Do Teachers Fond of Reading? Teachers’ Affective States in EFL Reading

Delti Yulita, Hesni Neno

Abstract


This article presents findings from a study investigating the affective states of English teachers in East Nusa Tenggara regarding their EFL reading. Affective states related to motivation, feelings, volition, attribution and self-efficacy in EFL reading that make the readers be persistent to achieve their reading comprehension. This study used qualitative approach and the data were collected through questionnaire, interview, and observation. The participants were four English teachers in senior high school that have teaching experiences more than 10 years. The result showed that teachers’ affective states in EFL reading were high and triggered by external motivation. Regarding the feelings in EFL reading, the teachers have more positive feelings depending on text difficulties. Furthermore, the teachers showed high volition, attribution and self-efficacy in EFL reading because of internet era that allow them to access many reading sources and exercises. The analysis revealed that the teachers were more confident in this present time compared to their past experiences in EFL reading. The higher affective states could be beneficial for the teachers to overcome their reading problem and to train the teachers’ responsibility toward their own reading experience.


Full Text:

PDF

References


Adetunji, A. &. 2007. Comparative Studyof The Reading Habit of Boarding and Day Secondary School Students in Osogbo, Osun State, Nigeria. Pakistan Journal of Social Science, 509-512.

Adetunji, A. 2007. Factors Affecting Reading Habit of Secondary School Students in Osogbo Metropolis. The Social Sciences, 102-105.

Akins, J. 2005. Metacognition: Designing for Transfer. Saskatoon, Canada: University of Saskatchewan.

Akyay, E. &. 2009. Investigating Reading Habits and Preferences of Student Teachers at Foreign Language Departments. The International Journal of Language Society and Culture.

Andriani, D. (2017). The influence of reading comprehension achievement at the eighth grade students of SMP Muhammadiyah 1 Rawa Bening by using DRTA and KWL strategies. Journal of English Language Studies, 2(1).

Bakken, A. S., & Lund, R. 2018. Why should learners of English read? Norwegian English teachers' notion of EFL reading. Teaching and Teacher Education , 78-87.

Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. 1996. Multifaceted impact of self-efficacy beliefs on academic functioning . Child development, 1206-1222.

Bandura, A., Brim, G., Dustman, R., & Safford, F. 1995. Younger All Over: Mental vigor. Prevention: Emmaus, 66-77.

Borkowski, J. C., & Rellinger, E. 1994. Self-regulated cognition: Interdependence of metacognition, attribution, and self-esteem. In D. S. Zimmerman, Self-regulation of learning and performance: Issues and educational application (pp. 53-92). Hillsdale, NJ: Lawrence Erlbaum.

Brown, H. D. 2007. Teaching by Principles, An interactive approach to language pedagogy. NY: Pearson Education.

Chamot, A., Barnhart, S., El-Dinary, P., & Robbins, J. 1999. The learning strategies handbook. NY: Addison Wesley Longman.

Denton, C., & et.al. 2014. Adolescents' use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender. Learning and Individual Differences.

Dornyei, Z. 1994. Motivation and motivating in the foreign language classroom. The Modern Language Journal , 273-284.

Dornyei, Z., & Ushioda, E. 2009. Motivation, Language Identity, and the L2 Self. Canada: Multilingual Matters.

Ghonsooly, B., & Elahi, M. 2010. Learners' self-efficacy in Reading and its relation to Foreign Language Reading Anxiety and Reading Achievement. Journal of English Language Teaching and Learning, 53(217), 45-67.

Grabe, W., & Stoller, F. 2011. Teaching and Researching Reading. New York: Routledge.

Hasanah, A. (2017). The Effects of Teaching Technique and Reading Habit towards Student’s Writing Skill at Junior High School in Serang. Journal of English Language Studies, 2(2).

Horwitz, E. K. 1995. Student affective reaction and the teaching and learning of foreign languages. International Journal of Educational Research, 573-579.

Jang, E. E., Dunlop, M., Park, G., & van der Boom, E. H. (2015). How do young students with different profiles of reading skill mastery, perceived ability, and goal orientation respond to holistic diagnostic feedback?. Language Testing, 32(3), 359-383.

Li, Y., & Wang, C. 2010. An Empirical study of Reading self-efficacy and the use of reading strategies in Chinese EFL Context. Asian EFL Journal, 12(10), 144-159.

Mbato, C. L. 2013. Facilitating EFL learners' self-regulation in reading: implementing a metacognitive approach in an Indonesian higher education context. Lismore NSW: Southern Cross University.

Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). How can students improve their reading comprehension skill. Journal of Studies in Education, 6(2), 229-240.

Renandya, W. 2007. The Power of Extensive Reading . RELC Journal, 133-149.

Yulita, D., & Safrina, R. 2019. Metacognitive in Reading: The Awareness of Less Proficient Students on Reading Strategies. Metathesis, 135-145.

Zimmerman, B. 2000. Attaining Self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner, Handbook of self-regulation (pp. 13-30). San Diego, CA: Academic Press.




DOI: http://dx.doi.org/10.30870/jels.v6i1.10007

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Journal of English Language Studies

Creative Commons License
Journal of English Language Studies is licensed under a Creative Commons Attribution 4.0 International License.

Copyright @ 2024 Journal of English Language Studies.

View My Stats