Reading Attitudes and Habits of Primary School English Language Teachers
Reading Attitudes and Habits of Primary School English Language Teachers
OF PRIMARY SCHOOL
ENGLISH LANGUAGE TEACHERS
KANAKAMBAL VELUSAMY
by
KANAKAMBAL VELUSAMY
September 2018
ACKNOWLEDGEMENT
I thank the Almighty for giving me the knowledge, strength and confidence to
complete this difficult task in my life. Undertaking this PhD has been truly life-
challenging experience for me. I would not have accomplished this success and
unforgettable experience without the support and guidance from many people.
My first gratitude goes to my supervisor, Associate Professor Dr. Mohamad Jafre bin
Zainol Abidin. He has been patient, kind and gentle with me always. I will never
forget his smile because never once has he shown a sour face throughout my sessions
or meetings with him. A note of thanks also goes to Professor Madya Dr. Kamarul
Kabilan bin Abdullah.
Next, I would like to extend a huge and warm THANK YOU to my husband who has
tremendously and tirelessly helped me on many days and nights to complete my
thesis. I owe him my most eternal gratitude. Besides, my special appreciation also
goes to my two lovely children, Trishaiyini and Suvendran, who are often reminders
of what life’s ambitions and true priorities are to me.
Finally, I would like to dedicate this success to my late parents and parents-in-law.
KANAKAMBAL VELUSAMY
AUGUST, 2018
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TABLE OF CONTENTS
Acknowledgement ii
Table of Contents iii
List of Tables vii
List of Figures xi
List of Appendices xii
List of Abbreviations xiii
Abstrak xiv
Abstract xvi
CHAPTER 1 - INTRODUCTION
1.1 Introduction 1
1.2 Background of the Study 4
1.3 Statement of Problem 21
1.4 Objectives of the Study 25
1.5 Research Questions 26
1.6 Research Hypotheses 27
1.7 Significance of the Study 28
1.8 Limitations of the Study 29
1.9 Delimitations of the Study 30
1.10 Operational Definitions of Terms 30
1.11 Summary 32
2.1 Introduction 33
2.2 Theoretical Framework 33
2.2.1 Reading Theories and Models 34
2.2.2 The Traditional View (Bottom-up Approach) 35
2.2.3 The Cognitive View (Top-down Approach) 37
iii
2.2.4 The Meta-cognitive Theory (Interactive Reading Model) 38
2.2.5 The Emerging Reading Models (Schema Theory) 40
3.1 Introduction 89
3.2 Research Design 90
3.3 Population 93
3.4 Sample 94
3.5 Research Variables 95
3.6 Research Instrument 96
3.6.1 Questionnaire 97
3.6.2 Interview 100
3.6.3 Interview Protocol 102
3.7 Validity of the Research Instrument 102
3.7.1 Reliability of the Research Instrument 103
3.7.2 Pilot Study 104
3.7.3 The Sample for Pilot Study 105
3.7.4 The Results and Feedback of the Pilot Study 105
iv
3.8 Data Collection Procedures 108
3.8.1 Data Collection of Questionnaires 108
3.8.2 Data Collection of Interview 109
3.9 Data Analysis Procedures 111
3.9.1 Analysis of Questionnaires 111
3.9.2 Analysis of Interviews 113
3.10 Integration of Quantitative and Qualitative Findings 115
3.11 Interpretation 116
3.12 Summary 116
v
CHAPTER 5 – IMPLICATIONS, RECOMMENDATIONS AND CONCLUSION
REFERENCES 213
vi
LIST OF TABLES
Page
Table 3.1 Distribution of English Language Teachers in Kinta District 93
Table 3.3 Cronbach’s Alpha Coefficient Summary for the Reliability of the
Questionnaire 106
Table 4.6 Mean Score and Standard Deviation for Teachers’ Attitudes
towards Reading 123
Table 4.13 Teachers’ Age Group and Attitude towards Reading (ANOVA) 129
vii
Table 4.15 Mean Scores and Standard Deviation of Teachers’ Attitude
towards Reading According to Teachers’ Qualifications 130
Table 4.18 Teaching Experience and Attitude towards Reading (ANOVA) 132
Table 4.19 Multiple Comparison: Teachers’ Teaching Experience and
Attitude towards Reading 133
viii
Table 4.32 Mean Scores and Standard deviations of frequency of Reading
Online English Language Materials according to Age Group 150
ix
Table 4.48 Primary school English teachers purposes of Reading 167
x
LIST OF FIGURES
Page
Figure 2.1 Matthewson’s Model of Reading Attitudes (Lukhele, 2013, p. 37) 59
Figure 3.2 Steps of Analysing Interviews (Brown & Clark, 2006) 114
xi
LIST OF APPENDICES
xii
LIST OF ABBREVIATIONS
xiii
SIKAP DAN TABIAT MEMBACA DALAM KALANGAN
ABSTRAK
Tujuan utama kajian ini adalah untuk melihat sikap dan tabiat membaca
guru-guru bahasa Inggeris di sekolah rendah di Daerah Kinta, Perak. Objektif kajian
untuk mengenalpasti jenis bahan bacaan yang dibaca oleh guru-guru berkenaan.
