A SURVEY OF READING HABITS OF PRE-SERVICE ENGLISH TEACHERS IN THE SCHOOL OF TEACHER TRAINING AND EDUCATION

This study explores the reading habits of pre-service English teachers enrolled in a School of Teacher Training and Education. Utilizing a mixed-methods approach, the research aims to identify the frequency, preferences, and motivations behind the reading activities of these future educators. Data was collected through questionnaires distributed to 54 respondents and semi-structured interviews, providing both quantitative and qualitative insights. The findings indicate The questionnaires were distributed to 54 pre-service English teachers. The statistical analysis of the data indicates that even if the majority of students have read English since they were young, they may not necessarily have good reading habits in English, specifically. It appears that just a tiny portion of them have consistent reading habits in English based on their eagerness to regularly spend time reading various types of English texts. The study also shows that most of students prefer reading fiction texts instead of academic texts which reveals the imbalanced approach toward their reading habits. Factors influencing these habits include academic demands, personal interests, and the increasing accessibility of digital content. The study underscores the importance of fostering robust reading habits among pre-service teachers to enhance their professional development and effectiveness in the classroom. The implications of these findings suggest the need for targeted interventions and support mechanisms within teacher training programs to promote a balanced and enriching reading culture.


INTRODUCTION
Reading habits play a crucial role in shaping the academic and professional development of pre-service English teachers.These habits not only influence their comprehension and critical thinking skills but also significantly impact their future teaching methodologies and their ability to inspire a love for reading in their students.As the landscape of education evolves with the integration of digital media and diverse literary genres, understanding the reading preferences and habits of pre-service teachers becomes increasingly important.This study aims to delve into the reading habits of pre-service English teachers in a School of Teacher Training and Education, providing insights that can inform curriculum development and instructional strategies.
The significance of fostering robust reading habits among pre-service English teachers cannot be overstated.Effective reading habits contribute to a deeper understanding of the language, enhance vocabulary, and improve the ability to analyze and interpret texts.
Previous research has demonstrated the importance of reading.It can give people unlimited hours of enjoyment and amusement as well as develop hand-eye coordination and social skills.It has access to underlying resources that support the effectiveness of the learning process as well as social, economic, and civic life (Clark & Akerman, 2006;Broaddus & Ivey, 2001;Renandya, 2007).Additionally, it improves academic achievement (Adetunji and Oladeji, 2007).Thus, the prospects for success in school and the workplace are restricted if one cannot read.
When it comes to the value of reading, students learning English as a foreign language (EFL students) must develop strong English reading habits since they are heavily involved in and derive significant benefits from English reading practices.In Indonesia, though English is only legally incorporated in National Curriculum since Junior High School, this subject has been introduced since Elementary school as a local content (Muatan Lokal).In fact, English is now taught in several pre-elementary schools as part of their curriculum.After then, English is taught nonstop for six years in secondary (Junior and Senior High) schools and, on average, for two semesters or a year in postsecondary education.This indicates that English is the language that most EFL students in Indonesia learn, and they have been reading English literature for at least 12 years before entering colleges.This length of time should have been enough to build a good English reading habit among Indonesian colleges' students.
The ability to interpret written speech is one of the qualities of literacy, and reading is one of them.On the other hand, a habit is an action that a person performs repeatedly, often, and sometimes without realizing it.It is a pattern of conduct that develops over time as a component of an individual's personality and is applied to any activity that the person performs on a regular basis and is frequently unconscious (Good, et al., 2008).Therefore, reading habits are formed by consistently practicing reading over time until it becomes ingrained in EFL students' everyday routines.Repetition is essential because it fosters reading habits by having learners practice the desired reading action daily until it comes naturally to them.As a result, repeating a desired reading behavior until it becomes second nature to EFL students is the definition of healthy reading habits in English.Fluency, automaticity, accuracy, high enjoyment of reading, large amounts of reading, good English proficiency, positive attitude toward reading, conscious and avid reading, having a teacher who shared a love of reading (Park, 2006), self-selection of books, motivation to read, eagerness to receive a book as a gift (Jamnik, 2005), and regular reading after school hours (Adetunji & Oladeji, 2007) are all signs of a good reading habit.Poor reading habits, on the other hand, can be categorized as poor mental habits and include regressing, aimless reading, and passive reading.
Understanding the importance of building Reading habits, preparing and ensuring future teachers with good reading habits is crucial.Teachers who are avid readers themselves are more likely to encourage and instill similar habits in their students, thereby fostering a culture of reading within their classrooms.However, despite the recognized importance of cultivating reading habits among future teachers, there remains a need for comprehensive research focused specifically on the reading habits of pre-service English teachers, particularly within the context of teacher training programs.
This study is designed to address this gap by surveying the reading habits of preservice English teachers enrolled in a School of Teacher Training and Education.By examining factors such as the frequency of reading, preferred genres, and sources of reading materials, the research aims to paint a detailed picture of current reading trends among these future educators.The primary objectives of this research are to identify the prevalent reading JOLADU:Journal of Language and Education E-ISSN 2963-2773,Vol. 2 No. 3,April 2024 DOI:10.58738/joladu.v2i1.565habits among pre-service English teachers.The study of reading habits, particularly among pre-service teachers, is underpinned by various theoretical frameworks that emphasize the critical role of reading in cognitive and professional development.Vygotsky's socio-cultural theory highlights the importance of social interaction in learning, suggesting that reading habits are influenced by cultural and social contexts.Additionally, Rosenblatt's transactional theory of reading posits that the reader's engagement with a text is a dynamic process shaped by personal experiences and emotions.These theories provide a foundation for understanding how pre-service English teachers develop and sustain their reading habits within the broader context of their educational journey and future teaching careers.
Previous research has extensively explored the reading habits of teachers and students, revealing significant insights into their preferences and behaviors.Studies have shown that teachers who read regularly tend to have a broader vocabulary, better comprehension skills, and a deeper understanding of diverse literary genres.For instance, a study by Applegate and Applegate (2004) found that teachers who are enthusiastic readers are more effective in fostering a love for reading in their students.Similarly, Cunningham and Stanovich (1997) demonstrated that teachers' reading habits positively correlate with their students' literacy outcomes.These findings underscore the importance of promoting strong reading habits among pre-service teachers to enhance their instructional effectiveness.
Despite the established benefits of reading, there remains a gap in the literature specifically focused on the reading habits of pre-service English teachers.Much of the existing research has concentrated on in-service teachers or general student populations, leaving a void in our understanding of how future educators develop their reading practices.Studies by Nathanson, Pruslow, and Levitt (2008) and McKool and Gespass (2009) have highlighted that pre-service teachers often experience a decline in recreational reading due to academic pressures and a lack of time.This trend raises concerns about the preparedness of pre-service teachers to model positive reading behaviors for their future students.
The impact of reading habits on teaching effectiveness and student outcomes is welldocumented.Teachers who are avid readers are more likely to use a variety of texts in their instruction, employ diverse teaching strategies, and create a stimulating learning environment.Research by Allington (2002) and Gallagher (2009) suggests that teachers who read extensively can better understand and address the reading challenges faced by their students.Furthermore, teachers with strong reading habits are more likely to stay updated with current educational practices and literary trends, thereby enhancing their professional competence.
This study aims to fill the gap in the literature by focusing specifically on the reading habits of pre-service English teachers.By examining their reading preferences, frequency, and sources of reading materials, this research seeks to provide a comprehensive understanding of the factors influencing these habits.The findings of this study will contribute to the existing body of knowledge and offer practical recommendations for fostering effective reading habits among pre-service teachers, ultimately enhancing their readiness to inspire a love for reading in their students.

