Journal of English Language Learning (JELL), Vol. 5 No 2, 7-18 ISSN 2599-1019 Page | 7 A Survey of Pre-Service English Teachers’ Reading Habits of English Text Alan Jaelani 1 and Fadia Holisah 2 1,2 English Education Program, Universitas Ibn Khaldun 1 alan.jaelani@uika-bogor.ac.id 2 fadiaholisah@gmail.com Abstract. Reading should become a habit for pre-service English teachers. The habit makes a significant contribution to both academic and teaching performance. The purpose of this study was to determine the habit of reading English texts for pre-service English teachers. Data was collected through surveys and validation interviews. Questionnaires were distributed to 42 students of English Education at a university in Bogor, West Java, using a random sampling technique. This study found that the pre- service English teachers' reading habits are not in the excellent category. Based on data analysis, it can be said that they have been reading English texts for more than 12 years. However, it turned out that during more than that period, they were not used to reading well, and some of them had expressed not having a good habit of reading English texts. They do not read English texts regularly; they tend to read Indonesian texts more often. Some obstacles were identified in reading English texts, such as not being used to reading for a long time and lacking vocabulary. On the other hand, they have a goal in reading, one of which is to increase their knowledge and English skills. This goal can be achieved by reading English texts regularly. They plan to read English texts regularly and ensure positive beliefs motivated by themselves for the goals they want to achieve. Keywords: Reading Habits, Pre-Service Teachers, English Teachers Introduction Everyone will naturally learn one language to communicate with others. Learning to communicate only needs to imitate other people, then automatically they can communicate; however, learning to read cannot be automatically imitated instantly (Iftanti, 2012). There is a way to get information from something written; namely by reading (Dewi & Prawita, 2019). Reading must be learned intentionally because in the process of reading there must be someone who teach. Dewi and Prawita (2019) assume that the key to improve the quality of education is reading. Reading can increase human knowledge. Therefore, reading becomes very important for students to acquire new knowledge in changing the world of the technological era (Chettri & Rout, 2013). Reading is the art of interpreting printed and written words, the most effective process of conscious learning that affects the level and accuracy of information, morals, beliefs, judgments, and readers' actions (Chettri & Rout, 2013). Reading activities are considered a habit if they are done repeatedly, frequently and regularly. As pre-service English teachers, it is necessary to develop good habits in reading English texts because they will be directly involved in the practice of reading English. To have effective teaching, being a reader is an initial must for a teacher. According to (Gambrell, 2015) reading skills are related to better and more productive academic skills, social life, and citizenship. Therefore, good reading habits are very important for the development of personality and mental capacity (Annamalai & Muniandy, 2013). According to Grabe and Stoller (2012), the habit of reading is indispensable for intellectual development that grows together and to achieve one's language skills. Thus, reading habits must be built from an