Poor Reading Habits Research Articles

Challenges of Teaching Reading: A Case of University English Reading Courses

The centrality of reading in students’ academic performance has been well-established in the literature. As a learned skill, reading is acquired in an instructional setting and students’ ability to comprehend and interact with texts is largely shaped by reading instruction. The efficacy of reading instruction is subject to varied factors that stand as challenges to be overcome. This study aimed to explore the challenges experienced by university teachers in teaching reading to B.Ed. English major students. To this end, the study adopted a case study design that comprised purposively selected four university English teachers teaching English reading courses at a constituent campus of Tribhuvan University, and eight B.Ed. English majors from the same campus. The data were collected through a combination of three qualitative methods: classroom observation, semi-structured interview and focus group discussion. The findings revealed students having no coursebooks and relying on other substandard reading materials, students’ poor reading habits, students’ limited vocabulary knowledge, strategically untrained students, and the length of courses and texts as major challenges faced by teachers in teaching the prescribed reading courses. Drawing on these findings, implications for reading pedagogy are considered.

Study on the Automatic Information Processing Strategy in L2 Reading

Reading is currently a prominent topic in L2 acquisition research, serving as an indicator of L2 learners’ overall language proficiency. However, there are still many challenges in reading for L2 learners. For example, there still exist some linguistic and non-linguistic problems, such as insufficient language ability, lack of cultural background knowledge, low reading efficiency, and poor reading habits. Effectively improving the information processing skills of L2 learners in reading posts a major challenge for researchers. This paper explores the effective strategies for L2 learners to obtain the ability of automatic reading information processing through the scale survey. It is found in the study that:1) L2 learners believe that they can reach the level of automatic reading processing through the automatic information processing strategy; 2) The automatic information processing strategy can be applied in L2 reading to effectively improve the level of L2 automatic processing. Various strategies, such as improving language proficiency, increasing cultural background knowledge, utilizing metacognitive strategies, and employing socio-emotional strategies, both linguistic and non-linguistic, have been identified to effectively improve the automatic information processing ability of L2 learners. This study has important theoretical and practical value for improving the reading ability of L2 learners.

Experiences and Expectations of Health Sciences Students towards Licensing Examination: A Collective Case Study

This qualitative collective case study aimed to explore the perceptions and expectations towards relatively low performances in licensure exams among Health Sciences students at Harar Health Sciences College, from multiple perspectives. The study involved 15 participants, who were selected using purposive sampling, and data was collected through face-to-face one-on-one interviews using open-ended questionnaires and analyzed thematically. The study found that language barriers, poor reading habits, a lack of guidance and advisory services, a lack of study time, poor communication, and the absence of up-to-date learning materials were the major reasons for low performance in licensure examinations. The study recommends providing up-to-date materials, challenging assignments, focusing on professional courses from entry to the profession, and creating strong guidance, advisory, monitoring, and evaluation services to improve students' academic success. The study's findings highlight a knowledge gap and may serve as a basis for stakeholders to improve students' academic success. However, the study has limitations, such as its inability to generalize the findings to the source population, the absence of related published data, and the exclusion of other stakeholders such as parents and employers. The study recommends a mixed-method or follow-up study incorporating other stakeholders to yield better findings.

AN INVESTIGATION OF THE LEISURE READING HABITS OF STUDENTS IN SOME NIGERIAN UNIVERSITIES

Nigerian educators, especially language teachers often complain that their students underachieve mainly because many of them have poor reading habits. It has been observed that many Nigerian children grow into adulthood without developing much interest in leisure reading. This paper investigates the truth or otherwise of the hypothesis that Nigerian university students do not sufficiently engage in leisure reading activities and this impacts negative, not only on their proficiency in English, but on their overall academic performance. Data was gathered through the administration of questionnaires to four hundred students in four Southwest and North Central Nigerian universities, two from each region. The results of the study reveal that most Southwest and North Central Nigerian university students do not devote sufficient time to leisure reading activity because they do not consider it important enough for their personal development and academic attainment. The findings also show that many Nigerian university students have negative attitudes, at worst, or lukewarm attitude at best, towards newspapers, magazines and other leisure reading materials. The study further observes that the time available for leisure reading activities by Nigerian students has been severely reduced by vocational activities and other leisure activities, especially the social media. The paper concludes that tertiary institutions should make leisure reading materials such as novels, newspapers and magazines more accessible to students. Universities should encourage the founding of reading clubs and stocking of libraries, reading rooms and common rooms with dailies, weekly and monthly periodical that interest young people.