METHODOLOGY
This study employs a mixed-methods approach to comprehensively explore the reading habits of pre-service English teachers in a School of Teacher Training and Education.The questionnaire is adapted from previous research conducted by Iftanti (2012) who managed to apply this study to wider respondents in East Java.The questionnaires were distributed to 54 pre-service English teachers in School of Teacher Training and Education JOLADU:Journal of Language and Education E-ISSN 2963-2773,Vol. 2 No. 3,April 2024 DOI:10.58738/joladu.v2i1.565 in Jakarta at the end of their study session in the even semester of 2023.The questions consists of 5 closed ended sections-multiple choice questions using Likert Scale.The categories of the questionnaire include the amount if reading practice, the length of time of having reading habits, the types of texts to read, the number of books to read, and claim about their reading habits in English.The interview validation was carried out with the respondents who demonstrate the potential to have different qualities of reading habits.

RESULTS AND ANALYSIS
The results of this study provide a detailed overview of the reading habits of preservice English teachers, revealing both quantitative and qualitative insights into their behaviors and preferences.The analysis is structured to address the research questions, highlighting key trends and variations across different demographic group.

Descriptive Statistics of Reading Habits
The pre-service English teachers' reading habits are revealed through the data of the amount of their daily reading practice, the length of reading habits, the types of texts read, the number of books read, and their own claim on their reading habits.From the table below, it can be seen that the respondents are mainly female, more than 50%, indicating that English education program is preferred mostly by female students.Hence, the data views the phenomena mostly of female students' reading habits in the researcher's classrooms.Table 2 shows that most of the respondents (27,7%) read about one hour every day, followed by 16,66% of them read less than one hour, and lastly, 14,81% of them do not always read every day.Since the amount of reading practice is considered the most obvious indicator of reading habits, the statistical data imply that the respondents' reading habits are not good/ poor.However, still there are 3,70% respondents who read about four hours, five hours and more than five hours every day that reflects their interest in reading practice.This indicates, though, that only a few out of 54 students in the researcher's classrooms have good reading habits.In relation to the length of time of the pre-service English teacher students have the reading habits (see table 3), the statistical data show that among 54 respondents, most of them (22,22%) read English since they were in Junior High School.This is logically acceptable since English is a compulsory subject in Junior High School.Following this, the second biggest respondents (16,66%) read English since Elementary school.This is also reasonable since English is firstly introduced formally in this particular stage of education, though it is not part of the compulsory subjects yet.Then, 14,81% respondents read English since they were in Senior High School.Longer than those previous groups, there 3,70% respondents who have read English since they were able to read.This indicates that prior to taking part in the study, the majority of respondents should have known English for at least six years.Nevertheless, the amount of time they spent learning English did not appear to foster their daily reading habits in the language.Another important thing to point out is that none of the respondents read in English while their parents read with them.This demonstrates the lack of parental involvement in their kids' English reading.With regard to the types of texts read, the statistical data (see Table 4) show that most of the respondents (46,29%) read fiction texts such as drama, short story, novel, comic strips, legend, fairy tales, and poem.These preferences show their tendency to read for pleasure rather than for academic purposes.However, this can be a starting point for them to build good reading habits within the academic context in the future.Following the previous group, 31,48% of respondents read various types of texts.12,96% of the respondents read e-text for their daily reading practices.This suggests that only few EFL students make use of the Internet to support their English reading practices In relation to the quantity of books per week, 48 (88.88%) of the respondents-the majority-read fewer than five novels (see table 5).An EFL student, especially who intent to teach English in the future should read roughly seven books in a week if they typically read one book each day.Thus, it is recommended that EFL students read more than five books every week.Nonetheless, it is discovered that out of 54 respondents, just six (11,11%) read five books a week, and none of them (3.85%) read more than five books.Regarding the respondents' claims about their English reading habits, Table 6 reveals that 44.44 percent of respondents say they have good English reading habits.However, most of their claims are not supported by the researcher, who carefully verifies their claims based on the results of all the reading habits criteria of the EFL students, validates them through interviews, and considers their English performance in the classroom.For instance, they could not remember the title of English books they