Selain itu, tujuan dan faktor-faktor yang menghalang guru-guru ini daripada membaca
juga dikaji. Seterusnya, fokus kajian juga memberi cadangan yang diperlukan untuk
meningkatkan sikap dan tabiat membaca dalam kalangan guru berkenaan Metodologi
digunakan untuk mendapatkan maklumat daripada 204 (untuk soal selidik) dan 13
mempunyai sikap positif terhadap mambaca (M=4.24, SD.723) dan tabiat membaca
kaum, kumpulan umur dan jumlah tahun dan pengalaman mengajar. Tujuan utama
yang menghalang mereka daripada membaca adalah kos bahan bacaan dan kurang
xiv
guru mempunyai kesedaran membaca yang positif dan tabiat membaca yang baik.
Ianya penting untuk meningkatkan kefasihan bahasa dan konfiden mereka dan dalam
daripada beban kerja, mereka kurang membaca kerana kebanyakan masa dihabiskan
Inggeris di sekolah rendah perlu meningkatkan sikap dan tabiat membaca. Langkah-
langkah perlu diambil oleh Kementerian Pendidikan dan stakeholder untuk melihat
isu ini dalam kalangan guru-guru bahasa Inggeris di sekolah rendah dengan lebih
mendalam.
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READING ATTITUDES AND HABITS OF PRIMARY SCHOOL
ENGLISH LANGUAGE TEACHERS
ABSTRACT
The main purpose of this study is to investigate the reading attitudes and
habits of primary school English language teachers in Kinta District, Perak. The study
is also aimed to find the selection of reading materials, the purpose of reading and the
factors that hinder primary school English Language teachers from reading. The study
also focused to suggest measures that are needed to improve the reading habits among
respectively from English language primary school teachers in the Kinta District,
Perak. The findings from the quantitative analysis revealed that teachers had an
overall positive attitude towards reading (M=4.24, SD=.723) but only moderate level
between ethnicities, age groups and years of teaching experience. Results showed that
the main purpose for teachers to read was for knowledge, examination or research
purposes. The major factors hindering them from reading were cost factor and lack of
self- motivation. However, in the qualitative findings, teachers revealed that they are
aware of positive reading attitude and good reading habits are important to improve
their proficiency level, build their confidence in the language and enhance their
teaching practices. It also revealed that teachers were burdened with workload, thus
hindering them from reading extensively. The implication of this study is, it is
xvi
essential for English language teachers to have positive reading attitudes and habits
and stakeholders regarding the reading attitude and habits of the primary school
xvii
CHAPTER ONE
INTRODUCTION
1.1 Introduction
important and crucial need. A positive reading attitude and a good reading habit is a
progressive way to sharpen and broaden the mind’s intellect. Furthermore, it also gives
researchers of reading habits. Abramson (2004) as cited in Scott and Saaiman (2006),
stated that being a good reader is not a luxury in this 21st century. It is a necessary life
skill since it is one of the most effective skills and means of personality refinement
According to Lone, 2011, reading skills can be seen as a necessary tool for a
individuals to become better and successful people in terms of their speaking and
necessary behaviour to polish one’s survival skills and in making better judgements in
viewing ideas, thoughts and the surroundings in this advance age where information
attitude and habit within himself or herself. In accordance to that, these characteristics
are vital for the individual to see the world in a more refined manner, such as in making
1
correct judgements or decisions in a systematic and rational manner. To achieve this
level, extensive reading is definitely important for the enhancement of reading skills
knowledge providers to their students, thus they need to possess a good reading
attain knowledge and deliver views on many genres. To the language teachers,
especially English language teachers, reading should be enjoyed as its benefits are
many. Reading extensively and continuously would help transcend the information,
knowledge and views read in various ways. One way is to build their ideology and
perspective in many aspects as in helping them in their teaching methodology and also
in instilling reading culture among their students. In addition, a good reading attitude
and habit among the people in the society would help develop and progress the
