E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan AN ANALYSIS ON STUDENT’S DIFFICULTIES IN READING COMPREHENSION AT SMKN 1 BANGKINANG Wida Rianti, Masdelima, Resky Ayu, Armiati, M. Alifunnas, Indah Nabila, Miftahul Jannah, Resky Ayu Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia E-mail: widia19aurora@gmail.com Abstrak Penelitian ini berkaitan dengan kesulitan siswa dalam membaca pemahaman. Tujuan dari penelitian ini adalah untuk mengetahui kesulitan siswa dalam membaca. Penelitian ini merupakan penelitian deskriptif. Populasi penelitian ini adalah siswa kelas XI semester dua SMKN 1 Bangkinang. Sampel penelitian ini terdiri dari 24 siswa. Penelitian ini dilakukan dengan menggunakan kuesioner. Temuan dari penelitian ini menunjukkan bahwa siswa mengalami kesulitan dalam membaca kalimat dan teks yang panjang, kosakata, tata bahasa, mengetahui latar belakang, dan konsentrasi adalah masalah utama yang dihadapi oleh siswa kelas XI SMKN 1 Bangkinang. Kata kunci: Kesulitan, membaca pemahaman Abstract This research is related to student’s difficulties in reading comprehension. The purpose of this study is to determine the student’s difficulties in reading. This research is descriptive research. The population of this research is the second semester students of class XI of SMKN 1 Bangkinang. The sample consist of 24 students. This research was conducted using a questionnaire. The finding of the study showed that the student had difficulty long sentence and text, vocabulary, grammar, knowing the background, and concentration are the main problem faced by students class XI of SMKN 1 Bangkinang. Keywords: Difficulties, reading comprehension INTRODUCTION Language is a communication tool used by people to communicate with each other. With language it will be easy to express opinions, ideas, feelings, etc. There are many languages in this world. English is the language used as an international 114 E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan language. English is very important and has many relationships with various aspects of everyday human life. Many people want to learn English so they can communicate well and be able to go abroad. In Indonesia, English is a foreign language and is taught formally from elementary school to university level. There are four basic skills that must be mastered by students in school namely listening, speaking, writing, and reading skills. Grabe and Stoller (Talebi & Maryam, 2015) who claimed that Reading is the skill of understanding what is written and accurately interpreting the information in a text. According to (Selong, 2019), reading is an active activity that involves plenty of effort and abilities as students attempt to make sense of the text and visual information they have read. According to (Jayanti, 2016), reading is a complicated active mentalityrelated action that aims to understand the meaning of written material. According to (Kasim & Raisha, 2017), reading comprehension is the process of comprehending literature through the interplay between the text and the reader's prior knowledge in order to extract information from the text. According to (Alowalid, A., Mujiyanto, J., & Bharati, 2018), reading comprehension is the capacity to understand the text's material and accurately interpret its meaning. Reading comprehension, according to (Oakhill et al., 2014), is a difficult endeavor that calls on the coordination of several distinct cognitive talents and aptitudes. The ability to read text, assimilate it, and comprehend its content is what is meant by reading comprehension(Widyaiswara et al., 2021). The aptitude for drawing inferences is one of the traits and abilities that affect a person's capacity to comprehend the material. The ability to read text, assimilate it, and comprehend its content is what is meant by reading comprehension. The traits and abilities of an individual, including their capacity for inference, have an impact on how well they can interpret the text. The process of communicating ideas from the author's mind to the reader's mind involves reading comprehension. This process involves the transmission of an idea from one mind to other and hence a difficult task ( N i n g s i h , 2 0 1 7 ) 115 E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan Difficulty is state or quality of being hard to do or to understand (Hornby, 2006). The difficulty is that students make mistakes during the teaching and learning process. It happens because the students don't know or grasp the content that the teacher has explained, or because they are confused about it. In this instance, difficulty refers to the fact that it is difficult for the students to understand English reading content. There are two categories of factors that cause students' problems: internal and external. Physical, intellectual, and psychological factors are internal. While factor external including the home and school