MICRO, MESO, AND MACRO CONTEXTUAL FACTORS INFLUENCING SENIOR HIGH SCHOOL TEACHERS’ PREFERENCE FOR READING ACTIVITIES
Keywords:
contextual factors; reading activities; reading strategies; teachers’ teaching preferencesAbstract
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.
References
Ahmad, N. A., & Yin, K. Y. (2019). Using interactive media to support reading skills among underachieving children. International Journal of Innovation, 8(7), 81–88.
Albiladi, W. S. (2018). Exploring the use of written authentic materials in ESL reading classes: Benefits and challenges. English Language Teaching, 12(1), 67. https://doi.org/10.5539/elt.v12n1p67
Al-Qahtani, A. A. (2016). Why do Saudi EFL readers exhibit poor reading abilities? English Language and Literature Studies, 6(1), 1. https://doi.org/10.5539/ells.v6n1p1
Anderson, N. J. (2003). Scrolling, clicking, and reading English: Online reading strategies in a second/foreign language. The Reading Matrix, 3(3).
Asri, A., Badaruddin, B., & Idris, M. (2025). Relational and cognitive dynamics in collaborative learning: Lessons from Pancasila integration in Indonesia. Frontiers in Education, 10, 1–10. https://doi.org/10.3389/feduc.2025.1572715
Becker, D., & Wessling, K. (2020). The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations: (pp. 1–36). Research Centre for Education and the Labour Market. https://doi.org/10.26481/umaror.2020004
Bjorn, G. (2023). The power of peer engagement: Exploring the effects of social collaborative annotation on reading comprehension of primary literature. AI, Computer Science and Robotics Technology, 2, 1–32. https://doi.org/10.5772/acrt.24
Carrasco, D., & Irribarra, D. T. (2018). The role of classroom discussion. In A. Sandoval-Hernández, M. M. Isac, & D. Miranda (Eds.), Teaching Tolerance in a Globalized World (Vol. 4, pp. 87–101). Springer International Publishing. https://doi.org/10.1007/978-3-319-78692-6_6
Cella, J., Geoffrey Kazembe, G. K., & Mkandawire, S. B. (2023). The contribution of ‘Room to Read’ libraries and reading materials to literacy development in selected primary schools of Zambia. British Journal of English Linguistics, 11(3), 66–85.
Collins-Dogrul, J., & Saldaña, K. (2019). Text selection and course design: Faculty perspectives on critical reading and critical thinking. Journal of the Scholarship of Teaching and Learning, 19(2), 88–101. https://doi.org/10.14434/josotl.v19i1.23713
Destrianto, K., & Dwikurnaningsih, Y. (2021). Evaluasi program Gerakan Literasi Sekolah di SD Kristen 04 Eben Haezer. Jurnal Pendidikan dan Kebudayaan, 11(2), 133–139.
Feng, X., Helms-Lorenz, M., & Maulana, R. (2023). Teachers’ intrinsic orientation, self-efficacy, background characteristics, and effective teaching: A multilevel moderated mediation modeling. In R. Maulana, M. Helms-Lorenz, & R. M. Klassen (Eds.), Effective Teaching Around the World (pp. 543–574). Springer International Publishing. https://doi.org/10.1007/978-3-031-31678-4_24
Field, A. (2024). Discovering statistics using IBM SPSS Statistics. Sage Publications Limited.
Fulmer, G. W., Lee, I. C. H., & Tan, K. H. K. (2015). Multi-level model of contextual factors and teachers’ assessment practices: An integrative review of research. Assessment in Education: Principles, Policy & Practice, 22(4), 475–494. https://doi.org/10.1080/0969594X.2015.1017445
George, D., & Mallery, P. (2022). IBM SPSS statistics 27 step by step: A simple guide and reference (Seventeenth edition). Routledge, Taylor & Francis Group.
Guthrie, J. T., & Alao, S. (1997). Designing contexts to increase motivations for reading. Educational Psychologist, 32(2), 95–105. https://doi.org/10.1207/s15326985ep3202_4
Hall, C., & Kidman, J. (2004). Teaching and learning: Mapping the contextual influences. International Education Journal, 5(3), 331–343.
Huseynli, A. (2024). The power of pairs: Strategies for promoting collaborative learning. XVII International Scientific Conference, 69–72.
