Chapter ONE
Introduction
1.1 Introduction
Reading is a procedure of decryption, understanding and interoperating information from images, marks, codifications and written letters. This procedure has been around since worlds started interacting with each other. Reading is besides seen as a procedure of pass oning between the author and the reader. Reading started as reading symbols and image as this can be proven by the huge drawings found in ancient artifacts and in caves. As worlds evolved so did linguistic communication and this brought to the development of the alphabets. By recognizing single alphabets, worlds were able to As mentioned before, reading started by interoperating images has evolve to written letters
One the oldest definition can be found from Leedy ( 1956 ) who mentioned that reading is an effort to absorb the idea of the writer and cognize what the writer is conveying. Smith & A ; Robinson ( 1980 ) defined reading as “ an active effort on the portion of reader to understand a author ‘s significance ” . Devarajan ( 1989 ) defined reading as “ the art of interoperating printed and written words ” . Harmonizing to Goodman ( 1995 ) , reading Begins with a lingual surface look encoded by a author and ends with intending which the reader decoded. In other words, Goodman says reading is seen as the receptive procedure of written communicating. In 1998, Allen and Burton cited Goodman and mentioned that reading is a complex procedure of doing intending from images, diagrams or written text and eventually interoperating it by its. Irwin ( 1998 ) said that reading is the ability to recognize words, understand its significance and interoperating the significance base on our comprehension and background cognition. There are many definitions of reading from many research workers, yet the simplest definition agree by many is reading is a complex procedure of apprehension and interoperating a text composed of written marks. Readers make usage of background cognition, vocabulary, grammatical cognition, experience with text and other schemes to assist them understand a written text
Reading has legion benefits to immature grownups who are prosecuting the grade. Harmonizing to Cunningham and Stanovich ( 1998 ) , reading improves one ‘s ability to better vocabulary, and, composing accomplishments. Elley ( 1992 ) mentioned from her survey that the more frequent a immature grownup independently reads, the reading accomplishment of that individual increases. Elley besides explained that the individual ‘s wellness improves as reading leads to take down emphasis degrees and therefore the happier the individual gets. In their research, Magubhai & A ; Elley ( 1983 ) concluded that the more ESL books read leads to better apprehension of 2nd linguistic communication use and improves the first linguistic communication. Reading ESL books often help to foster strengthen eloquence, pronunciation, word picks and linkage of thoughts.
Reading non merely improves the reading accomplishments and linguistic communication acquisition but besides improves in societal accomplishments. Reading improves general cognition and communicating accomplishments and this leads to more engagement in the community. A individual is able to portion the thoughts, sentiments and experiencing with those around him particularly with the other gender ( Cunningham and Stanovich, 1997 )
1.2 Problem Statement
Reading is a necessary accomplishment when it comes to geting a 2nd linguistic communication. Reading has a batch of benefits including bettering the linguistic communication acquisition, bettering the construction of the cognition and grammar and bettering eloquence and truth. The benefits of reading are good known but there are still a big figure of people with hapless reading wonts particularly undergraduate pupils. This survey is undertaken to factors impacting reading wonts among undergraduate pupils. This survey hopes to bring out some of the factors impacting reading wonts. Some of those factors that affect hapless reading wonts is readers are undergraduates do n’t often read books and undergraduates lose involvement to read texts which are long text. Other possible factors are readers are forced to read and undergraduates do non hold adequate clip to complete reading a book in a certain clip period. Some of the factors the affect good reading wonts are a few undergraduates enjoy reading and a few of them enjoy discoursing the reading stuff with others. The respondents of this survey will be undergraduate pupils from UM. It is hoped that with this survey, a better apprehension of the factors impacting reading wonts among undergraduates.
1.3 Purpose of Study
The intent of this survey is to look into the factors impacting reading wonts among undergraduates in UM
1.4 Research Aims
There are two aims in this research.
To look into the reading wonts of undergraduates in University of Malaya
To place the factors impacting reading wonts among undergraduates in University of Malaya.
1.5 Research Questions
Based on the two research aims, the following are the research inquiries for this survey.
What are the reading wonts of undergraduates in University of Malaya?
What are the factors that affect reading wonts among undergraduates in University of Malaya?