environment (Hidayati, 2018). The second semester of SMKN 1 Bangkinang Based on the Interview with the student at the second semester of English Students’ difficulties like lack vocabulary, not understand of the meaning, Difficulties in reading comprehension, and grammatical structure. In which the class will become the research sample, because it is based on interviews with class members about difficulties in reading comprehension and need to be analyzed. Therefore, researchers are curious to conduct a study entitled, “Analysis students’ difficulties in Reading Comprehension.” Several researchers have conducted research about student’s difficulties in reading comprehension. The first was conducted by (Septia et al., 2022), it employed a descriptive qualitative approach. The difficulties of the students were examined when the test results for the students were known. Inference-making questions (45,34%), vocabulary questions (47,84%), and major concept questions (53,67%) were the most challenging for the students to answer.. The second research was conducted by (Mardhani et al., 2021), the population of this study consisted of 25 students in the ninth grade and an English teacher from Mts Muhammadiyah 01 Randublatung for the academic year 2021–2022. Based on the results of examinations that students took, it can be concluded that up to 11.08% of them struggled to identify the key theme in their answers. 29.55% of students struggle to discover specific knowledge while answering questions (scanning). 30.40% of students report having trouble drawing inferences or drawing conclusions from their 116 E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan answers. 11.93% of students struggle to identify references while answering questions. Last but not least, 17.05% of students have trouble answering questions correctly and comprehending the meaning of the words. The third research was conducted by (Babu, 2020), 64 students from MTs Darel Hikmah Pekanbaru in the ninth grade made up the research sample. The fourth indication was found to be the most difficult component of reading comprehension, according to the results. The researcher used documentation to obtain the data, which she subsequently examined using descriptive statistics generated by the Ms. Excel application. Students have difficulties detecting references, with a proportion of 90.63%. The reason the researcher choose the title an analysis on student’s difficulties in reading comprehension at the second semester of SMKN 1 Bangkinang was that the researcher wanted to see the students' difficulties in reading comprehension. The researcher has a very limited ability to study all the problems which have been identified. Therefore the study only focuses on an analysis Students Difficulties in Reading Comprehension at the first semester of SMKN 1 Bangkinang the research question is “What are Students‟ difficulties in reading comprehension at Class XI of SMKN 1 Bangkinang. METHOD The research design of this study employs descriptive qualitative research. In (Larasati, 2019), Miles & Hubermen state that a qualitative research involves the gathering, examination, and interpretation of visual and comprehension reading data in order to obtain knowledge about a particular topic of interest. The researcher in this instance concentrates on an examination of students' difficulties in reading comprehension in class XI at SMKN 1 Bangkinang. 117 E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan Participant The participant of this research was students at class XI of SMKN 1 Bangkinang. The sample consist of 24 students. Instrument A questionnaire is a research tool made up of a number of questions intended to elicit information from respondents. (Sugiyono, 2017) Defines a questionnaire as a data gathering method in which respondents are asked a series of questions or statements. In this study on reading comprehension knowledge in English learning, the researcher made 18 statements. In this study, the researcher provides a questionnaire to get more viewpoints and information on potential learning influences, as well as to corroborate the teacher's response. Data Analysis First, Coding, which is the initial stage in data analysis, is referred to as an open code, a start code, or a temporary code. The most popular method is to scan the data and sort it by discovering units of meaning such as words, phrases, and sentences that are simple to learn. Second, data reduction is a procedure that is used to decrease data that is repeated. "Reducing data implies summarizing, selecting the primary, concentrating on what is crucial, identifying the issue, and forming" And at this point, researchers collect information from teacher interviews. Third, data presentation is the stage of data analysis that comes after data reduction. This is the procedure for presenting data in a tabular or essay format so that you may