Literacy and language are intertwined. Reading and the language used for
reading are also interrelated. Since this study focuses on English reading attitudes and
habits among primary school English language teachers, the language and literacy
would address mainly on English language and teachers who teach this language. To
language teachers, especially primary school teachers, who are providers of knowledge
and values to young minds in the school, it is an essential habitual action that they
should possess a very positive reading attitude and good habit to keep abreast with the
2
A habitual reading teacher is very important and relevant as a role model and
means of reference for his or her students. Besides, where language is concerned, the
primary school English Language (EL) teachers play major roles in portraying model
readers to their students. Gambrell, (2011), also mentioned that this was obviously
true for students to also be good readers in their later grades as well. Teachers by and
large should then portray themselves as good readers first before they teach reading or
other language skills effectively to their students. The importance of adults modelling
reading as an important and pleasurable skill (Brown, 2009) creates a greater impact
on their students rather than teachers often telling their students to read.
language, but also as a language of reference and importance in schools and higher
its learners, especially the teachers and students alike. EL proficiency is a desirable
form of social and linguistic capital, whereby individuals seek to acquire it and
as an educator in and outside classroom. Teachers are often looked upon by parents
and the society in two aspects. Firstly, teachers are looked upon for their credibility
portrayal of their personality traits such as being helpful, kind, caring and motivating
3
Therefore, to be able to carry out the 21st century teaching environment in the
lessons with the latest strategies and approaches. To do so, they need to possess
positive attitude towards reading which would lead them to be habitual readers. Thus,
EL teachers play very crucial role as good readers to promote a higher level of EL
mentions the need in up skilling the EL teachers’ language proficiency. One good way
for the EL teachers to attain that is through reading extensively. It is mandatory for the
EL teachers to cultivate positive reading attitude and good reading habit within
themselves. A high level of standard and language proficiency in the English language
is a necessity for teachers who are teaching that subject. Generally in all countries,
teachers are the assets of the development of the society. Their commitment to instill
knowledge and values besides language proficiency in their students are very essential.
In addition, the need to be affluent in EL is a must to teachers of the EL. The weight
become an important factor who fulfill the aspirations of the country and their
Teachers who read widely and who are interested in reading are often
school teachers are relatively important in influencing their pupils to have a passion
4
for reading. As language teachers, they are the models to create a reading-promoting
positive reading attitude and good reading habit so that they can instill these
particularly as they respond to new demands and changes in their teaching career.
However, the question is always how much and what the teachers read to make them
proficient readers. Researchers have also often mentioned that a teacher’s ability to
encourage a disposition to read may be linked to their personal reading habits and
views of literacy (Applegate & Applegate, 2004; Powell-Brow, 2004). If the teachers’
personal reading habit and his or her view on literacy is positive, then his or her
disposition to read would be higher. Hence, it can be summarised that teachers who
possess more enthusiasm in literacy attitudes and behaviours would be more effective
in reading and at the same time their pedagogical practices and in cultivating their
students to read inside and outside of the classroom would be greater. Nevertheless,
it can also be stated that teachers who are good readers may enhance their teaching
2020. Based on the aspirations to become an industrialized nation, Malaysia has made
many conscious efforts to improve and develop literacy so that it will achieve a literacy
rate of 100% by the year 2020 (Inderjit, 2014). Knowing this, the National Library of
5
need to be sufficient local and abroad reading materials to meet the needs of the people.
