Analysis of Challenges Faced by English Teachers in Teaching Reading Comprehension: A Case Study at SMP Advent Tomohon
Keywords:
Reading Comprehension, EFL Teaching, Teacher Challenges, Kurikulum Merdeka, Rural EducationAbstract
Reading comprehension is essential in English language learning because it facilitates access to information, vocabulary development, and communicative competence. However, teaching reading in EFL contexts can be challenging due to limited resources, diverse student proficiency, administrative demands, limited collaboration, and difficulties in selecting appropriate comprehension strategies. This study aims to identify and analyze the challenges experienced by an English teacher in teaching reading comprehension at SMP Advent Tomohon, a rural, faith-based, single-teacher junior secondary school implementing the Kurikulum Merdeka. A qualitative case study design was employed, involving the sole English teacher responsible for Grades 7–9 during the 2025/2026 academic year. Data were collected through structured classroom observations across the three grades and a semi-structured interview conducted after the observations. Data were analyzed using Braun and Clarke’s six-phase thematic analysis, with five overarching themes adapted from Moswane’s framework: teacher unpreparedness, lack of reading resources, absence of teamwork, communication difficulties, and teacher proficiency in teaching reading. Findings revealed five interconnected challenges. Administrative demands reduced preparation time, while limited textbooks, malfunctioning technology, and shared smartboard access constrained resources. The absence of meaningful teamwork contributed to professional isolation. Differences in students’ English proficiency required frequent code-switching. Despite strong English proficiency, the teacher mainly used read-aloud activities and dictionary use rather than structured reading strategies. The study highlights the need for institutional support, adequate resources, professional collaboration, and reading-pedagogy training.
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