recommended in this issue that determines the students‟ future.

AREA OF CONCERN STUDIES
Collaborative strategy in teaching reading comprehension Harefa, H.S., Telaumbanua, P.K.S., Telaumbanua, Y.A, & Zega, R.(2023).
Galvez, J. & Del Ocampo, M. (2023).
Velasco, C. (2023).
Factors, Techniques and Strategies in Reading Comprehension Afrilia, D., Ginting, F.Y.A, & Prayud, M.S (2023).
Cortezo, G., (2023).
Wirana, C., Manawir, A., & Putri, A. (2022).
Lan, N. (2023).
Students Achievement in Reading Comprehension Agustin, N, A. (2022).
Rodriguez, F., De Blume, A., & Soto, C. (2022).
Satriawan, A. (2023).
Syukur Za, H., Martin, K., Tahir Harefa, A., & Daeli, H. (2023).
Ali, A., GUI, N., & Hassan, S.U. (2022).
Auta, I., Ibrahim, M., & Ayeace, J. (2023).
Phuong, N.T.L. (2022).
Difficulty in Identifying Vocabulary in Reading Text Asani, F. (2022).
Students Difficulties in Reading Comprehension Septia, N., Indrawati, I., Juriana, J., & Rudini, R. (2022).
Problem-Based Learning Method of the Senior High School English Students Aulia, H., Laeli, A., & Ulwiyah, S. (2023).
The Effect of the Students in Reading Comprehension Alghazali, T.A.H., Hussein, R.A, Patra, I. & Prasad, K.D.V. (2022).
Balqi, M. (2022).
Jabu, B. & Dollah, S. (2023).

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