EFL Teachers' Perception of Gender Differences on Student's Reading Achievements

Abstract

Gender plays an important role in learning languages, especially in reading. This study aims to investigate EFL (English as a Foreign Language) teachers’ perception of gender differences on student’s reading achievements in one of senior high schools in Probolinggo. This study was framed by a descriptive qualitative design as it described an individual experience about a phenomenon. The data were collected by using semi-structured interviews and were recorded with the participants consent. I conducted the interview with three English teachers, including one female teacher and two male teachers. The result of the thematic analysis revealed that teachers’ perception of gender differences on reading showed that teachers’ perceived that female students’ had better reading achievements than their male counterparts. The teacher perceived that the differences were caused by student’s differing motivation, enthusiasm, interest, and confidence in learning reading.