comprehend it better. The last, conclusion: At this point in the data analysis process, conclusions are being drawn. Here, researchers begin to understand the data. The researcher compares all items with the same code, then groups these categories and determines the relationships between them. 118 E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan FINDINGS AND DISCUSSION The subject of the research is confined to class XI at SMKN 1 Bangkinang, and the researcher employed a questionnaire to examine the students' reading comprehension issues. The questionnaire was delivered to 24 students from the subject's class of 24 students. The study's goal is to identify students' difficulties in reading comprehension in class XI at SMKN 1 Bangkinang. Findings This questionnaire was delivered to second semester students of class XI SMKN 1 Bangkinang by the researcher, who used a Google form or online questionnaire. The questionnaire was prepared by the researcher from the 24 students who filled out this questionnaire in order to obtain more precise data concerning reading comprehension challenges. The researcher used a liker scale (strongly agree, agree, less agree, disagree, and totally disagree), and the questionnaire has 18 statement items. Table1. Questionnaire 1 Statement Option F % Understand long sentence and text, difficult for me because lack of vocabulary (memahami kalimat Strongly agree 4 16,7 % Agree 17 75 % Less agree 1 4,2 % Statement Disagree Option Totally Strongly disagree agree I find it difficult to understand long sentence and text because less of Agree grammar mastery (saya merasa kesulitan dalam Less agree memahami kalimat dan Disagree teks yang panjangkarna Totally kemampuan grammar disagree saya yang kurang) F 3 2 0 % 12,5% 18 75 % 1 4,2 % 1 8,3 % 1 0% Total 24 100 % danteks yang panjang sulit bagi saya karena kurangnya kosakata) Total 24 119 8,3 % 0% 100 % E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan Four students chose strongly agree in this table. Because of a lack of vocabulary, it was difficult to interpret extended sentences and texts. Many students who chose this option agree that there are seventeen students. Students who chose agree are unable to grasp the term because they have a restricted vocabulary, making it difficult for them to comprehend extended sentences and texts. One student chose less agree because they believe they are capable of understanding extended sentences and texts. Then any students who chose disagree, which is two students who are the same but agree less. Finally, there were no students who chose to totally disagree. It may be argued that understanding extended sentences and texts is difficult for students due to a lack of vocabulary. Table2. Questionnaire 2 Statement Option I find it difficult to Strongly understand long agree sentence and text because less of Agree grammar mastery (saya Less agree merasa kesulitan dalam Disagree memahami kalimat dan teks yang panjangkarna Totally disagree kemampuan grammar saya yang kurang) Total F 3 % 12,5% 18 1 1 1 75 % 4,2 % 8,3 % 0% 24 100 % Three students chose strongly agree in this table. Because of a lack of grammatical proficiency, it was difficult to interpret extended sentences and texts. Many students who chose this option agree that it is eighteen students. They are unable to structure the phrase and content since they are solely focused on the grammar mastery formula. Because the students comprehend the dilemma in the statement, they chose less agree that is one student. And one student chooses to disagree since the students believe they are capable of understanding big sentences and texts. Finally, one student chose to completely disagree because the students had no trouble with grammar 120 E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan and long texts. It may be stated that students' difficulties in reading comprehension are caused by their inability to grasp extended sentences, texts, and grammar. Table3. Questionnaire 3 Statement Option I find it difficult to Strongly agree remember what Iread in long sentence and text Agree (saya merasa kesulitan Less agree untuk memngingatapa Disagree yang saya baca ketika Totally disagree kalimat dan teks panjang) grammar saya yang kurang) Total F % 2 8,3 % 17 70,8 % 3 12, 5 % 1 4,2 % 1 4,2 % 24 100 % Two students chose strongly agree in this table. They strongly agree since long sentences and texts make it harder for them to memorize what they read. Many students who believe that there are seventeen students suggests they are having problems remembering what they have read since texts that are excessively long make it harder for them to memorize. Because the students understood how to retain long sentences and texts, they chose three students to agree. And one student chooses to disagree since the students believe they are capable of remembering what they read in long sentences and