READING FOR
STUDENTS IN ENGLISH LANGUAGE EDUCATION PROGRAMS
Agus Rohmat Hidayat1, Nur Alifah2
1Universitas
Islam Bunga Bangsa Cirebon, Jawa Barat, Indonesia
2Institut
Pendidikan Bahasa Cirebon, Jawa Barat, Indonesia
ghousun99@gmail.com1, alifahazahra43@gmail.com2
|
KEYWORDS |
ABSTRACT |
|
reading
for students, interest in reading, education. |
Reading
is one of the literacy skills needed in facing the challenges of the 21st
century. Moreover, as a student, one who is an agent of change must have
broad insight. The purpose of this study was to determine the reading
interest of English Education study program students in the second semester
of the academic year 2021/2020. The method used in this research is
descriptive quantitative. The number of research samples using random cluster
sampling was 116 students. From the results of statistical calculations, it
was found that the mean value on the reading material indicator was more
excellent at 2.68, meaning that reading material was the factor that most
influenced students' reading interest. However, the reading material that
students prefer is entertainment, such as story books and books containing
romantic stories. In addition, reading has not become a student hobby. This
is also indicated by the time they spend reading, which is only less than one
hour. So, it is suggested that lecturers can continue to motivate students to
foster students’ interest in reading, one of which is with a reading
assignment system, then review and make a summary of the book that has been
read. Reading material is the factor that most influences students' interest
in reading. The types of books commonly read by students are entertainment
books such as storybooks and books containing romantic stories. The time
students read books every day is less than one hour. Reading has not become a
hobby for students. The intensity of student visits to the library is rare,
either during breaks or every day. |
|
DOI: 10.58860/ijsh.v1i2.11 |
|
Corresponding Author: Nur Alifah
Email: alifahazahra43@gmail.com
INTRODUCTION
Higher
education is an academic institution that is identical to the activities of the
academic community to continue to explore knowledge (Shagrir, 2017). The
activities and learning patterns at this level are also very different from the
level of education at Junior High School (SMP) and Senior High School (SMA) (Haerudin et al., 2021). At this
level, the mention of those who learn is also different, namely students. In
attending lectures, students should not only listen and record information
provided by lecturers but must be able to be critical of the information (Devi et al., 2022).
This is in
line with Sugiyanta's statement (Gasiewski et al., 2012), which
mentions that the strategy in attending lectures is not only by listening and
taking notes but is supported by a critical attitude from students when
attending lectures, in the sense that students have prepared for the lectures
they attend. Therefore, before attending lectures, students should already have
preparations and learn about the lecture material they will follow. One of the
preparations that can be done is by reading (Sahin et al., 2015).
At this time,
the reluctance to read tends to affect students, especially in the English
Education Study Program. This can be seen from the author's observation that
when there are free hours, they prefer to spend time in the canteen and chat
about things that have nothing to do with lecture material. Those who do not go
to the canteen prefer to play games with gadgets rather than read books or talk
about academic matters. Apart from that, students' interest in visiting the
library is also shallow. This is known from informal interviews with several
students that they come to the library to look for references only when it is
close to the time to collect coursework.
Another
exciting thing is when they take specific courses, such as the English Learning
Evaluation course. Many students just sit, stay quiet, and listen when the
lecturer explains the learning material. In addition, when the class discussion
took place, not many criticized the material presented by the presenting group.
When they are invited to ask questions, only a few people ask and answer
questions.
These
symptoms are interesting to study and research on the phenomenon of current
English Education Study Program students. The study includes: (1) What factors
most influence students' interest in reading; (2) What types of books are
usually read by students; 3) How long do students read books every day; (4) Has
reading become a hobby for students; (5) How is the intensity of student visits
to the library. By knowing the reading interest of second-semester students,
lecturers can plan the right strategy to increase students' reading interest,
which can have later implications for learning outcomes.
Reading is a
complex and complicated activity to obtain information. Reading involves
several internal and external factors. Among the internal factors is
interesting, while external factors include reading facilities. (Kpolovie et al., 2014) In more detail,
reading involves many things, including intelligence (IQ), interest, attitude,
talent, motivation, reading goals, reading facilities, reading texts,
environmental or socio-economic background factors, habits, and reading
traditions.