Social Vices: Causes and Counselling Remedies

Global increase in social problems both reflect and contribute to national and international tensions. The social vices problem is a key concern in many developing countries, where many types of vices are not known. It has worsened into a current global issue which represents human undesirable side of social growth. This undesirable fact is an unfortunate and has developed many security encounters facing the modern society. In this paper, some contemporary social vices have been discussed in the light of their causes, consequences, and possible counselling remedies. This paper argues that examination malpractice, drug abuse, child abuse, domestic violence and political thuggery among other contemporary social vices have created havoc and have contributed greatly to the slow pace in Nigeria. The major causes which include unemployment, poverty, peer influence, students’ poor reading habit, quick success syndrome and lack of marital counselling with their effects were discussed. It has been established in the course of this study that the problem of social vices, is a symptom of society which is embroiled in moral decadence. Realizing the havoc which social vices have wrecked on individuals and the society at large, all hands must be on deck to combat the menace. However, to curb this menace, possible counselling remedies like Rational Emotive Therapy, Client-Centred therapy, Gestalt Therapy, Group Therapy, and family therapy were proffered to serve as a panacea which will stem the tide of social vices and foster rapid development. It was recommended that government and stakeholders should collaborate and ensure pre-marital counselling, marital counselling, drug abuse counselling, crisis counselling, sex counselling, counselling with families concerning children, vocational/career counselling, educational counselling as well as counselling delinquents are emphasized and recommended to curb the menace so as to promote individual, social, political, moral, educational and economic development.

Information Service Delivery and Utilisation in Selected Public Libraries in Rural Niger Delta Communities in Nigeria

The Niger Delta is a densely populated, grossly riverine terrain with people of diverse cultures and subsistence. Library services are expected to bridge the gap in access to information created by geographical barriers, and the lack of technological/digital infrastructure in rural areas to improve information literacy skillset of the locals. This study ascertains the functionality (as in the provision of information services) of the public libraries in rural areas where local patrons are supposed to enjoy undeterred library services. In conducting the study, the survey design was adopted, a questionnaire constructed and 115 library staff was drawn as sample. Based on the perception of library staff, results showed a poor state of preservation of information resources, with an apparent inadequacy. There were indications that information services are currently under-utilized by patrons based on the observed frequency of patronage. The only services offered in abundance were book borrowing and support for school reading programs. Little or no substantial career information counseling/guidance, information support for skill acquisition, Internet, e-books and agricultural extension services were offered. This may have allegedly daunted the goal of the public (rural) libraries in this region, the eagerness of locals for a possible nexus with the public libraries and have also impacted their information seeking habits. These events may have been modulated by the lack of adequate Internet facilities coupled with poor reading habits, poor electricity supply and underfunding among others. Useful recommendations like adequate funding, training of staff, how to improve information services and encourage patronage were offered accordingly.

IDENTIFICATION OF CHALLENGES IN TEACHING WORLD LITERATURE COURSE AT UNDERGRADUATES LEVEL

Research shows that literature contains propensities of human instinct and experiences. The knowledge imparted through literature is more effective as it is relatable to life experiences. This research paper highlights the challenges faced by teachers and students in a world literature course taught at an undergraduate level. In Pakistan, majority of students exhibit low English language proficiency levels. This leads to comprehension issues in literary meaning making. This as a consequence makes it challenging for teachers to effectively teach the course at tertiary level. The data was collected through a quantitative survey method. The participants identified for the study were 436 students and 6 teachers teaching the course. The sample represented almost 73% of the student population taking the course on World Literature at an undergraduate level. The results indicated that lack of language proficiency coupled with poor reading habits were major factors that impeded learning and directly impacted the motivation to study literature. The results from teachers' questionnaires determined that innovative pedagogy, appropriate selection of texts and genres were key determinants in generating interest in classrooms. The study was significant in terms of highlighting key factors that impeded student interest in studying literature and determining interactive pedagogy as an effective tool to achieve effective learning outcomes.

