Teachers’ beliefs toward Silent Reading in
Extensive Reading Classroom
Mutia Ayu Krismanda (112010028)
Abstract
This study aims to explore what teachers’ beliefs toward silent reading method in Extensive Reading (ER) classroom are. This study is qualitative research. Total of 11 participants were purposely chosen from Extensive Reading teachers in English teacher education program of Satya Wacana Christian University, Salatiga, Indonesia. Those teachers were interviewed using semi-structured interview. The findings revealed that Sustained Silent
Reading (SSR) is individual process and beneficial for students’ language learning.
Moreover, teachers tend to monitor students in SSR. However, some factors such as the environment of the classroom that should be quite and relax, the appropriateness of selecting topic and level of the book that the students read, the follow-up activity and also teacher as a role model during SSR time in the classroom should be really noticed and considered while
implementing SSR in ER class. The purpose of noticing teachers’ belief as a role model will
impact the effectiveness of implementing SSR in Extensive Reading classroom.
