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All Journal Englisia Journal IJIET (International Journal of Indonesian Education and Teaching) LLT Journal: A Journal on Language and Language Teaching International Journal of Language Teaching and Education Academic Journal Perspective : Education, Language, and Literature Voices of English Language Education Society Madaniya SALEE: Study of Applied Linguistics and English Education Indonesian Journal of EFL and Linguistics Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat Academic Journal Perspective : Education, Language, and Literature e-Journal of ELTS (English Language Teaching Society)
Thomas Wahyu Prabowo Mukti
Universitas Sanata Dharma
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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MICRO, MESO, AND MACRO CONTEXTUAL FACTORS INFLUENCING SENIOR HIGH SCHOOL TEACHERS’ PREFERENCE FOR READING ACTIVITIES Benedicta Gatri Puspaningpuri; Thomas Wahyu Prabowo Mukti
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i1.6401

Abstract

English teachers could choose among various teaching methods available to them, but instructional choices are often shaped by their surrounding environment. This preliminary study investigates the contextual factors affecting English teachers’ reading instruction preferences using a quantitative method with thirty-two English teachers from senior high schools in Yogyakarta as participants. Data were collected using questionnaire via Google Forms. The researchers focus on three contextual factors: micro, meso, and macro. The results revealed micro factors (x̄ = 4.01 out of 5) influenced teachers’ preferences and decisions in teaching reading, followed by macro factors (x̄ = 3.94) and meso factors (x̄ = 3.83). Participants tended to use intensive reading strategies, frequently using small group discussions, scanning and skimming, finding main ideas, and text analysis strategies, both as individual work and/or group work. The findings suggest that to optimize reading instruction and foster students’ literacy, educators, institutional leadership, and national policymakers should be more coherent and complementary.
Co-Authors Benedicta Gatri Puspaningpuri Catharina Brameswari Epata Puji Astuti Fransisca Desiana Pranatasari Kristia Kristia Kusumaningtyas, Brigita Woro Diyatni Mega Wulandari Mikael Dian Teguh Nugraheni Widianingtyas Ouda Teda Ena Retno Muljani Rina Astuti Purnamaningwulan Silalahi, Ronald Maraden Parlindungan Veronica Swanti Veronica Triprihatmini Yohanes Capistrano Satrini Lobi