AN ANALYSIS OF READING HABITOF THE SECOND YEAR STUDENTSOF ENGLISH DEPARTMENT AT FKIP UIR PEKANBARU
*Asrina Putri, **Khulaifiyah,**Fitriana
**Dosen FKIP Universitas Islam Riau *Mahasiswi FKIP Universitas Islam Riau
Abstract
This research tries to describe the reading habit of the Second Year Students at FKIP UIR Pekanbaru. So that why, this research tries to find out how is the reading habit occurs in Second Year Students of English Department at FKIP UIR Pekanbaru. The reading habit taken in population of English Department at FKIP UIR Pekanbaru that sample is one class in class 3E. This research use questionnaires to collecting the data. The writer used the instrument is questionnaire sheet that have indicator of the reading habit criteria. The writer analyzes the questionnaires sheet carefully to get data. The gathered data highlighted what motivates students when they read and their preferred language of reading materials also their reason for reading and type of reading material their preferred. Students have their favorite time for reading activity and have many ways to access the book/material for reading. Students’ reading habit is not all that encouraging since there is some student that read even less than an hour per day, but they still consider reading as their option to pass time in waiting their turn. The factors indicated as hindrance to students’ reading habit is watching TV. In general, students have good opinion toward reading.
Keywords:Reading Habit, Second Year Students
INTRODUCTION
Language is very important for human’s life. It is uses to communicate with other people. Therefore, they begin to learn both mother tongue and foreign language to enlarge their knowledge and experience. The most commonly used foreign language in the world is English, because English is an international language. That is make learning English became the most important reason to learn. In addition, most people all over the world use it as a means of communication.
In Indonesia, English is the first foreign language that to be taught officially to students from elementary school to university. We may therefore say that language includes four skills like as listening, speaking, reading, and writing and two components consisting of structure and vocabulary. These four skills and two components became the source of learning English as foreign language. It is been taught continuously and complementary.
Reading has cognitive consequences that extend beyond its immediate tasks of lifting meaning from a particular passage. Furthermore, these consequences are reciprocal and exponential in nature. That is, university students who are more proficient’s readers are most likely to experience more success in their course. Therefore, reading habit will support gradually the successful progress.
to increase knowledge. Then build maturity and widen awareness of contemporary issues. Thus, a good reading habit is an important tool for the development of personalities and mental capacities.
In around life, there are interested phenomena in which when people browsing the net, playing with funky handsets, and passing non-stop SMSs seem to be the order of the day and assume that reading a book in peaceful corner of a library has become an archaic idea for most people. While technology is slowly taking a steady control over individual lives, and the reading habit is fast vanishing. It shows that many people have poor reading habit in their life by reasons they are more frequently read online material than offline material, like as book.
The problems of illiteracy and scarcity of learning resources gravely limit the opportunities people have to learn and to transmit their circumstance that minimize the motivation in reading. Similarly, books are just considers as “school work” rather than as “companions”, so there is no motivation made to exhaust books in discussing them. In other words, reading is closely associated with the activities and demands of a school; after completing their schooling, they stop reading because “life” now means something very different to them from school.
The other problems, reading in students’ satisfies the needs and interests of the various developmental phases too one sidely; when interests later change (love of adventure falls off), many children stop reading altogether and the motivation to read are too weak. Moreover, based on the writer’s observation that the weak off reading habit caused of other entertainment and educational media supplant reading; with entertainment and educational media, the students are just enough to look at the object without form the reading habit for the material.
Nevertheless, to promote reading habit there are many intrinsic and extrinsic factors including to, they are the reader’s need, motivation, interest, material, environment, status, library, parents, teachers, the students, etc. these factors are determined the one’s reading habit; how often, how much, and what students read.
Every range age has different motivation in reading, e.g. in the children; they tend to be interested to read narrative text, like as fable, legend, etc that is compiled by the picture. While in young people and adult; they tend to read the material about love, sport, economic, philosophy, and social problem and soon. Consequently, based on the problems many students missing the opportunity of getting in touch with books and find it is difficult to acquire reading habit in their later years.
