STUDENTS’ DIFFICULTIES IN UNDERSTANDING NARRATIVE TEXTS: A NARRATIVE THEMATIC LITERATURE REVIEW

Abstract

This article aims to synthesize previous studies on students’ difficulties in comprehending narrative texts by employing a narrative thematic literature review approach. Reading comprehension is a crucial skill in English as a Foreign Language (EFL) learning; however, many students continue to face challenges when engaging with narrative texts. This study reviews and analyzes selected relevant journal articles to identify recurring patterns of difficulties reported across different educational contexts. The findings reveal that students’ difficulties in comprehending narrative texts are multifaceted and interconnected, encompassing vocabulary limitations, insufficient grammar mastery—particularly tense usage—cognitive and text-processing challenges, limited understanding of narrative text structure, and difficulties in answering comprehension questions. Vocabulary and grammar problems emerge as foundational factors that influence students’ ability to interpret narrative meaning accurately, while cognitive and structural difficulties further exacerbate comprehension problems. Through thematic synthesis, this study provides an integrated understanding of dominant difficulties faced by EFL learners in narrative text comprehension. The findings suggest that effective instruction should adopt a holistic approach by integrating vocabulary development, grammar reinforcement, explicit teaching of narrative text structure, and strategic reading skills. This article contributes to the literature by offering a thematic synthesis that may serve as a reference for English teachers, curriculum developers, and future researchers in improving narrative reading instruction.