Interest in
reading is a sense of interest in understanding symbols or written language
that is carried out without coercion or willingness from within oneself or
encouragement from outside so that someone understands or understands what he
reads. Herman Wahadaniah (Kosasi, 2015) reveals,
"reading interest is a strong and deep attention accompanied by a feeling
of pleasure towards reading activities so that it can direct a person to read
with his own will or encouragement from outside". Furthermore, (Nursinar et al., 2022) state that
reading interest is an intense desire accompanied by one's efforts to read.
METHOD
This research
was conducted using a descriptive quantitative method by distributing
questionnaires. Descriptive research conducted is a type of research that
provides a description or description of a situation as clearly as possible
without any behavior on the selected object.
The population
in this study were students of the English Education Study Program in the
second semester of the academic year 2013/2014 who were still active, with a
total of 242 students. The number of samples in this study was determined based
on the table list of Krejcie and Morgan (Mustafa, 2000). Based on the table,
the researcher took a sample of 148 students with a cluster random sampling
technique: class A morning, C morning, and B afternoon. Random sampling is
because the population is assumed to be homogeneous. The researchers used the
Barlet test to test the population's homogeneity. From the Barlet test results,
it can be concluded that the population is homogeneous because x2 count = 4.319
and x2 table = 9.488. So that x2 count < x2 table or 4.319 < 9.488. The
researchers used observation techniques to obtain data about the problem under
study. While the instrument used is a questionnaire or questionnaire
distributed to second-semester students of the English Education Study Program.
The next step
after obtaining data is to process the data, where the researcher is assisted
by computing the SPSS (Statistical Product and Service Solution) program by
finding the mean value for each indicator and the frequency for each possible
answer.
RESULT AND DISCUSSION
To find the
aspects that most influence students' interest in reading, researchers
formulated four indicators: reading ability, environment, feelings of pleasure,
and reading material. The following is the mean value of each indicator. From
the statistical calculation, the data was obtained from the reading ability
indicator (mean value = 2.62), the environment indicator (mean value = 1.77),
the feeling of pleasure indicator (mean value = 2.37), and the reading material
indicator. (Mean value = 2.68). So, it can be concluded that reading material
affects students' interest in reading.
To answer what
types of books students usually read, researchers analyzed student answers from
environmental indicators consisting of six statements. The following is the
data obtained from the statement, "I read books related to lecture
material every day". From the percentage calculation, it is known that
there are 7.8% = 9 students who never read books related to lecture material;
50.9% = 9 students who never read books related to lecture material.
59 students
rarely read books related to lecture material; 33.6% = 39 people often read
books related to lecture material; 7.8% = 9 students always read books related
to lecture material. Thus, the answer choice "rarely" is dominant for
this statement.
Next is the
data obtained from the statement, "I also read other books (story books,
etc.)". From the data obtained, 3.40% = 4 students answered never; 24.10%
= 28 students answered rarely; 56% = 65 students answered often; and 16.40% =
19 students answered always. Thus, the answer choice for the statement "I
read other books (story books, etc.)" is dominated by the answer choice
"often".
Next is the
data obtained from the statement, "I read books for entertainment
purposes". The data shows that 5.20% = 6 students answered never; 20.70% =
46 students answered rarely; 55.20% = 48 people always answered; and 19.00% =
22 students answered always. Thus, for the statement "I read books for
entertainment purposes," the answer "often" is dominant.
Next is the
data obtained from the statement, "I like to read books that contain
romantic stories". From the data obtained that 12.10% = 14 people answered
never; 35;30% = 41 students answered rarely; 37.10% = 43 students answered
often; and 15.50% = 18 students answered always. Thus, most students are happy
reading books containing romantic stories because the answer choices are often
dominated by the answer choice "often".
Next is the
data obtained from the statement, "I read books to improve understanding
of lecture material". From the data obtained that 2.60% = 3 student never
answered; 31.00% = 36 students answered rarely; 51.70% = 60 students answered
often; and 14.70% = 17 people answered always. Thus, the statement "I read
books to improve my understanding of lecture material" is dominated by the
answer choice "often".
