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All Journal FOSTER: Journal of English Language Teaching
Whindy Ema Azielina
Universitas Islam Lamongan
Education Languange, Linguistic, Communication & Media

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How Teachers’ Beliefs Influence Reading Instruction: A case Study of Senior High School in Lamongan Riryn Fatmawaty; Whindy Ema Azielina; Fita Faridah; Dian Luthfiyati
FOSTER: Journal of English Language Teaching Vol. 7 No. 4 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i4.509

Abstract

This study examines the sources of teachers’ beliefs about reading instruction and the ways in which these beliefs are manifested in classroom practices. Employing a qualitative descriptive case study design, the study involved three English teachers at SMAN 1 Karangbinangun Lamongan. East Java. Data were collected through semi-structured interviews and classroom observations and analysed using data reduction, data display, and conclusion drawing. The findings identify four principal sources of teachers’ beliefs: experiences as language learners, teaching experiences, personal teaching philosophies and pedagogical preferences, and research-based educational knowledge. Interview data illustrate how these beliefs developed, whereas classroom observations demonstrate how they were enacted through instructional methods and teachers’ roles as facilitators, informants, organizers, and assessors. The study offers context-specific insights into the relationship between teachers’ beliefs and reading instruction without making claims about broader generalizability.
Co-Authors Dian Luthfiyati, Dian Faridah, Fita Riryn Fatmawaty