paragraphs. Finally, one student chose to totally disagree since the students had no issue remembering what they read in long sentences and paragraphs. It may be argued that students' difficulties in reading comprehension stem from their inability to retain what they read in extended sentences and texts. Table 4. Questionnaire 4 Statement Option I find it difficult to Strongly agree understand thereading text before knowing the topic (saya merasa kesulitan Agree 121 F 3 % 12, 5 % 16 75 % E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan saatmemahami teks bacaan sebelum mengetahui topiknya) Less agree Disagree Totally disagree Total 3 1 1 24 66,7% 4,2 % 4,2 % 100 % Three students chose strongly agree in this table. It was difficult for them to grasp the reading text before they knew the topic, which indicates they have trouble understanding a text before they know the topic, since if the topic is understood first, they will understand the reading text. The students who choose to agree that there are sixteen students indicates they will have difficulty understanding what text is discussed since they will not be able to read the text if they do not know about that issue. Because the students comprehend before they grasp the issue, the students who chose less agree that it is three students. And one student chooses to disagree since the students believe they are capable of understanding the reading material before learning about the issue. Finally, one student chose to totally disagree since students do not need to grasp the topic first in order to appreciate a work. It may be inferred that understanding the reading text prior to comprehending the topic is the source of the pupils' difficulty with reading comprehension. Table 5. Questionnaire 5 Statement Knowing the background is important when I want to read Option F % Strongly agree 6 66,7 % Agree 16 66,7 % a text(mengetahui latar Less agree 1 4,2 % belakang itu penting ketika Disagree 1 4,2 % saya ingin membaca sebuah Totally disagree 24 100 % teks) Total Six students indicated in the table that they strongly agree. When reading a book, it is crucial to understand the context. There are sixteen students, according to the 122 E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan students that vote. It implies that readers must be aware of the context before reading a document in order to understand its contents. Any students who select disagree that is one student because they feel it is not vital to know the background when they wish to read a book, and the students who choose less agree that is one student since it is less important for them to know the history. None of the students who chose the final option totally disagreed. It may be argued that when students try to read a material and understand it without first knowing the context, reading comprehension becomes harder for them. Table 6. Questionnaire 6 Statement Option I fell confuse while Strongly agree reading when Idon‟t know the background (saya Agree merasa bingung saat Less agree membaca ketika saya tidak Disagree tahu latar belakangnya) Totally disagree F 2 % 8,3 % 17 70,8 % 3 1 1 12, 5 % 4,2 % 4,2 % Total 24 100 % This table show two students choose strongly agree. They confuse while reading when they don’t know the background. The students who choose agree that is seventeen students, because if they already know the background it will make them understand more and not be confused in understanding text. It means they must be knowing the background so they don’t get confused when they read text. The students who choose less agree that is three students, because it is the students don’t get confused even if they don’t know the background. And any students choose disagree that is one students because the students feel not confuse while reading when they don’t know the background. And the last there were one students who choose totally disagree, because they don’t get confused even if they don’t know the background. It can be concluded that they confuse while reading when they don’t know the background. 123 E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan Table 7. Questionnaire 7 Statement Option When I have difficulty Strongly agree understanding the reading text I become lazy to read Agree (ketika saya kesulitn dalam Less agree memahami teks bacaan Disagree saya menjadi malas untuk Totally disagree membaca) Total F 2 % 8,3 % 17 1 3 1 70,8 % 4,2 % 12, 5 % 4,2 % 24 100 % These table shows two students choose strongly agree. They difficulty understanding the reading text they become lazy to read .The students who choose agree that is seventeen students. It means when they have difficulty understandingthe reading text they become lazy to read. The students who choose less agree is one student, because it is the students don’t get lazy even if they don’t understand the text. And any students choose disagree that is three