1.6 Significance of Study
This research will be carried out to look into the factors impacting reading wonts among undergraduates in UM. This is of import as it tells us the different factors impacting reading wonts. By understanding the factors, appropriate steps can be taken to increase reading wonts of the following coevals of undergraduates. The information obtained through this survey can profit assorted parties who are involved in third degree reading. Such parties are the parents, instructors of primary and secondary schools, instructors in Pre University, lectors in undergraduates, pupils and the course of study developers.
The first party to profit from this survey would be the parents of the kid. By cognizing the kid ‘s reading wonts, parents are able to present the benefits of reading at an early phase of life, change the ways of promoting the kid ‘s reading. Parents can increase the degree of the kid ‘s reading by supplying wagess. A right reading wont exposure may take to better acquisition of the 2nd linguistic communication.
Teachers from both primary and secondary schools can utilize the information gathered to beef up reading among their pupils.
1.7 Chapter Summary
This chapter has introduced the background of to the research followed by the job statement, intent of the survey, research aims and research inquiries. The significance of the survey was explained and cardinal definitions were presented.
Chapter TWO
LITERATURE REVIEW
2.1 Introduction
2.2 The Meaning of Reading
One the oldest definition can be found from Leedy ( 1956 ) who mentioned that reading is an effort to absorb the idea of the writer and cognize what the writer is conveying. Smith & A ; Robinson ( 1980 ) defined reading as “ an active effort on the portion of reader to understand a author ‘s significance ” . Devarajan ( 1989 ) defined reading as “ the art of interoperating printed and written words ” . Harmonizing to Goodman ( 1995 ) , reading Begins with a lingual surface look encoded by a author and ends with intending which the reader decoded. In other words, Goodman says reading is seen as the receptive procedure of written communicating. In 1998, Allen and Burton cited Goodman and mentioned that reading is a complex procedure of doing intending from images, diagrams or written text and eventually interoperating it by its. Irwin ( 1998 ) said that reading is the ability to recognize words, understand its significance and interoperating the significance base on our comprehension and background cognition. There are many definitions of reading from many research workers, yet the simplest definition agree by many is reading is a complex procedure of apprehension and interoperating a text composed of written marks. Readers make usage of background cognition, vocabulary, grammatical cognition, experience with text and other schemes to assist them understand a written text
2.3 Benefits of Reading
Reading has legion benefits to immature grownups who are prosecuting the grade. Harmonizing to Cunningham and Stanovich ( 1998 ) , reading improves one ‘s ability to better vocabulary, and, composing accomplishments. Elley ( 1992 ) mentioned from her survey that the more frequent a immature grownup independently reads, the reading accomplishment of that individual increases. Elley besides explained that the individual ‘s wellness improves as reading leads to take down emphasis degrees and therefore the happier the individual gets. In their research, Magubhai & A ; Elley ( 1983 ) concluded that the more ESL books read leads to better apprehension of 2nd linguistic communication use and improves the first linguistic communication. Reading ESL books often help to foster strengthen eloquence, pronunciation, word picks and linkage of thoughts.
Reading non merely improves the reading accomplishments and linguistic communication acquisition but besides improves in societal accomplishments. Reading improves general cognition and communicating accomplishments and this leads to more engagement in the community. A individual is able to portion the thoughts, sentiments and experiencing with those around him particularly with the other gender ( Cunningham and Stanovich, 1997 )
Listed below are accounts on how readings are good to the readers. Reading helps to better a individual ‘s vocabulary, spelling, composing accomplishments, eloquence, proficiency, linguistic communication enrichment, cultural enrichment, critical thought, personal engagement, sociolinguistic and matter-of-fact cognition and emotional intelligent
2.3.1 Vocabulary
Harmonizing to the surveies carried out by Magubhai & A ; Elley ( 1983 ) , Cunningham and Stanovich ( 1998 ) , and Elley ( 1992 ) , reading aid to better an ESL scholar ‘s vocabulary list. By reading a book or any printed text, a individual is exposure to new words he has non encounter earlier. The reader will be tempted to cognize the significance of the word by mentioning to the context of the text or by mentioning to a dictionary. The reader will so be tempted to utilize the peculiar word in his unwritten or written communicating. Saragi et Al. ( 1978 ) carried out research on the virtues of reading in geting 2nd linguistic communication. They found that extended reading consequences in a significant addition in the vocabulary of the scholar which is acquired by hold oning the significances of words in context. They mentioned reading is critical for increasing scholars ‘ choice of vocabulary in context, which can non be acquired even by mentioning to the lexicon. Classroom activities do non supply plenty range for the geting of vocabulary in context, therefore the reader has to read extensively to get a useable degree of vocabulary in context.