Technical Writing Difficulties Faced by High School Students in Dzongkha Subject

This study explores the technical difficulties and the causes of writing difficulties school students face in writing in Dzongkha. Using social constructivism, 16 participants (ten students and six teachers) were involved. In addition to document analysis, the participants were also interviewed to find the problems of writing in Dzongkha. The findings suggest that application of Dzongkha in its written form was one of the most difficult tasks among the four language skills. The writing difficulties faced by the students were the usage of correct spelling, grammar, vocabulary, word structure, sentence structure, paragraph structure, expression and handwriting. Among these, spelling was one of the most difficult parts while writing in Dzongkha. The causes of writing difficulties in Dzongkha were the poor foundation of Dzongkha writing and reading skills, low prestige of Dzongkha language/subject, time constraint, pronunciation related problems, limited resource/facility and professional support for the Dzongkha teachers, less career scope for Dzongkha background students and poor reading habit. It was also due to lack of additional Dzongkha medium based subject, inadequate modern ways of teaching learning strategies, and also because of minimal parents’ support, less personal interest and perseverance to learn and write in Dzongkha. The solutions to the writing problems were to give adequate time for Dzongkha subject, maintain reading and writing portfolios to enhance genres writing, teaching the clear meaning and concept of different words and terminologies having same pronunciation, and adequate teacher written response needs to be emphasized and implemented. Based on the findings of the study, recommendations to different stakeholders are also provided.

Gender differences in the reading habits of secondary school students of Osun State public schools

The research evaluated among secondary school students the time spent in reading and the reading materials preferred. The purpose for which they read was also identified. A cross-sectional survey design was adopted which focused on public secondary schools of Osun State, Southwest, Nigeria. A multistage random sampling technique was used to select 1101 senior secondary school students from 12 public schools covering the 6 educational zones of Osun State. A 20 item Reading Habit Scale was used. The questionnaire was administered with the aid of a research assistant and retrieved immediately from the volunteers after completion. One thousand and seventy-nine copies of the questionnaire were analyzed, 43% of the respondents were boys while 57% were girls. Only 18.6% of the respondents were daily long-time readers (>1 to 6 hours per day) which comprised 17% of the boys and 20% of the girls. Boys more than girls read past questions and solutions while girls more than boys read textbooks and subject teachers note. Boys (98%) more than girls (97%) indicated they read in order to get better grades in tests and examinations. Conversely, girls more than the boys read for a better understanding of topics taught by the teacher and for pleasure (84:76%). A statistically significant gender difference exists with respect to “reading for pleasure” (x=8.92, p=0.003). Most of the students have poor reading habits with respect to daily reading time. Girls were more daily long-time readers and also read for pleasure.

Determinant Factors of Access to the Internet among in-School Adolescents in Imo State, South-East, Nigeria

There are concerns from several quotas about the dangers of allowing young people especially adolescents have access to the internet. Many vices have been linked to young people’s access to the internet; some of them include cyber bullying, internet pornography, poor reading habits, internet addiction etc. The study therefore set out to find out how the socio-economic status and beliefs of parents affect their in-school adolescents’ access to the internet. The mixed method approach was adopted to achieve the objectives of the study. Questionnaire and Focus Group Discussion (FGD) were used to gather quantitative and qualitative data respectively. While 500 copies of the questionnaire were administered to respondents, 493 copies were retrieved and valid for the study. Six FGD sessions took place. Multi-stage, simple random and systematic sampling techniques were used for the selection of the respondents for the quantitative method. This was because the population of the study cut across the three educational zones of the state and classes. Purposive sampling technique was employed to select participants in the Focus Group Discussion (FGD). This technique was used to select members for the study based on their relevance to the study. The study was anchored on the Technology Acceptance Model (TAM). Findings show that socioeconomic status affect adolescents’ access to the internet while parental beliefs affect their freedom of use. Findings also show that in-school adolescents in Imo State to a very large extent have access to the internet despite the fears of their parents. Based on these findings, the researchers recommended that parents use both technical and physical strategies to monitor what their adolescent children do on the internet since it is obvious that the internet has great potentials and has come to stay and cannot be stopped.

Lees om te Leer om te Lewe: Reading Habits of Students at the University of Limpopo, South Africa

The importance of reading cannot be overstated. The persistent lack of a reading culture in South Africa has been reported by many scholars. Following the growing concern for the lack of reading habits of South Africans in general and students at the institutions of higher learning in particular, this quantitative study investigates the reading habits of students at the University of Limpopo, South Africa. The data were collected using a questionnaire which was completed by 98 students in the School of Education and Programme of Information Studies. The students were identified on the basis that they are being trained to encourage and promote the culture of reading in their work. Microsoft Excel was used to capture, calculate and organise the collected data for analysing. The major findings of this study were that the majority of the students at the University of Limpopo have poor reading habits and that they read for academic purposes only and not for pleasure. The study also revealed that the students were not reading for pleasure as a result of the unavailability of reading materials at the university. It is recommended that the library of the University of Limpopo introduce reading materials to accommodate students to read for pleasure and recreation. The development of lifelong reading interests and reading habits is a constant process which begins in the home, improves systematically in the school and is carried on in later life. Therefore, reading is not just for school, it is for life, as people have to “read to learn to live”.