Next is the
data obtained from the statement, "I feel satisfied after reading the
entire contents of the lecture material book". From the data obtained,
5.20% = 6 students answered never; 39.70% = 46 students answered rarely; 14.40%
= 48 students answered often; 12.90% = 15 people always answered; and 0.90% = 1
student did not answer. Thus, "I feel satisfied after reading the entire
content of the lecture material" is dominated by the answer choice
"often".
From the data
above, it can be said that the types of books commonly read by students are
books for entertainment, such as story books and books containing romantic
stories.
To answer
about the length of time students spend reading every day. Researchers analyzed
student answers from the indicator of feeling happy with one statement. From
the data obtained, respondents who never answered 12.90% = 15 respondents;
47.40% = 55 respondents answered rarely; 31.00% = 36 respondents answered
often; and 7.80% = 9 respondents answered always. Meanwhile, 0.90% = one
respondent did not answer. Thus, it can be said that most students, when
reading books, spend no more than an hour or less than an hour every day.
To answer
about reading hobbies, researchers analyzed respondents' answers from the
indicator of feelings of pleasure with five statements. The first is from the
statement, "I determine or target the amount of reading that must be
done". Read every day". From the data obtained, 28.40% = 33
respondents answered never; 46.60% = 54 respondents answered rarely; 20.70% =
24 respondents answered often; and 4.30% = 5 respondents answered always.
Next is the
statement, "I read one book every day". From the data obtained that
21.60% = 25 respondent answered never; 61.20% = 71 respondents answered rarely;
12.90% = 15 respondents answered often; 3.40% = 4 respondents always answered,
and only 0.90% = 1 respondent did not answer.
Next is the
statement, "I feel happy and not forced to read books every day".
From the data obtained, respondents who chose the answer never 4.30% = 5
people; respondents who chose the answer rarely 43.10% = 50 people; respondents
who chose the answer 36.20% = 42 people; and respondents who chose the answer
always 16.40% = 19 people.
Next is the
percentage of the statement, "I feel happy to read books that have never
been read before". From the data obtained, respondents who chose the
answer never 1.70% = 2 people; respondents who chose the answer rarely 13.80% =
16 people; respondents who chose the answer often 52.60% = 61 people; and
respondents who chose the answer always 31.90% = 37 people.
Next is the
percentage of the statement, "When I don't read a book one day, I feel
something is missing". From the data obtained, the respondents who chose
the answer never were 13.80% = 16 people; respondents who chose the answer
rarely, 54.30% = 63 people; respondents who chose the answer often, 24.10% = 28
people; and respondents who chose the answer always 7.80% = 9 people.
From the data
analysis above, it can be concluded that reading has not become a hobby for
students because most students do not like reading activities which are
indicated by rarely targeting the amount of reading, rarely reading one book
every day, and when not reading. They don't feel like
anything is missing. However, they feel happy when they read a book they have
never read.
Researchers
analyzed respondents' answers from environmental indicators with two statements
to find out about the intensity of student visits to the library. The following
is the statement, "I take the time to visit the library during break
time".
From the data
obtained, respondents who chose the answer never 42.20% = 49 people;
respondents who chose the answer rarely 50% = 58 people; respondents who chose
the answer often 4.3% = 5 people; respondents who chose the answer always 1.70%
= 2 people; and respondents who did not choose 1.70% = 2 people.
Next is the
statement, "I read and borrow books in the library every day". From
the data obtained that respondent who chose the answer never 42.20% = 49
people; respondents who chose the answer rarely 50.90% = 59 people; respondents
who chose the answer often 4.30% = 5 people; respondents who chose the answer
always 1.70% = two people; and respondents who did not choose 0.90% = 1 person.
From the
analysis of the two statements above, it can be concluded that most students
rarely visit the library, and even most students never visit the library to
read during break time to fill spare time.