Various reading genres and resources are still scarce in departments of education in
In the last decade, concerns on improving the quality of education have led to
several initiatives being taken by the Malaysian government. In regard to that, in year
the educational policy. One of the many reasons seriously debated was the declining
level of English language proficiency and fluency among graduates. It was considered
graduate employability in 2012. One of the survey findings from Malaysian employers
stated that the most common problems among graduates seeking jobs was their poor
Higher Education Malaysia (2012). It was and still is a serious issue because though
many ways and channels are available to learn and apply the English language, the
tendency of not being competent in the language is still obvious among many students
have shown that there is a global concern about the increasing gap between the level
6
of competency of the graduates and the level needed for employment (Sarudin et al.
2013).
A survey done by the Ministry of Arts and Culture in 1996 indicated that
Malaysians do not have much interest in reading because 60.4% survey respondents
mentioned that they have other interests besides reading. 15.2% stated they have no
The issue of literacy and English language proficiency among teachers are
often highlighted in the media. Generally, Malaysians’ reading habits are not
considered very satisfying. The survey conducted by the National Library of Malaysia
in 2010 revealed that Malaysians have shown a better increase in their book reading,
which is 8 to 12 books a year. The recent statistic highlighted by the National Library
of Malaysia showed that the reading materials borrowed by readers increased from
24,715 books in January 2017 to 28.846 in March 2017. However, statistics still show
that readers in the western countries read at least 20 books per year.
To address the reading issue recently, the Youth and Sports Ministry of
the reading habit amongst the Malaysian youth. He mentioned that, as stated in the
Malaysians to develop the reading habit from young. He added the programme is
launched with the collaboration of relevant parties like the National Library and
Education Ministry of Malaysia. Khairy also quoted the popular statistics which
7
revealed Malaysians on average read only two books per year and emphasised this has
to change.
In the popular Bernama news, dated June 15, 2016, the Raja Muda of Perlis,
Tuanku Syed Faizuddin Putra Ibni Tuanku Syed Sirajuddin Jamullail also mentioned
that the nation’s reading habit is still considered quite low. He stressed the reading
habit was found to decrease as a person aged. He highlighted Malaysia as being far
behind where the reading habit is concerned compared to other developed countries in
the world. His speech at ‘Titian Kasih Mega’ programme at Sekolah Menengah
Kebangsaan (SMK) Merpati, Kangar, Perlis also addressed the importance of reading
and the best approach in fostering knowledge of a nation, as well as to generate mental
development of a person is through the practice of continuous reading, and not just for
by giving several suggestions such as by classifying important topics for easy focus by
the students, holding an hour after school hours and participating in activities such as
short stories, essays and article writing contests or competitions. He also added that
besides conventional reading materials, the use of electronic reading materials such as
In the Malaysian Vision 2020, the government of Malaysia has set a goal to
achieve the status of a developed country by 2020 (Sarji, 1993). One of the key
objectives was to ensure that the Malaysian population has achieved a certain level of
competency in the nation’s second language which is the English language. This
burden is in fact put upon the shoulders of the language teachers and it is a big
8
responsibility for English language teachers. If the English language teachers are not
competent enough in that language, there would be another major issue here.
In line to that, the Ministry has worked with the Teacher Education Institutes
or Institut Pendidikan Guru (IPG) and the Ministry of Higher Education (MOHE) to
ensure that the quality of the curriculum and lecturers are upgraded to deliver the kind
of teachers desired for the nation. The Ministry also introduced more stringent
graduation requirements in the hope that only the best trainees are able to graduate and
The MOHE starting from year 2013 intended to raise the entry bar to Teacher
Training Institutes and only the best candidates were to be recruited as teachers. This
meant that the Ministry of Education was seriously enforcing entry standards to ensure
that 100% of every teacher training intake meet the minimum academic requirement.
In accordance to that, the Ministry also worked hand in hand with the MOHE to ensure
that the same standards were put in place in the Public Higher Education Institutes or
Institut Pengajian Tinggi Awam (IPTA) teacher training programmes. Though the
move or rule was a positive one, it also has to consider the candidates’ other qualities
such as their abilities in speaking and reading. If these individuals do not have the
reading interest, they may surely cause a certain degree of harm to the entire
programme.