students because the students feel not lazy while reading when they don’t understand the text. And the last there were one student who choose totally disagree, because they feel capable to reading more event don’t understand the text. Table 8. Questionnaire 8 Statement Option I understand reading Strongly agree material so far (saya memahami pembelajaran Agree membaca yang diajarkan Less agree selama ini) Disagree Totally disagree Total F 5 % 20,8 % 15 3 1 0 62, 5 % 12, 5 % 4,2 % 0% 24 100 % This table show five students choose strongly agree. They understandreading material so far. The students who choose agree that is fifteen students. It means they are that only know reading material just basic but not knowing the reading strategies 124 E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan because they have to know and learn strategies in reading comprehension. The students who choose less agree is three students, it means they don’t understand the reading strategies that have been so far. And anystudents choose disagree that is one students because the students feel not understand reading material so far. And the last there were no students who choose totally disagree. It can be conclude the students have difficult to understand reading material so far. Table 9. Questionnaire 9 Statement Option I have my own strategy to Strongly agree understand reading text (saya mempunyai cara untuk mengertisebuah teks) Agree F 7 % 29,2 % 15 62, 5 % Less agree 1 4,2 % Disagree 1 4,2 % 24 100 % Totally disagree Total This table show seven students choose strongly agree. They have understand reading text by using their own strategies. The students choose agree that is fifteen students that includes them knowing basic reading comprehension, because it’s better for them to have their own strategy that not understanding at all in reading. The students who choose less agree is one students, it means the students do not have their own strategies to understand a text. And the last there were no students who choose totally disagree. It can be conclude most students have they own strategy to understand reading text. 125 E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan Table10. Questionnaire 10 Statement Option F % I read slowly and carefully Strongly agree to makesure I understand what I am reading(saya Agree membaca perlahan dan hati hati untuk Less agree memastikan saya Disagree mengerti) 6 25 % 15 62, 5 % 1 4,2 % 2 8,3 % Totally disagree 0 0% 24 100 % Total These table shows six students choose strongly agree. They have read slowly and carefully to make sure understand what they are reading, the students choose agree that is fifteen students this means they have to read slowly and carefully so that they better understand a reading text means they believe that by reading slowly and carefully they can understand a text. Many students who choose less agree that is one student they don’t feel the need to be too careful when reading atext. And any students choose disagree that is two students because the students not understand for the statement. Meanwhile there were no students who choose totally disagree. It can be concluded read slowly and carefully to make sure they understand what they read. Table11. Questionnaire 11 Statement When text become difficult, I read itto increase my understanding (ketikateks menjadi sulit saya membacanyakembal untuk meningkatkan pemahaman saya ) Option Strongly agree Agree Less agree Disagree Totally disagree Total F 9 % 37,5 % 13 54,2 % 1 1 0 4,2 % 4,2 % 0% 24 100 % This table show nine students choose strongly agree. They feel text become difficult they read it to increase their understanding. Many students who choose agree that is thirteen students, means when reading difficult students read them again and 126 E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan again to improve their understanding when reading a text. Many students who choose less agree that is one student they don’t feel. When text becomes difficult, they read it to increase them understanding. And any students choose disagree that is one students, because the students feel capable to understand the text without reading it again. Meanwhile there were no students who choose totally disagree. It can be concluded that when text become difficult, they read it to increase their understanding. Table12. Questionnaire 12 Statement When reading, I translate from English into my native language (saat membaca saya menerjemahkandari bahasa inggris ke bahasa asal saya ) Option Strongly agree Agree F 5 % 20,8 % 14 58,3 % Less agree 3 12, 5 % Disagree 1 4,2 % Totally disagree 1 4,2 % 24 100 % Total These table shows five students choose strongly agree. That it when reading, they translate from English into native language. Many students who choose agreethat is fourteen students, it mean, when reading they translate from English into native language by translating English into the native language, students are easier to understand the text. Many students who choose less agree that is three students they don’t feel if translate from English into their native language the wrong way.And any students choose disagree that is one students, because the students feel capable to understand the text without translate from English into native language. And the last there were one students who choose totally disagree it means without translate from English into native language the students understand. It can be concluded that when reading, they translate from English into their native language. 