Edmodo and Chamilo Media in Know-Want-Learned Strategy to Teach Reading Comprehension of Recount Texts to Students with Different Reading Habits

This research is based on the phenomena that the students often find difficulties in comprehending English texts, especially in recount texts. This research aims at investigating the effectiveness of Edmodo and Chamilo media in Know-Want-Learned strategy to teach reading comprehension of recount texts to students with good and poor reading habits. An experimental research with 2x2 factorial design was applied in this study. The samples of this research were the students of X TKJ 1 and X TKJ 2 of SMKN 1 Sragi Pekalongan. Observation, questionnaires, and tests were the instruments of the research. T-test and ANOVA were the data analysing methods. The research findings revealed that firstly Edmodo media in Know-Want-Learned (KWL) strategy was effective to teach reading comprehension of recount texts to students with good and poor reading habits. Secondly, Chamilo media in Know-Want-Learned (KWL) strategy was also effective to teach reading comprehension of recount texts to students with good and poor reading habits. Thirdly, there was no significant difference on the effect of Edmodo and Chamilo media to teach reading comprehension of recount texts to students with good reading habit. On the contrary, there was significant difference on the effect of Edmodo and Chamilo media to teach reading comprehension of recount texts to students with poor reading habit. Finally, there was no effective interaction among Edmodo and Chamilo media, reading strategy, students’ reading habits, and students’ reading comprehension of recount texts.

Pedagogical Techniques Teachers Use to Bolster Extensive Reading Habits in Secondary Schools in Kenya

This study addresses the issue of pedagogical techniques for extensive reading in secondary schools in Kenya at a time when concern is being expressed about declining reading habits in the institutions of learning. Learners nowadays have taken to social and mass media and rarely read anything extra outside the prescribed texts. Even the wide spread national examination malpractice witnessed recently could be traced to the decline in reading interest and poor reading habits among secondary school learners. Effective use of pedagogical extensive reading techniques can greatly improve learners’ achievement in English and also enhance their reading habits. This study was prompted by the observed poor reading in English by secondary schools learners in Laikipia County in Kenya. Among some of the possible explanations for this scenario are that students in the County did not adequately read books extensively coupled with other determinants that influence their performance in English. The study investigated the pedagogical techniques used by teachers to bolster extensive and pleasure reading habits. The study was guided by The Schema Theory. The descriptive survey research design was used for this study. Fifteen secondary schools in Laikipia County were sampled by proportional stratified sampling technique in five sub-counties across the county. Purposive sampling was used to sample 30 out of 80 (37.5%) English language teachers. Simple random sampling was used to sample 327 students out of about 2670 students (12.24%) in form 2 and 3 in the County. The research instruments used for data collection included: questionnaire for students, interview guides for teachers and documents analysis guide. The instruments were pilot tested to ensure validity and reliability in a co-educational secondary school in the neighbouring county that was not included in the study. The reliability of the questionnaire and interview guide was estimated using Cronbach’s alpha coefficient which was 0.871 which met the recommended threshold of 0.7 and above. Analysis of data was done using descriptive statistics such as frequency, tables and percentages. Qualitative data were organized according to the study themes and presented descriptively on the basis of the study objectives. The analyzed data revealed various reading pedagogical techniques which included analysis of the title and the blurb before reading, formation of mental images while reading and writing book reviews after reading. Acute shortage of reading resources was a major hindrance to engagement in extensive reading in schools. The study recommended that schools should ground learners on reading techniques and also come up with strong extensive reading policy to promote independent reading. Keywords: Pedagogical techniques, Bolster, Extensive reading, Reading habits DOI: 10.7176/JEP/11-6-23 Publication date: February 29 th 2020

THE USE OF MULTIMODAL TEXT IN ENHANCING ENGINEERING STUDENTS’ READING SKILL

Abstract
 It is believed that the students’ low reading proficiency, as shown in their TOEIC scores, is due to their poor reading habit. One of the ways to overcome such a problem is by facilitating them with a lot of reading practices in an extensive reading program. Since today non-printed multimodal texts (NPMT) and Linear texts (LT) are available in the society, an experiment on which mode is most effective to enhance the students’ reading proficiency needs to be done. This study aims to investigate the effect of implementing non-printed multimodal text in an extensive reading program on the students’ reading comprehension. Two groups of students undertaking engineering major at a polytechnic in Surabaya, one group was exposed to NPMT and the other to LT in a one-semester extensive reading program, were chosen to be the subject of this quasi experimental study. A pretest and posttest on TOEIC were conducted to measure the students’ reading proficiency (only the reading scores of the test were analysed for the purpose of the study). The t-test analysis using SPPS for windows 23 shows that there is a significant difference in achievement between those who are exposed to NPMT and LT after the reading program ends (p-value = 0.010). The NPMT group gain better reading proficiency than that of the LT. It means the use of non-printed multimodal text in extensive reading can boost the students’ reading comprehension.