Concept of Reading Habit
The term “reading habit” refers tothe behavior which expresses the likeness of reading of individual types of reading, and tastes of reading(Sangkaeo: 1999 in Vaishali & Wanjari: 2011). Indeed, according to Zainab & Abeyrathna (2004) the activity of reading is regarded as a habit when it is repeatedly carried out. It means that, reading habit is considered as the reading activity which is done frequently and repetition of reading creates the reading habit.
development of personalities and mental capacities. Thus, reading ability is the crucial thing in life for getting success in academic or non-academic.
An activity will be a habit when the activity is done frequently by someone and a habit was based on interest’s someone. It is a pattern with which an individual organizes his or her reading. Shen (2006) identified the reading habit as how often, how much, and what students read. It means that reading habit can be indicated by how often and far the reader read the material.
Noorizah (2011) stated that a good reading habit is necessary for a healthy intellectual growth and plays a very crucial role in enabling a person to achieve practical efficiency. Furthermore, an individual’s interests are determined to a considerable extent by the amount he will read and the intensity with which he will pursue his reading activity.
By reading books, someone gets the information and confirmation or usually use to make rejection of one’s own ideas, which makes one think more critically about what is right or wrong in the social life. Indeed, reading provides people with a sense of values and also is very comforting, especially at times when one doubts one’s self and one’s beliefs.
In measurable terms reading habit is often considered in terms of the amount of materials being read, the frequency of reading as well as the average time spent on reading (Wagner: 2002)and this habit can be cultivated (Wijesuriya: 1995 in Zainab & Abeyrathna: 2004).
Furthermore, reading’s interests often refer to the selection of subject matter or preference for a genre of literature being read(Rudman: 1957). It is therefore often equated that an individual has developed a reading habit and interests when such activity is repeatedly carried out voluntarily for leisure. Indeed, Krashen (1996) believed that this habit and interests could be nurtured at an early age. There would naturally be differences in interest between individuals of different age, gender and greatly influenced by internal factors such as at the home, motivation, and attitude as well as external factors, such as peers, school, teachers, and the library facilities available to the individuals.
Therefore, it can be conclude that reading habit are determined by reading interest’s one. By reading habit support in reading comprehension, In other words, when one had been interested on one type material so simultaneously one will read the text frequently and it become a reading habit.
Effective Teaching for Developing Reading Habit
As explanation above, reading interest as basic to create the reading habit, especially for a teacher. Teacher is a facilitator in the class and function in manage the class whether material or student it self. Now, how can teacher help? The teacher can follow these suggestions:
influenced by environment, economy or other social facts, and recognition of problem areas.
2. Identifying individual differences towards learning. It will be good to start from the time the child joins the school. Teachers in early classes must analyze the reading habit of the students as they come in, understand their individual differences and make a statistical analysis of their class activities. This will include temperamental analysis, IQ strength and the original accumulated reading ability of the students. In that way, teacher will know the responses of the students to learning from a very early stage and teacher can monitor them closely to see how they either drop or improve in their reading as well as their academic evolution.
3. Identification of influential students. Teacher must also identify students in the class who are likely to influence students to go their way. Such students can influence reading in the class positively or negatively. Any failing child in this regard will always make effort not to be alone on the loosing end. He may make sure he gets partners in failure. Such student should be given attention to because if he/she succeeds in his/her learning, there will be less learning casualty in the class, and there is likely to be teaming academic competition and success among the students.
4. Encouraging use of the library. Teacher must include library period on the child’s timetable. He/she needs to understand the essence of including a period for library on the timetable. Teacher should create more periods for library use and ensure that when it is library time, the child goes to the library, and the librarian ensures that the child reads and not sit to waste the time discussing with friends on other things that may not be of any academic advantage.