127 E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan Table13. Questionnaire 13 Statement Summarize reading text material inmy own word (meringkas materi teks bacaan dengan kata kata sayasendiri) Option Strongly agree F 4 % 16,7 % Agree 18 75 % Less agree 1 4,2 % Disagree 1 4,2 % Totally disagree 0 0% 24 100 % Total This Table show four students choose strongly agree, it mean summarizing in their own word is very good strategy to better understanding a text. Many students who choose agree that is eighteen students. It mean Summarize reading text material in they own word is a good strategy to better understand the content of a text. Many students who choose less agree that is one students they don’t feel if Summarize reading text material in their own word is less strategy. And the last there were no students who choose totally disagree. It can be conclude summarize reading text material in own word is a strategy that can help them understand a text well. Table14. Questionnaire 14 Statement Option F % 1 4,2 % 17 70,8 % Less agree 5 20,8 % Disagree 1 4,2 % Totally disagree 0 0% 24 100 % I have trouble concentrating Strongly agree whilereading (saya merasa sulit konsentrasi saat membaca) Agree Total This table show one students choose totally agree. It means they have trouble concentrating while reading. Many students who choose agree that is Seventeen students, good concentration is very necessary, without concentration students will find it difficult to understand the contents of a text. Many students who choose less 128 E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan agree that is five students they don’t feel have trouble concentrating while reading. And any students choose disagree that is one students, because the students not have problem trouble concentrating while reading. And the last there were no students who choose totally disagree. It can be conclude trouble concentrating while reading is student’s difficulties in reading comprehension. Table15. Questionnaire 15 Statement I find it difficult to concentrate reading long texts (saya merasa sulit konsentrasi saat membaca teksyang panjang) Strongly agree Option F 5 % 20,8 % Agree Less agree Disagree Totally disagree 15 2 2 0 62, 5 % 8,3 % 8,3 % 0% 24 100 % Total These table shows five students choose strongly agree. that is they find it difficult to concentrate reading long text, Many students who choose agree that is fifteen students, it mean reading a text is sometimes difficult to concentrate especially if the text is a long text, many factors make it difficult to concentrate when reading a text including lack of vocabulary, grammar and lazy to read it. Meanwhile there were no students who choose totally disagree. The students who choose agree means they find it difficult to concentrate reading long texts because when a long reading text is not only difficult to understand but also difficult to Concentrate read it. It can be conclude they find it difficult to concentrate readinglong texts. Table16. Questionnaire 16 Statement I find difficult to concentrate in understand the text Option Strongly agree Agree 129 F 5 % 20,8 % 15 62, 5 % E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan because of lessof Less agree vocabulary (saya Disagree merasa sulit Totally konsentrasi saat disagree memahami teks karena kurangnya kosa kata) 2 8,3 % 1 4,2 % 1 4,2 % Total 24 100 % These table shows five students choose strongly agree. That is find difficult to concentrate in understand the text because of less of vocabulary. Many students who choose agree that is fifteen students its mean they difficult to understand if they read text because they lack vocabulary and concentration. Many students who choose less agree that is two students because they mastery the vocabulary and understand of the text. And any students choose disagree that is one students, because the students not have difficult to concentrate in understand the text because of lack of vocabulary. Meanwhile there were one students who choose totally disagree. It can be conclude that they find difficult to concentrate in understand the text because of less of vocabulary. Table17. Questionnaire 17 Statement Option I try to get back on track Strongly agree when I loseconcentration (saya mencoba kembali ke