Learning is a
process of changing behavior, both emotional and knowledge. Without learning, a
person will not know what should be known. Therefore, every human being is
encouraged to learn and continue learning. As Steve Jobs' slogan reads,
"Stay Hungry, Stay Foolish" (stay hungry (knowledge) and stay
stupid). This means that people hungry for knowledge and ignorant of science
will work or try as hard to get knowledge. Then in the Al-Quran, it is also
written that every human being is encouraged to learn as found in Surah
Al-Alaq, which means "read". And Allah says Allah will elevate the
degrees of knowledgeable people.
Learning
cannot be separated from reading because, until now, reading is a learning
method that is quite effective. (Hariyadi,
2018) mentions the benefits of
reading, including (1) Increasing intellectual levels; (2) Acquiring various
life knowledge; (3) Having a broad perspective and mindset; and (4) Enriching
vocabulary. Furthermore, reading can increase and expand one's knowledge,
making it easy to think and behave well due to the absorption of the latest
input in order to be able to compete in the global arena. Thus, reading is the
proper means to increase knowledge and change a broader mindset. So, it is
hoped that one's quality of life can be better.
From the
explanation above, reading is an essential part of humans, both for learners
and non-learners. However, the reading culture of Indonesian society is still
not rooted. (Tear
et al., 2020) stated that interest in
reading is shallow and has not become a national culture. This also happened to
the students of IPB Cirebon, especially the second-semester students of the
English Education Study Program. From the results of the data analysis, it was
found that reading has not become a hobby for students. Thus, students' reading
culture is still lacking. Although they also read to improve their
understanding of lecture material, not every day and when reading, the time
spent is less than one hour.
The above, of
course, contradicts their status as students. Student learning in higher
education is very different from that of students, namely with the Semester
Credit System (SKS). This means that student’s study at least two hours outside
of class for every hour of study in class (some universities recommend more
than two hours). If a student takes 20 credits, which means 20 hours of class
per week, then the student must study at least 40 hours outside of class
independently. So, the student should plan for a total of classroom and outside
the classroom as much as 60 hours per week, so students must provide an average
of 8 hours per day.
The lack of
interest in reading in students can also be seen from data analysis on the
intensity of visits to the library. The low intensity of student visits to the
library may be due to the inadequate and unvaried books available. (Abimbola
et al., 2017) Many people are reluctant
to go to the library partly because of the inadequate quality of the
collection. Furthermore, (Real
& Rose, 2017) stated that, in general,
libraries are less able to provide books that have a variety of types.
In various
studies and published scientific works, it is said that there is a relationship
between libraries and learning achievement. Through visits to the library,
students can find information needed, especially enrichment on lecture
material. In addition, students can add insight into science by reading in the
library. Thus, the campus library can review whether the books provided are
varied and follow student needs. As a result, students can make good use of the
library, and it is hoped that students will be realized as academic people who
always develop themselves so that they can become a responsive generation and
able to face future challenges through science. Then through this knowledge,
they can apply and pass it on to society.
From the
explanation above, there needs to be an effort to increase students' interest
in reading. Many factors cause low student interest in reading; one of them is
reading less exciting material. The data analysis found that the factor that
most influences students' reading interest is reading material. However,
students prefer to read entertaining books, such as story books and books about
romantic stories. This may be because the participants were primarily women. (Sumardi
et al., 2019) Stated that female
research subjects were more likely to be interested in romance topics rather
than cars, astrology, sports, traveling or the ways of war.
Therefore,
creativity is needed to increase interest in reading to make textbooks
enjoyable without reducing their information value. Concerning the types of
books preferred by students, it can be said that the characteristics of texts
or preferred reading are depictions that seem alive, involve readers, and cause
emotional reactions. This follows (Sinatra
& Broughton, 2011), who stated that the
characteristics of texts that may be associated with high interest include
easy-to-understand, dense text, some depictions that seem alive, involve
readers, cause various emotional reactions, and require prior knowledge. Wade
et al. (Grossman
et al., 2013)added other elements such
as comprehension, novelty, and the value or importance of doing reading
activities.
Students, as
academic people, should continue to hone their skills and be able to develop
knowledge. Furthermore, as Indonesia's human resources are, students need ideas
and opinions to develop this country. This will not be realized through the
learning process, and learning cannot be separated from reading. Cultivating
interest in reading is essential for students. If there is a growing interest
in reading, a reading culture will be realized and transmitted to the
community.