9
Reading helps to mould a person’s character and having a positive attitude and
good reading habit, reading the right type of books; that is, books that entertain but, at
the same time educate, is very crucial (Busayo, 2005). Teachers’ lives are much
environment need the ability to read. In this scenario, the role of the teacher as a good
reader or who reads at a regular basis is more likely to provide opportunity for students
to engage more in reading. This is because teachers who are avid readers of various
their teaching practices which would benefit their students’ knowledge and proficiency
level. It would also promote the teachers’ status-quo in the teaching profession.
Teachers who read for pleasure gain benefits in terms of increased vocabulary,
enhancing their writing skills and critical thinking and also on new or latest ideas in
the teaching and learning which are much needed in today’s 21st century classroom.
Reading for pleasure or recreational reading has been found to improve reading
(Krashen, 1993). These rewarding effects will help the development of the language
teachers. Positive reading attitude and good reading habits play critical roles in the
benefits which is much needed for teachers generally. The influx of reading teachers
definitely would have positive influence on the public education at all levels gradually.
(Ozbay, 2006). In this light, teachers in this era must instill this culture in them first
10
and be more advanced readers than their students. Only then can they arouse a positive
reading sensation among their students. In other words, the reading preference of one
person as a pastime or pleasure can be seeking for information for another (Ogeyik,
2008). Cultivating a positive and good reading habit thus is vital especially among
language teachers.
information on their literacy behavior stated that trainee teachers should understand
the critical role they play in the education of young people. In his research he also
claimed that the teachers’ literacy behavior influences their students’ literacy behavior.
Thus, the study indicated that the trainee teachers have to instill positive reading
attitude and habit toward reading from the time they are trained in the teacher training
institutions so that this attitude and habit would continue to manifest when they
debatable subject in the past years in Malaysia and in even every part of the world.
Reading, especially reading English language materials, helps the students to progress
better in the language. It is thus the duty of the language teacher to instill this value in
their students. A teacher should be a reading model because literary skills have
concrete stand on affecting the cognition development. A good reading habit actually
helps the process of ‘mental growth.’ In addition to personal and mental developments,
reading is an access to social, economic and civic life development (Clark and
play the important role in seeding the ‘mental growth’ in their students.
11
In fact, teachers’ habits and practices are important for improving the
schools. Trelease (2006) observes that teachers are seldom seen reading. A good
teacher must have a broad information base and should not depend on their lesson
notes, which cannot contain all the information on a given topic (Palani, 2012). In
language teacher.
study, found that Mathematic teachers who read for pleasure were more likely to
with that, the survey conducted by Applegate & Applegate (2004) also agree that
literature circles and book clubs are more optimistic when led by teachers who view
reading as an aesthetic value. Reading teachers stand as role models to motivate their
students to read as a pleasurable task. Since reading is a complex process and can be
develop a love for reading for the teachers, as this is a necessity in their career.
Teachers who possess good reading habits exhibit good reading culture which
can help the growth of the students’ academic achievement and their judge mental
Reading also helps broaden the readers’ experiences and general knowledge
(Abreyrantha & Zainab, 2004). In saying so, the important people who can play
12
effective role in encouraging pupils to read actively and extensively would be teachers
Applegate and Applegate (2004) stated that the teacher as an explicit reading
model is believed to be one of the key factors in motivating students to read. Recent
research has also indicated teachers’ classroom teaching methodoloy may be linked to
their leisure reading habits as what Mc Kool and Gespass (2009) highlighted that
teachers who read often for pleasure were more likely to use a variety of best practices
teachers can help to motivate students (Applegate & Applegate, 2004) to be better
readers.
primary school teachers are the pillars of building a young reading society. They are
actually the foundation to this fast-moving society of high technology and automation.
Hence for sure they need to possess a good reading behaviour to create a reading
culture among their students. It is a fact that the organisations of all academic
achievement has caused a high demand for the quest of reading. And the ability to read
efficiently and effectively is definitely a key to success for language teachers. Since
reading is one of the most effective means of developing an individual and to maximize
the potential of an individual, a strong culture of reading is essential. The lack of good
reading habit may threaten the society deeply for professional advancement.