Agree jalur ketika saya Less agree kehilangan konsentrasi) Disagree Totally disagree F 6 % 25 % 14 58,3 % 3 1 0 12, 5 % 4,2 % 0% Total 24 100 % These table shows six students choose strongly agree. That is try to get back on track when I lose concentration. Many students who choose agree that is fourteen students. The students who choose agree means they are try to get back on track when they lose concentration. Many students who choose less agree that is three students 130 E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan because when they lose concentration they don’t need to get back on track. And any students choose disagree that is one students, because the students not have difficult to concentration when they lose concentration. Meanwhile there were no students who choose totally disagree. It can be conclude that they try to get back on track when they lose concentration. Table18. Questionnaire 18 Statement Option When I lose concentration, Strongly agree I find itdifficult to conclude the content of Agree reading (ketika saya Less agree kehilangan konsentrasi Disagree saya merasa kesulitan saat Totally disagree menyimpulkan hasil bacaan) Total F 5 % 20,8 % 14 58,3 % 4 1 0 16,7 % 4,2 % 0% 24 100 % These table shows five students choose strongly agree. That is When they lose concentration, their find it difficult to conclude the content of reading Many students who choose agree that is fourteen students, it means When they lose concentration, they find it difficult to conclude the content of text. Many students who choose less agree that is four students because they concentrate while reading. And any students choose disagree that is one students, even though a one student loses concentration, it is not difficult to conclude the reading. Meanwhile there were no students who choose totally disagree. It can be concluding that when they lose concentration, their find it difficult to conclude the content of reading. DISCUSSION In this research, the research finding the problem by 24 students class XI at SMKN 1 Bangkinang. From the data obtained, most of the students chose “Agree” with the statement that they had difficulty in learning to read. Understanding based on 131 E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan criteria that are in accordance with existing theories, including difficulty in understanding long sentence and texts, difficulty in background knowledge, difficulty in reading strategies, and difficulty concentration. The result of research through questionnaires. The first result, the students have difficulty understanding a long sentence and text because they have difficult vocabulary and grammatical. This is the theory from (Fajar, 2009). The student’s difficulty in understanding long sentence and text. The second result the students have difficulty that is caused by limited background knowledge, this is the theory from (Fajar, 2009). The third result difficulty in reading strategies, Fourth result, and difficulty concentration theory from (Fajar, 2009). CONCLUSION AND SUGGESTION Based on analyzed data there are the students get difficulties, it can be conclude that the result of students get problem to look for the difficult to understanding long sentence and text because lack of vocabulary, grammar and remember, difficult to understand the reading text before knowing the topic and background, students read slowly and carefully, reread, summarize in they own word, translate English into their native language, to understand the text and difficulty in concentration. The students have to increase their vocabulary and grammar, by reading English textbook, find the meaning and memorize a lot of vocabulary and grammar. To prepare their students to know the importance of communication skill and put good strategies to teach. It will train them to ask and answer. Teacher must also be more aware of the problems faced by their students. Suggested to the further researchers who want to analyze about students difficulties in reading comprehension, it would be better to analyze with different aspects of this research. The researcher hopes the next researcher will apply a strategy or method to solve the student’s difficulties in reading comprehension. 132 E-Link Journal, Vo10., No.02, December 2023 P-ISSN:2085-1383; E-ISSN: 2621-4156 English Education Department, Universitas Islam Lamongan REFERENCES Alowalid, A., Mujiyanto, J., & Bharati, D. A. L. (2018). The linguistic factors that affect poor reading comprehension among Libyan students. English Education Journal, 8(2), 229–240. Babu, H. (2020). An Analysis of Students’ Difficulties in Reading Comprehension at MTs Darel Hikmah Pekanbaru (Vol. 2, Issue 1). Fajar, S. (2009). The Difficulties Faced by Students in Reading Comprehension Section of National Examination. Banda Aceh: Syiah Kuala University. Hidayati, D. (2018). 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