SAKILLA, FRESHI and Agust, Satria and Nopita, Dewi (2026) STUDENTS’ PERCEPTIONS OF READING COMPREHENSION ACTIVITIES IN THE ENGLISH CLASSROOM AT SMPN 1 SIANTAN. S1 thesis, Universitas Maritim Raja Ali Haji.

	Text (Cover) FRESHI SAKILLA_2103050080_Pendidikan Bahasa Inggris - Cover.pdf - Published Version Download (711kB)
	Text (Abstrak) FRESHI SAKILLA_2103050080_Pendidikan Bahasa Inggris - Abstrak.pdf - Published Version Download (349kB)
	Text (BAB I) FRESHI SAKILLA_2103050080_Pendidikan Bahasa Inggris - BAB I.pdf - Published Version Download (362kB)
	Text (Daftar Pustaka) FRESHI SAKILLA_2103050080_Pendidikan Bahasa Inggris - Daftar Pustaka.pdf - Published Version Download (306kB)
	Text (Full Teks) FRESHI SAKILLA_2103050080_Pendidikan Bahasa Inggris - Full Teks.pdf - Published Version Restricted to Repository staff only Download (2MB) | Request a copy

Abstract

This study was a descriptive qualitative research entitled “Students’ Perceptions of Reading Comprehension Activities in the English Classroom at SMPN 1 Siantan”. The purpose of this study was to investigate students’ perceptions of reading comprehension activities in English learning at SMPN 1 Siantan. The research was conducted at SMPN 1 Siantan, Kepulauan Anambas Regency, in 2025. The participants of this study were ten purposively selected eighth-grade students. Data were collected through questionnaires and semi-structured interviews to gain in-depth information about students’ experiences, difficulties, strategies, and opinions regarding reading comprehension activities. The collected data were analyzed descriptively by categorizing the findings into several main themes. The findings revealed that students had varied perceptions toward reading comprehension activities. While students acknowledged that reading activities helped them improve vocabulary and understand English sentence structures, they also faced several challenges, such as limited vocabulary, difficulty understanding long and complex texts, unfamiliar grammatical structures, and low interest in reading materials that were perceived as irrelevant to their daily lives. Students also reported using strategies such as dictionaries, Google Translate, rereading texts, and group discussions to support their comprehension. Based on the findings, it is expected that teachers can adapt reading materials and instructional strategies to make reading comprehension activities more engaging, contextual, and suitable for students’ needs.

Actions (login required)

View Item