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The Influence of The Teachers' Reading Habit On Their Teaching Practice: A Narrative Inquiry

English Education Journal · Vol. 12 No. 2 (2022) · hlm. 205–214

DOI
10.15294/eej.v12i2.56256
ISSN
2087-0108, 2502-4566
Terbit
2022-06-20
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

We consider the substantial relationship between teachers' reading habits and teaching practices in the Indonesian context. This issue has piqued the interest of research. Therefore, this study investigates how teachers' reading habits influence their teaching practice. This study employs narrative inquiry by Clandinin and Connelly (2000) as a qualitative research design, allowing us to collect rich data through the unique stories of the participants. This study involves three Indonesian English teachers at one of the vocational high schools in Indonesia, namely SMK Negeri 1 Pringapus. Specifically, this study uses a narrative inquiry framework by Clandinin and Conelly (2002). We collected the data through observation, questionnaires, interviews Creswell (2012); transcribing, and coding based on Bailey (2008). Additionally, to obtain trustworthiness, we use the theory of Guba and Lincoln (1982). The findings show that teachers' reading habits have vital roles in their teaching practice. The findings also clearly demonstrate a solid and lasting relationship between teachers' reading habits and teaching practice. This study suggests that educators, in particular, should improve reading habits both for professional needs as teachers and personal needs. It is also necessary to continue to improve the quality of teaching practice by strengthening reading habits. Key Words: teachers' reading habit, narrative inquiry, teaching practice

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Widya AmaliaAfiliasi tidak diketahui4
Issy YuliasriAfiliasi tidak diketahui3
Dwi RukminiAfiliasi tidak diketahui3
Sri Wuli FitriatiAfiliasi tidak diketahui2
Katharina RustipaAfiliasi tidak diketahui2
Frimadhona SyafriAfiliasi tidak diketahui2
Rudi HartonoAfiliasi tidak diketahui2
Fahrur RoziInstitut Teknologi Sepuluh Nopember2
Indah NurhidayahAfiliasi tidak diketahui1
Rahmiwati RahmiwatiAfiliasi tidak diketahui1
Januarius MujiiyantoAfiliasi tidak diketahui1
Annisa Nur AtikahAfiliasi tidak diketahui1
SRI WAHYUNIAfiliasi tidak diketahui1
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Fahmi MusthafaAfiliasi tidak diketahui1
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Yesi Novita SariAfiliasi tidak diketahui1
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Lia RosariAfiliasi tidak diketahui1
Ali Mohamed AliAfiliasi tidak diketahui1
Abdusalam Alhadi A ShwebaAfiliasi tidak diketahui1
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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/eej/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The Influence of The Teachers' Reading Habit On Their Teaching Practice: A Narrative Inquiry</dc:title>
	<dc:creator>Wijayanti, Etri</dc:creator>
	<dc:creator>Mujiyanto, Yan</dc:creator>
	<dc:creator>Pratama, Hendi</dc:creator>
	<dc:description xml:lang="en-US">We consider the substantial relationship between teachers' reading habits and teaching practices in the Indonesian context. This issue has piqued the interest of research. Therefore, this study investigates how teachers' reading habits influence their teaching practice. This study employs narrative inquiry by Clandinin and Connelly (2000) as a qualitative research design, allowing us to collect rich data through the unique stories of the participants. This study involves three Indonesian English teachers at one of the vocational high schools in Indonesia, namely SMK Negeri 1 Pringapus. Specifically, this study uses a narrative inquiry framework by Clandinin and Conelly (2002). We collected the data through observation, questionnaires, interviews Creswell (2012); transcribing, and coding based on Bailey (2008). Additionally, to obtain trustworthiness, we use the theory of Guba and Lincoln (1982). The findings show that teachers' reading habits have vital roles in their teaching practice. The findings also clearly demonstrate a solid and lasting relationship between teachers' reading habits and teaching practice. This study suggests that educators, in particular, should improve reading habits both for professional needs as teachers and personal needs. It is also necessary to continue to improve the quality of teaching practice by strengthening reading habits.
&amp;nbsp;Key Words: teachers' reading habit, narrative inquiry, teaching practice</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2022-06-20</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/eej/article/view/56256</dc:identifier>
	<dc:identifier>10.15294/eej.v12i2.56256</dc:identifier>
	<dc:source xml:lang="en-US">English Education Journal; Vol 12 No 2 (2022): June 2022; 205-214</dc:source>
	<dc:source>2087-0108</dc:source>
	<dc:source>2502-4566</dc:source>
	<dc:source>10.15294/eej.v12i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/eej/article/view/56256/21800</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 English Education Journal</dc:rights>
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