The Effectiveness of Graphic Organizers and Gist Strategies on Students with Different Reading Habits in Reading Comprehension

This study is an experimental research with a factorial design addressed to investigate the effectiveness of graphic organizers and GIST strategy to enhance reading comprehension of students with good and poor reading habits. The samples of this study were the twelfth graders of MA Sholahuddin Demak in the academic year of 2016/2017. There were two classes that became the samples of the study. Graphic organizers strategy was used in the first experimental group, and GIST strategy was used in the second experimental group. To answer research questions number one up to four, T-test was used; meanwhile, two-ways ANOVA with F-test at the 5% (0.05) level of significance was used to answer the fifth up to seventh question. The result of this study showed that graphic organizers and GIST strategy were effective to enhance reading comprehension of students with good and poor reading habits. In addition, there is no significant difference of the use of graphic organizers and GIST strategies to enhance reading comprehension for students with good and poor reading habits. In addition, there is no significant difference of reading habits in using graphic organizers and GIST strategies to enhance reading comprehension. At last, there is no interaction among graphic organizers, and GIST strategies, reading comprehension, and reading habits.

Inculcating reading habits among Nigerian secondary schools students: the role of libraries

This paper looks at reading habit as process of imbibing a culture of educating, informing and enlightening people. Inculcating reading habit is very essential for the academic achievement of children and this is made possible with the help of trained and qualified teachers who help in guiding children in developing the right attitudes and skills in reading. The paper also identifies the causes of poor reading habits in our society to include poor family environment and background, lack of functional schools and public libraries, inadequate equipment and information resources in schools, and insufficient and ineffective teachers to help the students. The paper also examines other countries that have made advancement in helping its citizens, particularly young people inculcate good reading habits and how Nigeria can learn from the experiences of those countries. The role of libraries in educating its citizens to imbibe good reading culture cannot be overemphasized. This is the only way its citizens can make advancement in their career and make meaningful contribution to the society. The paper concludes by making recommendations that all schools should have functional libraries and the local and state governments should also provide public library services in the nook and crannies of the state to make information accessible to people. This is in addition to having qualified and efficient teaching on reading culture in our secondary schools.Keywords: reading habits, reading culture, students, children, Nigeria

Exploring Students’ Reading Profiles to Guide a Reading Intervention Programme

There have been a number of studies on reading interventions to improve students’ reading proficiency, yet the majority of these interventions are undertaken with the assumption that students’ reading challenges are obvious and generic in nature. The interventions do not take into consideration the diversity in students’ reading backgrounds and the specific nature of the challenges. Thus interventions may not address students’ specific reading needs. This paper reports on a study that explored students’ reading profiles as a needs analysis for an intervention programme to improve the reading proficiency of first-year Sociology students. The aim was to investigate the students’ reading backgrounds to determine their specific reading needs. A Likert scale questionnaire with an open-ended section was used to explore the students’ reading profiles. The Likert scale questions were analysed quantitatively, while the open-ended questions were analysed qualitatively. In addition, a regression analysis was conducted to determine the correlation between students’ use of strategies and their self-efficacy levels. The findings show that a number of students have little reading experience, use inappropriate reading strategies, and have low self-efficacy and poor reading habits. In addition, students identified comprehension, language, vocabulary, length and density of Sociology texts as factors compounding their reading challenges. This paper discusses the implications of these findings in designing an appropriate reading intervention programme for this cohort.