have read, and they do not usually read every day.However, based on the verification interview, it can be inferred that 7 respondents (12.96%) have the potential to have excellent English reading habits, although the majority of them do not indicate that they have Three points sum up the analysis's findings that attempted to address the study issues.First off, the majority of pre-service English teachers are shown to lack good English reading habits, despite their optimistic thoughts that reading can help them become more fluent readers and advance their academic and professional careers.This is demonstrated by the fact that they do not consistently read in English on a daily basis, indicating that it is not a regular behavior.It is because, they are hesitant to meet many new words that hinder reading comprehension and do not comprehend the content of the English text, which is the cause behind their lack of regular practice reading English.Likewise, Kusumarasdyati's (2008) research inferred that EFL students have poor reading habit for the same reasons.
The data reveals that very few pre-service English teachers have become proficient readers in English.This suggests that the development of strong English reading habits in their lives is not always ensured by the teaching and learning of English, which begins in elementary school and continues for at least nine years in postsecondary education.It is crucial to consider different reading instruction methodologies, including the Morning Reading Session (MRS), which is a part of Uninterrupted Sustained Silent Reading (USSR), in order to help students acquire strong reading habits.Students see morning reading sessions as helpful for their academic development since they help them form a reading habit that will allow them to find leisure reading time as they get older, according to Yaang's (2007) study.The active involvement of parents and teachers in fostering their children's reading habits is another noteworthy example.It is important for parents, no matter how busy they are, to make time for regular reading activities with their children.Additionally, the results of this study support Park's (2006) finding that EFL students have optimistic beliefs that having good reading habits can help them to pursue their future career.
Second, the results of this study demonstrate that while the majority of respondents are driven to read fictions English texts, the primary reasons for their reading habits are related to completing reading assignments and enhancing their English language proficiency.The Harry Potter series was the most widely read literary work.However, the fact that so few of them read English for pleasure suggests that they have poor English reading habits.If their teachers can serve as effective role models who have built good English reading habits, then the students' drive to read English for school assignments can really be a beginning point for them to create good English reading habits.Park (2006) discovered that EFL students who develop positive reading habits have a teacher who is also an avid reader.This is consistent with the claim made by Dornyei (2001) that "motivation" determines why people choose to undertake something, how long they are willing to stick with it, and how hard they will work to pursue it by imitating the traits of a person who is closely connected to them.In this way, encouraging reading as an enjoyable pastime as well as an acquired taste can be established by parents and teachers modeling good reading habits.This finding strongly encourages the future teachers to have good reading habits since they are about to give strong influence to their students to read in the classrooms.In fact, students' motivation will provide a solid basis for the formation of superior English reading habits.Takase (2007) discovered that the most effective way to encourage students of all ages to read books in both their L1 and L2 is through intrinsic motivation.This study shows that although while EFL students read English primarily to meet the criteria for school reading assignments, intrinsic drive to read English plays a significant impact in their reading success.
Last but not least, this study demonstrates that EFL students who acquire excellent English reading habits are also the ones who are most willing to devote the majority of their time to reading English texts on a daily basis.According to research by Renandya (2007) and Akyay & Ogeyik (2009), these students read with interest and happiness.They show that EFL students with excellent reading habits read a great deal, are very proficient in English, and engage in highly pleasurable reading activities.This suggests that in order to establish a reading program as one of the strategies for EFL students to encourage excellent reading habits, the cooperation of parents and teachers is crucial..The students' usage of the Internet to access a wealth of creative material of all kinds serves as the last point revealed in this study.Though the numbers of respondents who read E-text on a daily basis is only around 12%, still it indicates that, if the respondents can make the most of it, the Internet, which offers a limitless universe of diverse reading resources, can play a crucial role in helping them develop and build positive reading habits in English.In light of the detrimental consequences of the Internet, such as addiction to online gaming and pornography, parents and educators must actively assist in assisting children in using the Internet as a valuable source of reading materials.