5. Creation of readers’ club/society in the school. Its aim would be to get the students reading and making reading a part of their daily life, and to establish reading as a habit that would always be needed and enjoyed – a need and leisure. This will require teacher getting interesting books touching a wide range of readership to be read in the club, and the members of the club may be allowed to take the books home, read them and then discuss the content with other members at the club in subsequent meetings.
7. Make the students know the importance of reading. Such as it gives them societal recognition, it enables them to discover new things, it enables them to answer their exam questions better for better scores, and it gives them educational success.
Promoting the Reading Habit
In the history of education, young people often so completely distracted. They distracted from their path by a new encounter. They have also followed quite new interest. Sometimes make positive effect but frequently with a negative effect on others and on society.
For people to have reading habit, of course through some time and continuously make reading is an enjoyable activity. We can start this habit still in child ages. As state before, that early reading habit is helping for reading habit in future. To promote reading habit can be seen from the Developing reading interest and reading habit at the various age levels; Educational and environmental influences in the promotion of interest in reading; and Activities for promoting interest in reading.
Developing reading interest and reading habit at the various age levels, starting from the pre-school period, then the first years of school, then fourth and fifth years of school, then the seventh, eight and ninth years of school, then come to young people and adults age, finally for every age level.
Educational and environmental influences in the promotion of interest in reading can be promotion by parents, nursery school and kindergarten, the teacher, and the libraries. Each of the environmental can give as much as good experiences for people in get their reading habit, if they care with continuously effort. On the contrary, lack of caring from each environments make big deal for ‘no’ reading habit in their life.
Activities for promoting interest in reading can be done with various activities. Some of activities are reading aloud and storytelling, book discussions, course on the subject reading. People also can perform book and reading club, book exhibitions, and playing roles according to books. The activities also include the circulation of mutual advertisement for books, and book programs in the mass media.
METHODS
The research design of this research is Qualitative Approach that focused in one variable that is Reading Habit of Second Year Student of English Department of FKIP UIR Pekanbaru. Design of the research used qualitative it means in qualitative research have description quality and disposed used analysis with qualitative approached.
According to Creswell (2005: 39) said that Qualitative research is a type of educational research in which the researcher relies on the views of participants, asks broad, general question, collects data consisting largely of words (or text) from participants, describes and analyzes these words for themes, and conducts the inquiry in a subjective, biased manner.
questionnaire does to give realistic behavior view or happen. The result of the data analyzed and then it is used to answer the research question of the research.
The location in this research conducted in English Department of FKIP UIR Pekanbaru at Kaharuddin Nasution Street, Km. 11 No. 113 in Perhentian Marpoyan Pekanbaru. The time of research finished about 8 months from April 2012 until November 2012.
The population of this research is the second years of English Department Students at Islamic University of Riau in academic years 2012/2013. The second year student consist five classes. There are about fifty students in the classes. Therefore, the total of the students in the second year are 250 students.
The population of this research consists of 200 persons at the second year or the third semester. Because of the population is so large, so the writer will take one class as a sample by using cluster sampling that this research takes 20% sample of the population thoroughly. According to Surachman (1986) in Wiwik Harjayanti (2011) quoted that if the population is less than 100 people, you could take 50%, but if the population is more than 100 people, you can take 10-25% of population.
According to Sudjana (2007: 93) in Karyati (2011: 35) said that cluster sampling is used if the population is large, so it need some of classes or group. Therefore, the sample of this research is one class who are same level.
The instruments of this research is questionnaire, the writer would take data from the students’ answer sheet. In this research, a structured questionnaire is employ for primary data collection to know students’ reading habit. The questionnaire is used in data collection is taken from the (Vaishali and Wanjari, 2011; Adenyinka and Akande, 2007; Abidin and Lean, 2011) and made desirable modification to suit the type of information needed from the samples. The questionnaire was consisting of two parts 1). A demographic question pertain the reading habit, and 2). Questions pertaining the time spent of reading, materials preferred, reason for reading and language preference in reading. The questionnaire was originally written in English. Indeed, the data of the questionnaire in study was analyzed using descriptive statistics where frequency counts were tabulates and converts to percentages.