13
Reading habit among Malaysians has been stressed since the early 1970s
Malaysians is not very encouraging. According to the National Literacy Survey carried
out in 1996 by the Malaysian National Library, the average Malaysian reads only two
books a year. In 2010, the statistic showed an average Malaysian only reads two to
eight books per year, though the Malaysian government targeted to have Malaysians
read at least 10 books yearly from 2010. On 31st January 2007, Datuk Wong Kam
Hong, the then Cultural, Art and Heritage Deputy Minister, stated that Malaysians only
read an average of 5 books a year in 2006. The statistic he mentioned revealed that
people in Britain and Japan read an average of 20 books a year. That information on
The Audit Bureau of Circulation released its first half of 2016 The Star
newspaper readership, revealing that it remains the nation’s highest circulated English
epaper rose by 5% from 105,645 to 110,883 in the second half of 2015. This revelation
though is positive and heart-warming, however, showed that half the total number of
readers were from the age group of over 40. The second highest group comprised
readers’ aged between 30 and 39. Seriously, this cannot be much applauded because
the reading group was not from the age group 18 and 25. In fact, based on Nielsen’s
latest survey, the daily readership of ‘The Star’ grew to 1.4 million readers in 2016,
the readership statistic does not exactly reveal who were the readers.
14
In another survey, the National Statistics Department as mentioned in the daily
newspaper ‘The Malay Mail’ on August 27, 2006 stated that more than half of the
60,441 odd Malaysians surveyed, said they read less than 7 pages a day. It also
revealed that 55% of those aged 10 to 24, read books. The National Statistics
Department’s statistics earlier in 2002 in fact exposed that Malaysian students read
two books a year. However, it did not reveal any e-reading statistic. The whole
scenario indicates that most young Malaysians do not read enough. A nation that is
developed should have the quality or state of a literate society which means reading
takes place not only at surface level but at all levels of age and situations.
To add on Cox and Guthrie (2001) observed that, teachers’ reading culture has
a strong impact on the acquisition of reading skills and strategies which are vital in
reading attitudes may boost the cognitive abilities of the teachers. Teachers somehow
or rather need to face the 21st Century reading culture, whereby reading becomes a
continued resource for the acquisition of new knowledge and skills, for gaining
and hand phones. It is evident that reading and information skills need to be often
updated and if teachers lack to attain all these resources to read actively, they may be
Most teachers in both primary and secondary level, focus their interest in
their teaching materials or merely reading the newspaper for the sake of knowing the
15
this present situation have to be computer competent, furthermore the information age
requires one to operate the computer well, to master the skills of computing and
understanding or adopting the new technology. And to be able to operate all these
functions, one still needs to read. Currently, online reading, particularly in the EL, is
However, the latest audio visual and online materials may not fully take the
significant role of reading the conventional way. It is because the conventional form
effective critical information. In such situations, our society may suffer when its
citizens cannot read adequately. Reading is a fundamental and reliable essence to boost
the mind capability and it is definitely necessary when a literate society is to be formed.
There is no single doubt that reading makes a huge difference in Education and
expansion of internet activities. Teachers are able to use computer games as tools to
tackle classroom activities, tests, and examination. To do so one still requires cognitive
stimulation for better reading understanding. Though games are fun and enjoyable and
are excellent on computers, reading is still required for better functioning of the games.
Obtaining this reading skill is therefore a pivotal requisite for all especially teachers,
because they have to keep track with changes and an effective reading habit can help
them to be better educators. Therefore, the teachers’ attitude towards reading have to
be positive to enable them to make the significant change in education and information.
16
The context of literacy instruction and personal attribution in addition to
cognitive development will influence the teachers’ reading success in profound ways.
Wang (2000) suggests that a positive attitude toward reading is essential for adequate
pupil reading achievement are closely related. Therefore, when planning instruction,
they will make provision in daily lessons for factors such as pupils’ motivation to read.