CONCLUSION
Based on the
results of data analysis and discussion, the researchers concluded as follows:
(1) The factor that most influences students' interest in reading is reading
material; (2) The types of books commonly read by students are entertainment
books such as storybooks and books containing romantic stories; (3) The length
of time students read books every day is less than one hour; (4) Reading has
not become a hobby for students; (5) The intensity of student visits to the
library is rare, either during breaks or every day.
REFERENCES
Abimbola, S.,
Olanipekun, T., Schaaf, M., Negin, J., Jan, S., & Martiniuk, A. L. C.
(2017). There is no policy: governing the posting and transfer of primary
healthcare workers in Nigeria. The International Journal of Health Planning
and Management, 32 (4), 492–508.
Devi, E. S., Damayanti,
E., Hamansah, H., Salahuddin, S., & Jamilah, J. (2022). Increasing learning
interest through android-based word square learning media. Bioma: Jurnal
Ilmiah Biologi, 11 (2).
Gasiewski, J. A., Eagan,
M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2012). From gatekeeping
to engagement: A multi contextual, mixed method study of student academic
engagement in introductory STEM courses. Research in Higher Education, 53
(2), 229–261.
Grossman, P., Loeb, S.,
Cohen, J., & Wyckoff, J. (2013). Measure for measure: The relationship
between measures of instructional practice in middle school English language
arts and teachers’ value-added scores. American Journal of Education, 119
(3), 445–470.
Haerudin, D., Koswara, D.,
& Sejati, A. (2021). Content Gradation OF Sundanese Textbooks for Junior
High School and Senior High School (Review Of Facts, Concepts, Principles, and
Procedures in The Field of Sundanese Language Study in 2013 Local Content
Curriculum Revised 2017). Journal of Education, Teaching and Learning, 6
(1), 39–46.
Hariyadi, B. (2018).
Application of the Amtsilati Method in Reading the Yellow Book. EDUTECH:
Journal of Education And Technology, 2 (1), 1–11.
Kosasi, S. (2015).
Pembuatan Aplikasi Diagnosa Kerusakan Mesin Sepeda Motor Matic dengan
Case-Based Reasoning. Creative Information Technology Journal, 2 (3),
192–206.
Kpolovie, P. J., Joe, A.
I., & Okoto, T. (2014). Academic achievement prediction: Role of interest
in learning and attitude towards school. International Journal of Humanities
Social Sciences and Education (IJHSSE), 1 (11), 73–100.
Nursinar, N., Sulfasyah,
S., & Munirah, M. (2022). The Effect of the Guided Reading Model Assisted
by the KWL (Know-Want to Know-Learned) Method on Reading Interests of Class V
StudentsTO KNOW-LEARNED) Assisted Reading Model on Class Students’ Reading
Interest. Edumaspul: Jurnal Pendidikan, 6 (2), 2401–2408.
Real, B., & Rose, R.
N. (2017). Rural libraries in the United States: Recent strides, future
possibilities, and meeting community needs.
Sahin, A., Cavlazoglu, B.,
& Zeytuncu, Y. E. (2015). Flipping a college calculus course: A case study.
Journal of Educational Technology & Society, 18 (3), 142–152.
Shagrir, L. (2017).
Collaborating with colleagues for academic and professional development in
higher education. International Journal for Academic Development, 22 (4),
331–342.
Sinatra, G. M., &
Broughton, S. H. (2011). Bridging reading comprehension and conceptual change
in science education: The promise of refutation text. Reading Research Quarterly,
46 (4), 374–393.
Sumardi, S., Ayu, A.,
& Naim, M. (2019). Reading Habit Development with ICT Support for Students
with Specific Learning Disabilities in Jember, Indonesia. 6th International
Conference on Educational Research and Innovation (ICERI 2018), 472–475.
Tear, M. J., Reader, T.
W., Shorrock, S., & Kirwan, B. (2020). Safety culture and power:
Interactions between perceptions of safety culture, organizational hierarchy,
and national culture. Safety Science, pp. 121, 550–561.
|
|
|