The data collected by using questionnaire. The following is step applied in holding this research.
1. Gives the students a questionnaire in order to know the student’s habit in reading English materials.
2. The result of questionnaire will be use for analyze the reading habit of students.
After conducting the data, the data will analyze by involving revision and expression of whatever was recorded during the data collection phase by questionnaire. The following formula is use to know the percentage of the students’ respond of questionnaire:
P = F/N x 100% Explanation:
P = Percentage F = Frequency
(Sudjono 1996: 40)
FINDINGS AND DISCUSSION
Definition of reading habit identified as how often, how much, and what students read (Shen, 2006 in Noorizah, 2011). According to definition in part of ‘how much’ students read, writer include the question not only about how much time student read but also about how much book that student read. That is show in questionnaire item number 11 and 12.
As it is in the limitation problem, the research focuses on the reading habit criteria that are Amount of time allocated to reading, Type of reading materials preferred, Reason for reading and Language preference in reading. In each criterion, they were 2-6 questions for students to respond. And questionnaire item number 1 until 7 is a demographic question for reading habit.
The questionnaire consist about 20 question include the respond for each question. The writer writes all students’ responds for questionnaire. The writer describes each question and the responds given by students to be clear. From the given questionnaire, the writer find 13 students are male from about 50 students as sample. Both female and male consist of variety ages from 18 years old to 21 years old. Writer will show the result of the research in form of table.
Table 1. Result of Questionnaire Item Number 1
Item Indonesian English
I can read: 100% 100%
The results in Table 1 show that Second Year Students of English Department at FKIP UIR Pekanbaru can read both of Indonesian and English. This is evident with the response of 50 participants 100% choose both Indonesian and English. It is clear from this result that Second Year Students of English Department at FKIP UIR Pekanbaru have adequate knowledge in reading. Students are expected not troubled with reading activity neither in Indonesian nor in English.
Table 2. Result of Questionnaire Item Number 2, 3, AND 4
Item Yes No
Do you usually read on a daily basis? 46% 54%
Do you prefer playing to reading? 62% 38%
Do you prefer watching TV to reading? 72% 28%
to reading, while 72% prefer watching TV to reading. It is clear from this result that average Second Year Students of English Department at FKIP UIR Pekanbaru do not have good reading habit and a culture of reading. Although between students that read on daily basis with students that is not read on daily basis indicated not so much distance, but students that prefer playing and watching than reading are showing great distance of response from students. It is evident that reading habit of student can be said well enough but also not good enough in other way that still needs improvement in some aspect.
Table 3. Result of Questionnaire Item Number 5
Item Very Much Quite a lot A little Not at all
Do you enjoy reading? 12% 30% 56% 2%
The results in Table 3 show that Second Year Students of English Department at FKIP UIR Pekanbaru do not consider reading as enjoying activity. This is evident with the response of 28 participants 56% who indicated they a little enjoy reading, while 30% quite a lot enjoy reading. It was also indicated that 12% of the participants very much enjoy reading, while 2% not enjoy reading at all. It is clear from this result that average of Second Year Students of English Department at FKIP UIR Pekanbaru does not have good reading habit. Students not really enjoy in reading, but as English students that require ‘reading skill’ has encourage students to not stop reading in many way. Although it seems to take some time to achieve good reading habit for students.
