Students’ Inferential Reading Comprehension of English Narrative Texts at a Junior High School in Karawang

Abstract

Inferential reading comprehension is a crucial aspect of reading because it enables students to grasp implied meanings and connect information beyond what is explicitly stated in the text. However, many English as a Foreign Language (EFL) students struggle to draw conclusions when reading narrative texts. This study aims to investigate students’ inferential reading comprehension skills and identify the factors that influence their understanding of English-language narrative texts. A qualitative case study design was employed, involving 32 eighth-grade students at a junior high school in Karawang, Indonesia. Data were collected through reading comprehension tests, semi-structured interviews, and classroom observations. The findings indicate that 18 students (56.25%) were categorized as high-achieving students, 9 students (28.13%) as medium achieving students, and 5 students (15.62%) as low-achieving students. Students with higher achievement levels were generally able to utilize contextual cues and connect information within the text, whereas students with lower achievement levels relied more on explicit information and external support. This study also found that vocabulary proficiency and reading strategies are the internal factors that most strongly influence inferential reading comprehension. In addition, teaching methods, classroom atmosphere, and instructional materials were identified as important external factors. These findings suggest that English teachers should provide vocabulary support and explicit instruction on inference-making strategies to help students improve their inferential reading comprehension of narrative texts.