Addressing the problem of speech anxiety among students

PurposeThe anxiety that usually comes with a speaking performance is said to be both personal and situational. Researchers have over the years sought to understand how the combined effects of personal traits of an individual and situational conditions such as the nature of the speaking environment, the size of the audience and negative perception over the outcome of a speech, affects a person’s ability to effectively communicate. While studies on speech-related anxiety in the academic environment is not new (Basic, 2011; Behnke et al., 2006), the attention of many of these studies has focused on students rather than lectures/instructors. While this study is not the first to focus on the role of lecturers in reducing the incidence of speech anxiety, the purpose of this paper is to stress the role of lecturers in reducing speech-related anxieties and its attendant effects on the academic and professional performances of students. It was found out that most speech-related anxiety is largely situational, rather than personal. The study found that out of fear of being negatively evaluated, students became highly apprehensive when asked to perform a speech-related task in the classroom. This, the study found, can potentially have adverse effects on the academic and professional performance of students. Most importantly, the study established the significant role of lecturers in managing a friendly and pleasant environment that facilitate speaking and positive learning outcomes. As Varron (2011) asserts: “the teacher is the one that facilitates the whole process of leaning and create favorable environment, where there is a smooth flow of communication.”Design/methodology/approachIn total, 40 respondents from the School of Communications of the African University College of Communications were sampled for the study. The selection of only communication students was premised on the study’s quest to unravel the irony inherent in the fact that those communication students that are by their training required to be voluble, tend to be apprehensive, especially under the classroom situation. Doing this was to inevitably help to find out whether or not there is a relationship between an individual’s career choice and the behavioral tendencies such a person is likely to exhibit. Again, the fact that communication students are more competent to speak on issues regarding any subject on communication makes them an ideal choice for this study. A stratified probability sampling method was used to group the sample into various layers (levels). The study using stratified sampling grouped the various respondents into their various levels (strata) and sampled ten respondents from each level. This was to help the study ascertain whether or not any relationship existed between a student’s level and the level of their speaking apprehension. A questionnaire, close and open ended, was employed as the study’s principal instrument for data. Each respondent was given a questionnaire each to respond to. A “descriptive statistical measure was used to describe the characteristics of the sample, whereupon conclusions were generalized for the entire study population.” In addition, graphs, charts, and frequency tabulation made from the coded data were analyzed using the Statistical Package for Social Sciences, after which the corresponding interpretation was assigned. To ensure accuracy, data were coded, entered, and cleaned. Tables and figures from the SPSS helped in making the results of the study easier to interpret and understandable.FindingsThe outcome of the administered questionnaire indicated that negative evaluation was caused by lack of adequate preparation, inferiority complex, fear of derision and needless comparisons among students. In respect of how fear of derision causes anxiety, it was found that fear of derision stifles students’ desire to be heard, makes students timid and prevents class participation. On the issue of why some student were deficient in the use of English language, it was found that poor reading habits, overuse of vernacular, obsession with the use of pidgin and apprehension following from the fear of making mistakes were the major causes.Originality/valueThe authors consider the proposed study original both in conceptualisation and design. The main question being interrogated stems from identified gaps in the literature and the study intends to fill these knowledge gaps. The study’s originality stems from the fact that there is paucity of information on the subject of study in the context of Ghana.

MENUMBUHKEMBANGKAN MINAT BACA MENUJU MASYARAKAT LITERAT

Research findings show that in general Indonesian students’ reading ability is stilllow. This is attributable to, among others, poor reading habit, which is caused by lowreading motivation. Several aspects cause low reading motivation: (1) family andneighborhood environments that do not support reading habit, (2) society’s low bookbuyingpower, (3) limited number of good libraries, (4) negative effects of electronic mediadevelopment, (5) learning model that in general does not make students read, and (6)inappropriate learning system for reading. To improve reading motivation several attemptscan be made: (1) making children get used to reading since their early age, (2) providinginteresting books, (3) creating an environment conducive for reading, (4) reconstructingthe library performance to make it interesting, and (5) developing a learning model forreading that is enjoyable, varied, and educative.Keywords: reading motivation, literate society

MENUMBUHKEMBANGKAN MINAT BACA MENUJU MASYARAKAT LITERAT

Research findings show that in general Indonesian students’ reading ability is stilllow. This is attributable to, among others, poor reading habit, which is caused by lowreading motivation. Several aspects cause low reading motivation: (1) family andneighborhood environments that do not support reading habit, (2) society’s low bookbuyingpower, (3) limited number of good libraries, (4) negative effects of electronic mediadevelopment, (5) learning model that in general does not make students read, and (6)inappropriate learning system for reading. To improve reading motivation several attemptscan be made: (1) making children get used to reading since their early age, (2) providinginteresting books, (3) creating an environment conducive for reading, (4) reconstructingthe library performance to make it interesting, and (5) developing a learning model forreading that is enjoyable, varied, and educative.Keywords: reading motivation, literate society