Table 4. Result of Questionnaire Item Number 6
Write the
05 “Mark Twin – The Adventures of Huckleberry Finn” 06 “Romeo and Juliet – Shakespear”
21 “Zara Zetira Zr / Every Silent has a Story” 22 “Emily Bronte / Withering Heights”
24 “Emily Bronte / Speckled Band and Another Story”
25 “Language and Culture”
36 “William Pene Du Bois / Twenty One Ballons” 37 “A Tale of Two Cities by Charles Dickens”
39 “Tuck Everlasting”
The result in Table 5 show that Second Year Students of English Department at FKIP UIR Pekanbaru read different some kind of book. This is evident with the response of 34 participants who indicated to write down the author’s name and/or the title of their last/current read book has write down different kind of book. The kinds of book being read by students are storybook/novel, textbook, motivation book, and tutorial book. It was also indicated that storybook/novel which is read by students are one of requirement for English Department’s subject of Second Year students. Although textbook less that write down in students’ responses, still students really cared to read being motivated most because of the subject they take in university. It is clear from this result that most of student reading a material that connected to their study.
Item Indonesian only English only Both of Indonesian and English
Preferred language
for reading: 8% 10%
82%
The results in Table 6 show that Second Year Students of English Department at FKIP UIR Pekanbaru has adequate knowledge in reading. This is evident with the response of 41 participants 82% who indicated they prefer both of Indonesian & English for reading while 10% of them prefer English only for reading and 8% of them prefer Indonesian only. It is clear from this result that many of Second Year Students of English Department at FKIP UIR Pekanbaru already have knowledge in reading. In reading habit, that is not matter what kind of language is preferred to be read, what matter is our behavior toward reading continuously and frequently. The fact that both of Indonesian and English being preferred for reading become positive value that make sure any language given to students not being burden. This is not mean to judge that preferred one of language become negative impact to students’ reading habit.
Table 7. Result of Questionnaire Item Number 9
Items Buy book Borrow from friend
Borrow from library
Read them online
How do you access books?
74% 42% 42% 42%
The results in Table 7 show that Second Year Students of English Department at FKIP UIR Pekanbaru has access to book in many ways. This is evident with the response of 37 students 74% had buy books to get access with book, while 42% of them borrow from friends and 42% others borrow from library and also 42% of them read the book online. It is clear from this result that Second Year Students of English Department at FKIP UIR Pekanbaru have much access to get the book for reading. Therefore, students should have more awareness for a good reading habit.
Item
The results in Table 8 show that Internet material – eBooks, journal, email, etc got second place that preferred by students. Continue with the third place of reading material preferred by students is comics. Also both of Magazines and newspaper got fourth place of reading material preferred by students. It was also indicated that sixth, seventh, and eighth place of reading material preferred by students are drama, poetry, and report. Then the last place is journals – not internet material is ninth place of reading material preferred by students.
In an academic context, it would be expected that the students would focus more on their course or text books. However, the data revealed that the textbook was the fifth type of reading material preferred by the students. This evidence could imply that students now have a wide range of materials to select to read as they have access to a wide variety of reading materials.
Table 9. Result of Questionnaire Item Number 11
Item
What is the interest of your reading material preferred?
Advertisement 8%
Adventure 38%
Art 36%
Biographies/autobiographies 14%
Business 8%
Cartoon/comics 36%
Crime and detective 28%
Cultural 14%
Editorial 6%
Entertainment 52%
Fashion 52%
Foreign news 10%
Games 26%
Health 32%
Historical 16%
Humor 46%
Literature 2%
Local news 16%
Love/romance 48%
Miscellaneous 0%
Philosophy 4%
Politics 10%
Religion 32%
Science & technology 18%
Science fiction 6%
Scientific 12%
Sports 32%
Thriller/spy fiction 14%
Table 10. Result of Questionnaire Item Number 12
Item
What is the interest of your reading material preferred?
TV program 40%
War 24%
starting from the most preferred of reading material’s interest to less prefer as follows: the first place 52% of them are interest in entertainment and fashion reading material. The second place 48% of them is interest in love/romance reading material. The third place 46% of them is interest in humor reading material.
The fourth place 40% of them is interest in TV program reading material. The fifth place 38% of them is interest in adventure reading material. The sixth places 36% of them are interest in art and cartoon/comics reading material. The seventh places 32% of them are interest in health, religion and sports reading material.
