Vol. 7 (06) pp. 127-135 DOI: 10.21474/IJAR01/9203

TEACHERS BELIEFS AND PRACTICES IN TEACHING READING: A SOCIO-COGNITIVE PERSPECTIVE.

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  • Department of Education Science, Universitas Sebelas Maret, Surakarta, Central Java, Indonesia.
  • Department of English Education, Universitas Sebelas Maret, Surakarta, Central Java, Indonesia.
  • Department of History Education, Universitas Sebelas Maret, Surakarta, Central Java, Indonesia.
  • Department of Special Education, Universitas Sebelas Maret, Surakarta, Central Java, Indonesia.
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Abstract

Teachers? beliefs are thought to have a great influence on their classroom practices. Due to the great influence, teachers? beliefs and practices in teaching reading have been recently gaining increased research momentum.This case study examined the teachers? beliefs and practices in teaching reading viewed from a socio-cognitive perspective.To achieve the stated purposes, three experienced Indonesian EFL teachers at Islamic Secondary School Madrasah Aliyah were interviewed and observed in their classrooms. The collected data were analyzed using constant comparative method. The findings of the study showed that what the teachers believed was articulated in what they practiced in the classroom. However, there were still some deviances that appeared in the classroom. It can be concluded that the teachers? practices were not always consistent with their beliefs. They were affected by some factors both from teachers and students.

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How to Cite This Article

Lanjar Utami, Joko Nurkamto, Nunuk Suryani and Gunarhadi. (2019); TEACHERS BELIEFS AND PRACTICES IN TEACHING READING: A SOCIO-COGNITIVE PERSPECTIVE., Int. J. of Adv. Res., 7 (06), 127-135, ISSN 2320-5407. DOI: https://doi.org/10.21474/IJAR01/9203

Corresponding Author

Lanjar Utami
Universitas Sebelas Maret
Creative Commons Attribution 4.0 This work is licensed under a Creative Commons Attribution 4.0 International License.