For example, choosing to read will be an important ingredient of interest to them which
will mold a powerful motivator to foster independent reading habits in their teaching
career. In a research conducted by Martinez, Arical, and Jewell (2008), it is stated that
children’s attitudes toward reading, in and out of school, influence the amount of
reading in which they engage, which influence their actual reading skill. Therefore, if
the teacher is a reading teacher, she will encourage and motivate her students to read
too.
covered in a short amount of time, it is essential that their reading is both purposeful
and efficient. Knowing how to read effectively involves understanding the structure
of texts, how to read for different purposes and how to reflect their reading. We read
to discover meaning in a text, that is, to determine that conclusion can be drawn about
the various messages the text contains. This ability is needed to be good teachers in
their teaching process because as teachers, they have to be creative and innovative in
classroom teaching. Wagner (2002) stated that reading is not only a language skill but
17
Reading is merely not about comprehension or how much you read at surface
level, but is about readers who are able to assess text-content critically because only
through this type of reading, it would create a better human resource development.
Thus, in order, to keep abreast with current development, the teacher society must read
relevant publication and materials abundantly. Block, Oakar & Hurt (2002) indicated
that successful literacy teachers in the primary phase are often knowledgeable about
children’s literature, prioritize the importance of meaning, and teach through whole
texts. These teachers deliver their lessons effectively and in an enjoyable manner.
Applegate and Applegate (2004) in their study identified that though many
students are proficient cognitively but they are reluctant readers. This is because
reading is not a preference to them. As such, it is the duty of the teachers to be the
mediator to instill and cultivate in their students good reading habits because a lack of
this reading habit in them may lead them to not take reading seriously. As teachers,
Effect- How can I give what I myself do not have? (as cited by Nathanson, Pruslow &
Levitt, 2008). Teachers are considered to be the chief drivers to ignite a lifelong
reading habit in their pupils. Since education all around the world revolves around
teaching and learning, materials and approaches, teachers themselves must initiate a
18
McKool and Gespass (2009) who surveyed 65 elementary school teachers on
leisure reading habits found out that less than half of them reported reading for pleasure
on a daily basis and 26% reported no time spent for leisure reading. Some other
researchers who conducted similar research also exposed that teachers are not usually
enthusiastic readers and mentioned little or no pleasure in reading (e.g., Applegate &
Applegate, 2004; Draper, Barksdale-Ladd, & Radencich, 2000; Mueller, 1973; Smith,
1989). The ascending levels of reading interest among teachers who are responsible to
carry out the task to educate the society to beome a successful literate society may
have negative implication for young children, if they do not deliver their tasks
academically in school. It has also been found that students’ academic levels do not
remain the same with no growth, but their academic level actually drop if they do not
read during their free time (Hughes-Hassell & Lutz, 2006). This clearly reflects that
leisure reading also helps broaden the readers’ experiences and general knowledge as
mentioned by Abeyrantha and Zainab (2004). Thus, when teachers portray and mirror
positive and good reading habits, their students would be motivated and guided to be
good readers too. Hence, it is definitely important for the language teachers to be
teachers of reading.
engaged reading. Engaged reading actually broadens a reader’s interaction with the
19
text and it becomes a connection between a community of readers and society at large.
Teachers who are engaged readers, often recognize the value of reading and their own
potential as readers and learners (Cremin, 2009). It is also a necessity that teachers
to multiple sources of reading and resources for learning. This coincides with
Rosenblatt’s (2005) belief that teachers should often focus on measurable skills rather
reading is one of the most important skills that would help enhance their teaching and
learning plus the pedagogical application process when they are in the classroom,
conducting the lesson. Besides, teachers should be aware of the materials they choose
to read which would help them boost their reading attitude and habit. In Malaysia,
much of the interest in literacy in reading is due to the perception that it is merely a
skill to master and the materials that they read are not so important to be taken into
consideration. However, the importance of reading and the materials they read are
actually the benefits they gain due as habitual readers are often not discussed widely.
There is also widespread agreement that the nation’s teaching scenario and
environment are not giving much room for reading. This is because the pressure and
burden of paperwork and workload of teachers, take much of their time in school,
hindering them to create a positive attitude towards reading. Teachers who are
burdened with much clerical work such as keying in marks and recording scores and
progress of their students, leave them with little time to concentrate on leisure reading.
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buying books on a regular basis. Thus, their reading habits do not progress positively.
The tendency of instilling a good reading habit is therefore shattered. Most libraries
in schools in Malaysia do not cater suitable materials for teachers to read, especially
English reading materials. This is another reason English language teachers lack the
interest to read.