The eighth place 28% of them is interest in crime and detective reading material. The ninth place 26% of them is interest in games reading material. The tenth place 24% of them is interest in war reading material. The eleventh place 18% of them is interest in science & technology reading material.
The twelfth places 16% of them are interest in historical and local news reading material. The thirteenth place 14% of them are interest in biographies/autobiographies, cultural and thriller/spy fiction reading material. The fourteenth place 12% of them is interest in scientific reading material. The fifteenth places 10% of them are interest in foreign news and politics reading material.
The sixteenth places 8% of them are interest in advertisement and business reading material. The seventeenth places 6% of them are interest in editorial and science fiction reading material. The eighteenth place 4% of them is interest in philosophy reading material. The nineteenth place 2% of them is interest in literature reading material. The twentieth place 0% of them is interest in miscellaneous reading material.
Students can read as many as kinds of reading material they are interested, also they can read as less as them. As long as students create behavior that their reading activity is continuously and frequently carried on. With more kind of material being read, its bring students more closely to establish good reading habit.
Table 11 Result of Questionnaire Item Number 13
Item
14% of the students have the perception that reading is done only to pass exams and 12% believe it is to while away time. The responses further indicated that 22% of the students have the perception that reading is done because students interested in the topic or subject and 20% of them believe reading is for fun/recreation. It was also indicated that most of student 24% of them reading because want to be well-informed/for information, while 2% of them reading for personal development and only 6% of them reading because they think they should. It is clear from this result that reason of Second Year Students of English Department at FKIP UIR Pekanbaru for reading are not near from good reading habit. The reason for reading because of a way to get good score for their study cannot fully judged that is not consider as good reading habit. As state before what is matter is behavior showed from students, any kinds of reason stated in Table 4.13 to reading as long as it make students read, hopefully it given a way to ensure the development of good reading habit from students.
Table 12. Result of Questionnaire Item Number 14
Item Yes No
Do you think there is a decline in reading? 80% 20%
The results in Table 12 show that 80% of Second Year Students of English Department at FKIP UIR Pekanbaru have decline in reading while 20% of them did not find the decline in reading. It is clear from this result that Second Year Students of English Department at FKIP UIR Pekanbaru did not consider their reading as their habit. To build some habit worked need amount of time requirement and constant repetition. As time flow students that develop their reading habit will get a statement that is no hindrance in reading. And result in Table 12 showing great different toward students get hindrance while reading than students that state there is no decline in their reading.
Table 13. Result of Questionnaire Item Number 15
Item
The reason for the decline in reading could be?
Lack of patience 4%
Lack of interest 14%
Lack of access to books 16%
Watching TV 30%
Playing games/sports 6%
Cost factor 6%
The results in Table 14 reveal that among the factors indicated as hindrances to reading habit of Second Year Students of English Department at FKIP UIR Pekanbaru, watching TV was rated higher with 30% of the students. This is followed by lack of access to books with 16% of them, while lack of interest was indicated as the next factor by 14% of the students. Other factors that hindered the students from reading are playing game/sports and cost factor 6% of them, home assignment given by lecturer and lack of patience 4% of them. The hindrance students felt in reading can be cured with discipline to build their reading habit. Awareness of decline them in reading and give efforts to slowly but surely fix it, this hindrance is not big matter at all.
Table 14. Result of Questionnaire Item Number 16
Item
What can be done to improve reading habit in your opinion? Make reading compulsory in academic
curriculum
22%
Encouragement by family/friend 28%
Launching reading book clubs 32%
Gift vouchers can help 18%
The results in Table 15 show that Second Year Students of English Department at FKIP UIR Pekanbaru has opinion to be done to improve reading habit. Students choose 32% of them to launching reading book clubs can make improvement in reading habit, while 28% of them say encouragement by family/friend is a way to improve reading habit. It was also indicated that 22% of them feel make reading compulsory in academic curriculum can improve reading habit, while 18% of them say that gift voucher can help to improvement of reading habit. The suggestions in improving reading habit only affective after students realize what their hindrance in reading and wisely give efforts to establish in one of the suggestion. The convenient way to start is to engage some close friend to be able to reading together, so each of them can give positive environment toward reading habit.
