Addressing Reading Comprehension Difficulties in Printed Modular Distance Learning: A Case Study

Abstract

This study aimed to explore how the teachers address the reading comprehension difficulties of students in Printed Modular Distance Learning (PMDL) amid the prohibition of the traditional face-to-face session during the COVID-19 pandemic. This study used the semi-structured interview to gather in-depth data from the four Junior High School English teachers who are handling the students in the PMDL. Consequent to the pandemic, the researcher gave interview guide sheets and used audio recorders to document the responses accurately. This study utilized thematic analysis. The study showed that teachers managed to ascertain or find out students' reading comprehension difficulties through assessment scores or task outputs then verified through the background of the students from their previous English teachers. Moreover, teachers guide the students who adopt PMDL in improving their reading comprehension skills by keeping open communication and close collaboration with the parents or guardians and providing reinforcement activities.