i ABSTRAK
Penelitian ini bertujuan untuk mengetahui faktor-faktor yang terkait dengan minat dan kemampuan baca mahasiswa. Metode penelitian: survei. Metode sampling: quota sampling, dengan responden (n = 74). Metode analisis: statistika, yakni analisis tabel. Hasil penelitian: Semakin tinggi usia, semakin tinggi minat bacanya (dari 78% naik menjadi 90%); Minat baca tidak berkorelasi linear dengan kemampuan baca. Semakin tinggi minat baca, kemampuan baca (readability) tetap pada level comprehension. Hanya sebagian kecil mahasiswa yang memiliki kemampuan baca lebih tinggi, yakni pada level application (4%); Faktor intruksi dosen memiliki kontribusi cukup besar terhadap minat baca mahasiswa (62,1%); Faktor persuasi teman memiliki kontribusi (48,6%) terhadap minat baca mahasiswa; Semakin tinggi usia, faktor instruksi dosen semakin menurun (dari 64% menjadi 56%) dan faktor persuasi teman juga semakin menurun (dari 52% menjadi 33%) kontribusinya terhadap minat baca; Rumah tinggal kost memiliki kontribusi (79%) dan rumah tinggal sendiri/dengan keluarga memiliki kontribusi (82%) terhadap minat baca mahasiswa; Kota asal Bandung memiliki kontribusi (83%), kota asal Jakarta memiliki kontribusi (89%), dan kota asal lainnya di luar Bandung dan Jakarta memiliki kontribusi (76%) terhadap minat baca mahasiswa; Latarbelakang etnik Sunda memiliki kontribusi (80%), latarbelakang etnik Jawa memiliki kontribusi (82%), latarbelakang etnik Melayu Minang memiliki kontribusi (50%), dan latarbelakang etnik lainnya selain Sunda, Jawa, dan Melayu Minang memiliki kontribusi (78%) terhadap minat baca mahasiswa; Ditemukan bahwa pemenuhan informasi merupakan hal yang tak dapat ditunda, artinya jika mahasiswa mencari informasi pada sumber informasi dan informasi tersebut belum ditemukan, maka mereka terus mencari sumber-sumber informasi lainnya sampai informasi yang dimaksud ditemukan (66,2%); Ketika mahasiswa hendak mengunjungi sumber informasi perpustakaan ditemukan keraguan awal (52,7%); Mahasiswa lebih menyukai media online dalam mengakses sumber informasi (85,1%). Walaupun mahasiswa masih tampakemiliki ketergantungan pada sumber informasi perpustakaan (64,8%).
ii ABSTRACT
This research aims to determine the factors associated with student interests and reading abilities. Research methods: a survey. Method of sampling: quota sampling with the respondents (n = 74). Methods of analysis: statistical, namely analysis tables. The results of research: higher age, higher interest in reading (from 78% up to 90%); Reading does not correlate linearly with the readability. Higher reading interest, readability remain at the level of comprehension. Only a small percentage of students who had higher readability, namely the application level (4%); Instructional faculty factors have a significant contribution to student reading interest (62.1%); friends persuasion factors have contributed (48.6%) to student reading interest, higher age, faculty instruction factor decreased (from 64% to 56%) and friends persuasion factor also decreased (from 52% to 33%) contribution to the interest in reading; stayed at rented house has a contribution (79%) and Stayed at home / with family have contributed (82%) of the students reading interest; Hometown Bandung has a contribution (83%), hometown Jakarta had contributed (89%), and another hometown outside of Bandung and Jakarta have contributed (76%) of the students reading interest; Background ethnic Sundanese have contributed (80%), Javanese ethnic background have contributed (82%), Minang ethnic background have contributed (50%), and others ethnic background beside Sundanese, Javanese and Minang have contributed (78%) of the students reading interest; Was found that the compliance information is something that can’t be delayed, meaning that if a student looking for information on resources and the information has not been found, then they continue to look for other sources until the information can be found (66.2%); When students want to visit the library resources discovered early doubt (52.7%); Students prefer online media in accessing resources (85.1%). Although students still appear to have a dependence on library resources (64.8%).