Table 15. Result of Questionnaire Item Number 17
Item
The results in Table 15 show that Second Year Students of English Department at FKIP UIR Pekanbaru consider reading as their option to pass their time in waiting their turn. It is evident with 16 student 32% consider to grab a magazines from the stack on reception table, while 28% of them will close their eyes and listen to the sounds around them. it was also indicated that 22% of student prefer to make small talk with stranger sitting next to them, while 18% of them consider to continue with the books they are currently reading. Although students did not really make reading as their habit, students still consider reading in waiting their turn. This behavior hopefully carried on in anything matter to pass their spare time that is become one of support to bring good reading habit.
Table 16. Result of Questionnaire Item Number 18
The results in Table 16 show that Second Year Students of English Department at FKIP UIR Pekanbaru has good opinion toward reading in general. It is evident with 30% of them choose the statement ‘Reading is ok. They sometimes read a book or magazines’, while 26% of them say ‘They really enjoy reading and they read a lot’. It was also indicated that 16% of them choose the statement ‘Reading is ok, but they do not really read much. They only read when they have to, for study purpose’, while 12% of them say ‘Reading is all right as means of learning’ and 8% of them say ‘They would rather read a book than do most anything else’ same with 8% others choose the statement ‘They only read when something really interests them’. It was also shows that 0% of students response to not good statement such as ‘Reading is problem for them and they do not enjoy reading at all’, ‘they do not care much for reading’, and ‘Reading is a waste of time and it is all right for lazy people’.
To ensure each person have good reading habit cannot be seen in instant of time, it is require some time developed. That is the positive opinion toward reading in general
Item
What is your attitude to reading in general?
I would rather read a book than do most anything else 8%
I really enjoy reading and I read a lot 26% Reading is OK. I sometimes read a book or magazines 30%
Reading is all right as means of learning 12% Reading is OK, but I do not really read much. I only read
when I have to, for study purpose.
16%
I only read when something really interests me 8% Reading is a problem for me and I do not enjoy reading at
all
0%
I do not care much for reading 0%
Reading is a waste of time and it is all right for lazy people
given positive motivation to build good reading habit. After realizing many advantages of reading, then get good motivation also encouragement from good environment, students reading habit will surely become necessity not requirement for some subject only.
CONCLUSION
As it is in the limitation problem, the research focuses on the fourth criteria of reading habit. They are Amount of time allocated to reading, Type of reading materials preferred, reason for reading, and language preference in reading. The writer see, some of student already have their reading habit. To be precise the writer set conclusion as follows:
1. Second Year Students of English Department at FKIP UIR Pekanbaru already have adequate knowledge in reading.
2. Second Year Students of English Department at FKIP UIR Pekanbaru do not consider reading as daily routine and enjoying activity, but most of Students have the will to read.
3. Second Year Students of English Department at FKIP UIR Pekanbaru have their favorite time for reading activity.
4. Second Year Students of English Department at FKIP UIR Pekanbaru have many ways to access the book/material for reading.
5. Second Year Students of English Department at FKIP UIR Pekanbaru have a wide range of materials to select to read as they have access to a wide variety of reading materials.
6. Second Year Students of English Department at FKIP UIR Pekanbaru reason for reading is not near from good reading habit, but they still considers reading as their option to pass their time in waiting their turn.
7. The reading habit of the Second Year Students of English Department at FKIP UIR Pekanbaru is not all that encouraging since there is some student that read even less than an hour per day.
8. The factors indicated as hindrance to Second Year Students of English Department at FKIP UIR Pekanbaru reading habit is watching TV.
9. Second Year Students of English Department at FKIP UIR Pekanbaru have opinion to be done to improve reading habit.
10. Second Year Students of English Department at FKIP UIR Pekanbaru have good opinion toward reading in general.
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