Indrasari, Y. (2024). UNESCO sebut minat baca orang Indonesia masih rendah. Radio Republik Indonesia. https://rri.co.id/surabaya/regional/649261/unesco-sebut-minat-baca-orang-indonesia-masih-rendah
Khusna, S., Mufridah, L., Sakinah, N., & Annur, A. F. (2022). Gerakan Literasi dalam meningkatkan minat baca siswa Sekolah Dasar. Dawuh Guru: Jurnal Pendidikan MI/SD, 2(2), 101–112. https://doi.org/10.35878/guru.v2i2.454
Kozma, R. B. (2003). ICT and educational change: A global phenomenon. International Association for the Evaluation of Educational Achievement.
Krashen, S. D. (1984). Principles and practice in second language acquisition (Reprinted). Pergamon Press.
Laal, M., & Laal, M. (2012). Collaborative learning: What is it? Procedia - Social and Behavioral Sciences, 31, 491–495. https://doi.org/10.1016/j.sbspro.2011.12.092
Liddicoat, A. J. (2014). The interface between macro and micro-level language policy and the place of language pedagogies. International Journal of Pedagogies and Learning, 9(2), 118–129. https://doi.org/10.1080/18334105.2014.11082025
Makbul, M., Anggreni, A., Munir, S., & Mukrim, M. (2025). The implementation of partner reading strategy to improve students' reading comprehension. e-Journal of ELTS (English Language Teaching Society), 13(2), 1044-1054.
Mariam, M., Butt, A., Aziz, F., & Bhatti, S. A. (2022). A study of the effectiveness of authentic materials for the development of higher order thinking skills amongst undergraduate ESL learners. Indian Journal of Economics and Business, 21(2), 473–489.
Mullis, I. V. S., Kennedy, A. M., Martin, M. O., & Marian Sainsbury (Eds.). (2004). PIRLS 2006 assessment framework and specifications: Progress in International Reading Literacy Study. TIMSS & PIRLS.
Munawati, A., & Nursamsu, N. (2019). The effectiveness of HOTS (Higher Order Thinking Skill) in teaching reading comprehension. EDUCAFL: Journal on Education of English as Foreign Language, 2(1), 32–43.
Nichols, W. D., Zellner, L. J., Willson, V. L., Mergen, S., & Young, C. A. (2005). What affects instructional choice? Profiles of k-2 teachers’ use of reading instructional strategies and methods. Journal of Literacy Research, 37(4), 437–458. https://doi.org/10.1207/s15548430jlr3704_2
OECD. (2023). PISA 2022 Results (Volume I and II) Country Notes Indonesia.pdf. https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/indonesia_c2e1ae0e-en.html
Oleson, A., & Hora, M. T. (2014). Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices. Higher Education, 68(1), 29–45. https://doi.org/10.1007/s10734-013-9678-9
Poedjiastutie, D. (2018). Indonesian school students reading habits: A sociocultural perspectives. International Journal of English Language and Literature Studies, 7(4), 94–100. https://doi.org/10.18488/journal.23.2018.74.94.100
Pujiati, D., Basyar, M. A. K., & Wijayanti, A. (2022). Analisis Gerakan Literasi Sekolah di Sekolah Dasar. Pedagogik Journal of Islamic Elementary School, 57–68. https://doi.org/10.24256/pijies.v5i1.2615
Pusat Asesmen Pendidikan. (2025). Hasil tes kemampuan akademik. https://tka.kemendikdasmen.go.id/hasiltka/
Rahman, A. F., Rofiqoh, R., & Hastini, H. (2021). The use of authentic materials in improving students' reading comprehension. e-Journal of ELTS (English Language Teaching Society), 9(1), 22-31.
Schleifer, D., Rinehart, C., & Yanisch, T. (2017). Teacher collaboration in perspective: A guide to research. Public Agenda.
Syafitri, N., & Yamin, Y. (2022). Pengaruh Gerakan Literasi Sekolah terhadap minat baca siswa. Jurnal Basicedu, 6(4), 6218–6223. https://doi.org/10.31004/basicedu.v6i4.3207
Warsah, I., Morganna, R., Uyun, M., Hamengkubuwono, H., & Afandi, M. (2021). The impact of collaborative learning on learners’ critical thinking skills. International Journal of Instruction, 14(2), 443–460.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity (1st ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511803932
Yusran, Y. (2022). Teacher performance and learning achievement on educational facilities of high school students. Jurnal Paedagogy, 9(3), 591. https://doi.org/10.33394/jp.v9i3.5307
Published
How to Cite
Issue
Section
Copyright (c) 2026 Benedicta Gatri Puspaningpuri, Thomas Wahyu Prabowo Mukti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with e-Journal English Language Teaching Society (ELTS) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
