Teacher’s Perception of Driving Factors to EFL Students’ Reading Difficulties and Coping Strategies

Abstract

This study explores the driving factors behind EFL students' reading difficulties and the coping strategies employed by teachers. Previous studies about similar research mostly conducted overseas. This indicated a lack of attention to students’ English reading skills in Indonesia. Several consequences can occur if English teachers in Indonesia are unaware of the importance of students English reading skills learning. These include inadequate preparation, limited vocabulary growth, poor comprehension skills, reduced motivation, and missed opportunities (Nanda, 2020). This research conducted at an Islamic senior high school in Jember, East Java, Indonesia, the research utilizes a qualitative case study design to delve into teachers' perceptions. Data were collected through semi-structured interviews with a female EFL teacher. The findings identify key obstacles, including limited vocabulary, restricted exposure to the target language, and insufficient practice opportunities. To address these issues, teachers use strategies such as teaching the alphabetic principle, phonemic awareness exercises, vocabulary-building activities, and providing additional reading materials. The study highlights the importance of targeted interventions focusing on vocabulary and practice to enhance reading proficiency. However, limitations include the small sample size and reliance on self-reported data. Future research should involve larger, more diverse samples to validate these findings. This research offers valuable insights into EFL challenges and suggests practical solutions for improving reading instruction, thereby supporting students' academic and personal success.