NFN Pranowo, Antonius Herujiyanto


A reading habit can be defined as one’s attitude, behaviour, and mind-set patterns in reading which has been strongly rooted and unchangeable. Indonesians’ reading habit is still low. According to the 2009 research conducted by the Economic Co-operation Developing Organization [OPKE], the reading interest index of Indonesian people is the lowest among that of 52 East Asian countries. Similarly according to the 2012 data from UNESCO, the Indonesians’ reading index is 0,001, which means that there is only one out of 1000 Indonesians who is interested in reading. This study aims to describe many different factors affecting the reading comprehension skills and strategies which are in line with those efforts to develop the student’s reading habit. The subjects of the research are the fifth semester students of 2015/2016 academic year of the Department of Language (Indonesian) of USD and UST Yogyakarta. The data are the questionnaire results on the factors of reading comprehension competency and reading habit strategy developing model. The findings reveal that there are two factors which affect one’s reading comprehension competency, namely, internal and external factors, and the appropriate reading habit strategy developing models are K-W-L (Know-Want-Learnt) and MURDER (Mood-Understand-Recall-Digest-Expand-Review).


reading factors, reading strategies, reading comprehension, reading habit

Full Text:



Anderson, L.W. dan Krathwohl, D.R. (Ed.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of educational objectives. New York: David McKay.

Andrew, B.A. (2008). Improving marketing students, reading comprehension with the SQ3R method. Journal of Marketing Education, 30(2), 130-137.

Baier, R.J. (2005). Reading comprehension and reading strategies (5th edition). The Graduate School University of Wisconsin-Stout. American Psychological Association.

Bloom, B.S., Engelhart, M., Furst, E., Hill, W., dan Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: Longmans, Green.

Burns, M.K., Dean, V.J., dan Foley, S. (2004). Preteaching unknown key words with incremental rehearsal to improve reading fluency and comprehension with children identified as reading disabled. Journal of School Psychology, 42, 303-314.

Dunn, K.E. dan Mulvenon, S.W. (2009). A critical review of research on formative assessment: The limited scientific evidence of the impact of formative assessment in education. Practical assessment, research & evaluation, 14(7).

Fisher, A. (2008). Berpikir kritis: Sebuah pengantar. Jakarta: Erlangga.

Hagaman, J.L., Luschen, K., dan Reid, R. (2010). The “rap” on reading comprehension”. Teaching exceptional children, 42(4), 22-28.

Human Development Index (HDI). (2009). http://hdr.undp.org/sites/default/files/ reports/14/ hdr2013_en_complete.pdf.

Johnson, E.B. (2007). Contextual teaching and learning. Bandung: Mizan Media Utama.

Jones, R. (2007). Strategies for reading comprehension: Summarizing. Diunduh tanggal 29 Januari 2008 dari http://www.readingquest.org/strat/summarize.html.

Kagan, S. dan Kagan, M. (2009). Kagan cooperative learning. San Clemente, California: Kagan Publishing.

Moore, C. dan Lo, L. (2008). Reading comprehension strategy: Rainbow dots. The Journal of the International Association of Special Education, 9(1), 124-127.

Ogle, D.M. (1986). “K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 39(6), 564–570. doi: 10.1598/RT.39.6.11.

Pranowo. (2012). Konsep dasar CTL dalam pemelajaran bahasa Indonesia. Makalah. Yogyakarta: PBSI, FKIP, USD.

Rahim, F. (2011). Strategi know-want to know-learned (KWL). Jakarta: Bumi Aksara.

Ridge, A. dan Skinner, C. (2010). Using the TELLS reading procedure to enhance comprehension levels and rates in secondary students. Psychology in the Schools, 48, 46-58.

Sapir, E. (1921). Language an introduction to study of speech. New York: Brace and Co.

Soedarso. (2001). Speed reading sistem membaca cepat dan efektif. Jakarta: Gramedia.

Stern, H.H. (1971). Psycholinguistics and second language teaching. Dalam H.H. Stern (Ed.), Perspectives on second langauge teaching, 47-56. Toronto: Ontario Institut for Studies in Education.

Tarigan, H.G. (2008). Membaca sebagai suatu keterampilan berbahasa. Bandung: Angkasa.

Tompkins, G.E. (2014). Reading comprehension factors. Pearson Allyn Bacon Prentice Hall.

Trianto. (2007). Model-model pemelajaran inovatif berorientasi konstruktivistik. Jakarta: Katalog dalam Terbitan.

UNESCO. (2009). Organisasi pengembangan kerja sama ekonomi. Diunduh dari http:// en.unesco.org/ themes/education-21st-century.

UNESCO. (2012). http://www.unesco.org/new/en/unesco/about-us/.

Universitas Terbuka. (2014). Strategi mandiri di Universitas Terbuka. Jakarta: UT.

DOI: https://doi.org/10.26499/li.v33i2.35
View Counter: Abstract Viewed = 9 times PDF | 10 | times


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Linguistik Indonesia Indexed By

CrossrefInastiNLA Catalogue              



     Creative Commons License    

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


Linguistik Indonesia
d.a. Pusat Kajian Bahasa dan Budaya
Unika Atma Jaya 
Jl. Jenderal Sudirman No. 51
Jakarta 12930 - Indonesia

View My Stats