To add on the reason why teachers may not be interested in reading is because
their reading habits are not instilled from young and in school. According to a survey
conducted among eighty first year students who enrolled for the Bachelor of Arts in
USM by Rosy and Sarjit (1998), revealed the reading habits and the students’
perception of their reading ability did not commensurate with the expectation of the
lecturers. The study was on English Language and Literature Studies programme
students who were undergoing their programme in English. The situation is more
alarming among our teachers who are not from the English option. In short, EL
Teachers generally should possess positive reading attitude and good reading
habit to improve their language proficiency and teaching strategies in the classroom.
Since most teachers are the main vehicle to design curriculum and syllabus, their
behavioural reading habit play an important role to the education system. Teachers
generally need to have a good grasp of reading because they are directly involved with
learners in schools. A good teacher must have a broad information base and should
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not depend on their lesson notes, which cannot contain all the information on a given
topic (Palani, 2012). However, Trelease (2006) stated that teachers are seldom seen
teachers around the Klang Valley revealed that respondents do read but is not their
main choice when it comes how they spend they spare time.
required to pass the Cambridge Placement Test by 2015, or be moved to other roles
Cambridge Placement Test (CPT) and Aptis test to assess the English language
proficiency level among English language teachers. The question here is why these
types of tests are required for EL teachers? Are they not proficient enough in the
Teachers who have yet to meet this standard would have to attend intensive up
issue of concern because obviously this signalled the poor performance of the EL
teachers’ language proficiency and competency. One of the reasons maybe due to the
EL teachers’ ignorance to read extensively which reflects their reading attitude and
reading habit.
The habit of reading for pleasure and as a pastime is limited among the general
Malaysians. Most teachers are often confined to heavy workload at school such as
paperwork activities (filing, filling in daily, weekly and monthly information of their
students learning progress and exam marks, preparing and marking test and exam
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papers etc.), courses and meetings to attend which take away much of their time and
resulting in them not having much time and opportunities to indulge in leisure reading.
Therefore, teachers hardly have much time to read during their working hours.
When they reach home, they just want to relax maybe by watching television or merely
just reading the newspaper. For them this is sufficient reading. Mass media is a great
influence which diverts people from showing much interest in reading books,
magazines and journals, among other factors (Palani, 2012). Thus, teachers’ reading
habit may not be due to their literacy problem but due to other affecting factors as
described above.
Since Higher Thinking Order Skills (HOTS) are included in our present
embarking these skills to the pupils in the classroom. Teachers of all levels not only
need to be effective readers but they also need a strong foundational knowledge about
the literacy process (Applegate & Applegate, 2004; Dobler, 2009). A teacher who
reads vastly would be able to identify and apply various teaching strategies and
approaches effectively in her lessons. A teacher who reads regularly also would gain
a lot of knowledge and information to tackle her or his students to participate and learn
better in the classroom situation. In the long run, it would enrich and enhance not only
the teacher’s content knowledge but also instill positive reading values in her. Only
through a positive reading attitude, teachers can develop and share best practices
among their English Language counterparts in their school, district, state and also the
nation.
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One cannot discard the importance of the English Language as being the lingua
franca and the vehicle to extract information worldwide through its reading materials,
both printed and online. Many reference books and resources are available in English,
and in most of the local libraries and bookstores, English materials are widely
displayed. As language teachers, they need to keep abreast with all these reading
materials so that they are not left behind to pursue the latest information which they
There are gaps in the existing reading research. In Malaysia, most studies on
reading attitudes and habits do not focus specifically on primary school EL teachers.
Thus, due to this limitation, it is commendable that this survey research is conducted
to investigate the reading attitudes and habits of primary school English language
teachers, their purpose of reading and factors that hinder them from reading. This study
concerned on the importance of positive reading attitude and habits among primary
social development and in imparting knowledge for teachers. Being the second
language in the country, EL teachers in primary schools play a very vital role in
enhancing their proficiency of the language first. The most significant skill for them
to enhance their proficiency in the EL is through the reading skill. Hence the main
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objectives of this study are to gather and analyse relevant information, and at the same
genre English
English
school EL teachers reading attitude and habits. Thus this study attempts to answer the
following questions:
reading?
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