This study investigates the various barriers encountered by seventh-grade students of SMPN 4 Pancarijang in comprehending English reading materials from their textbook. The research is driven by the awareness that reading comprehension is a fundamental skill necessary for academic success, especially in the context of English as a foreign language. The study employs a qualitative descriptive design involving 24 students from class 7.2, using data collection methods such as structured interviews, observation sheets, and documentation. 

The findings reveal that the most prominent barriers fall into three major categories: linguistic, strategic, and affective. Linguistic barriers include limited vocabulary mastery, difficulties in understanding grammatical structures, and sentence patterns, which hinder the ability to decode meaning from texts. Strategically, students were found to lack awareness and application of effective reading techniques such as skimming, scanning, and inferring. Most students relied heavily on digital dictionaries and translators, which slowed down the reading process and reduced engagement with the content. Affective barriers such as low self-confidence, fear of making mistakes, and anxiety about not understanding the text further complicated their reading experience. Despite having access to English textbooks, many students expressed feelings of being overwhelmed, especially when dealing with long or complex reading passages. 

The study also notes that external factors, including limited teacher intervention during reading sessions and a lack of variation in text types, contribute to students’ reading difficulties. While some students reported receiving help from teachers, the assistance was often reactive rather than proactive. Moreover, most reading activities were task-oriented and exam-focused, rather than fostering comprehension and enjoyment of reading. 

Based on these findings, the study recommends the implementation of more interactive and student-centered teaching approaches, explicit instruction in reading strategies, and the incorporation of diverse and engaging reading materials. It also highlights the importance of addressing affective factors by creating a supportive classroom atmosphere that encourages student confidence and motivation in reading English texts.