CONCLUSION
This study has provided a comprehensive examination of the reading habits of preservice English teachers in a School of Teacher Training and Education.The findings underscore the importance of reading as a fundamental component of both personal and professional development for future educators.The low frequency of reading among participants reflects a weak intrinsic motivation to engage with diverse which is essential for their growth as effective and inspiring teachers.This study also highlights several challenges that need to be addressed to ensure that these reading habits are ma enhanced throughout their teaching careers.
The preference for fiction texts among pre-service English teachers indicates a imbalanced approach to reading that may hinder their professional growth.Therefore, this imbalanced interest should be reconstructed by teacher training programs through the provision of a diverse range of reading materials and structured opportunities for reading within the curriculum.By fostering an environment that values and promotes diverse reading habits, teacher training programs can help pre-service teachers develop a comprehensive approach to reading that will benefit their future students.
The significant differences in reading habits across demographic groups, particularly gender and academic performance, suggest the need for targeted interventions to support all pre-service teachers.Creating engaging and inclusive reading initiatives, as well as mentorship programs, can help bridge the gap between different groups and promote a more equitable reading culture.Additionally, addressing the barriers of time constraints and academic workload by integrating structured reading times and promoting efficient reading strategies can further support pre-service teachers in maintaining their reading habits.
The qualitative insights from this study reveal the significant role of personal interest and intrinsic motivation in sustaining reading habits.Teacher training programs should leverage this motivation by creating a supportive and stimulating environment that encourages continuous reading.Initiatives such as book clubs, reading challenges, and peer discussions can foster a culture of reading and provide pre-service teachers with the support they need to develop lifelong reading habits.
In conclusion, the findings of this study provide valuable insights into the reading habits of pre-service English teachers and offer practical recommendations for enhancing teacher training programs.By addressing the challenges identified and leveraging the intrinsic motivations of pre-service teachers, teacher training programs can support the development of effective reading habits that will have a lasting impact on their professional development and their ability to inspire a love for reading in their students.The implications of this study highlight the need for ongoing research and continuous improvement in teacher training programs to ensure that future educators are well-prepared to foster a culture of reading in their classrooms.

Table 1 .
The Respondents' Demographic Group

Table 2 .
The Amount of Reading Practice

Table 3 .
The Length of Time of Having Reading Habits

Table 4 .
The Types of Text Read

Table 5 .
The Number of Books Read

Table 6 .
The Respondents' claim on their English reading Habits