2.3.2 Spelling
Harmonizing to Walpole ( 2009 ) , reading improves one ‘s phonological consciousness, cognition of phonemics, character, phoneme and morpheme. By reading a individual can intermix the word sound together, fiting other sound together and so categorize the two sounds together to organize significance. This means the individual is cognizant how the character, morpheme and phoneme are combined phonologically. This leads to understanding the word, cognition of the significance from the contexts and the spelling of the word. The more frequent that peculiar word appears, the more familiarised the individual be with the spelling
2.3.3 Writing Skills
Reading has a particular relationship with authorship. Whatever is read is remembered and this helps in composing. Reading has many genres that help us to larn the construction of a peculiar linguistic communication. By reading a batch, the reader will be more familiar with the targeted linguistic communication. Vocabulary will be expended and so will the grammatical constructions. Rules of grammar will be automatically acquired. Reading once more and once more will take to the wonder of seeking to unite sentences of words together and composing them down
2.3.4 Eloquence
Wolfe & A ; Katzir-Cohen ( 2001 ) mentioned that eloquence is an of import portion of reading comprehension. Samuel ( 2002 ) defined eloquence as the “ ability to read connected text quickly, swimmingly, effortlessly, and automatically with small attending to the mechanics of reading ” . Dowhower ( 1987 ) has proven through his research that fluent readers are able to read a text faster, more accurately, and better apprehension. In another word, fluid reading allows readers to do connexions among the thoughts in the text and between the text and their background cognition. In the terminal, fluid readers can recognize words and comprehend at the same clip. By fluently reading, the readers can automatically recognize the significance of the word with the aid of the background cognition and associate it to the context of the text.
2.3.5 Proficiency
By often reading books in a mark linguistic communication, a individual can better his proficiency. Reading once more and once more helps a reader to be familiar with the linguistic communication construction and the regulations of the grammar. Reading stuffs from other genres, helps the reader to grok the state of affairss from different contexts. For illustration what do you state during a funeral or what to state in a shopping composite? The reader will be tempted to utilize the phrases found in the books or reading stuffs, and when the phrase is repeated, the reader will so be proficient.
2.3.6 Language Enrichment
Reading provides scholars with a broad scope of single lexical or syntactic points. SLA readers become familiar with many characteristics of the written linguistic communication, reading a significant and contextualized organic structure of text. They learn about the sentence structure and discourse maps of sentences, the assortment of possible constructions, the different ways of linking thoughts, which develop and enrich their ain authorship accomplishments. Readers besides become more productive and adventuresome when they begin to comprehend the profusion and diverseness of the linguistic communication they are seeking to larn and get down to do usage of some of that possible themselves. Therefore, they improve their communicative and cultural competency in the reliable profusion, naturalness of the reliable texts. On top of that, reading aids to develop the grammatical facets of the linguistic communication. Literature involves a profound scope of vocabulary, duologues and prose ( Truong Thi My Van, 2009 ) . Though poesy is normally criticized for its complex and far-fetched syntactic constructions, it can at the same time be a good beginning for practising grammatical constructions.
2.3.7 Cultural Enrichment
Literary texts such as verse forms, short narratives, dramas and novels facilitate understanding on how communicating takes topographic point in certain civilizations in different parts of the universe. Although the universes of literary texts are fanciful one, it presents a full and colorful scene in which characters from many societal and regional backgrounds can be described ( Collie, and Slater. 1990 ) . A reader can detect the manner the characters in such literary plants see the universe outside, their ideas, feelings, imposts, traditions, ownerships, what they buy, believe in, fright, enjoy, how they speak and behave in different scenes. This colorful created universe can rapidly assist Malaysian Undergraduates to experience for the norms that shape a society through written signifiers. Literature can complement other stuffs used to develop the Malaysian scholar ‘s apprehension into the English linguistic communication. As a decision literature can supply pupils with entree to the civilization of the people whose linguistic communication they are analyzing.
2.3.8 Critical Thinking
In his 2009 paper Truong Thi My Van, literature is a good medium for critical thought sweetening among linguistic communication scholars. The writer besides states that reading can convey about alterations in the attitudes of the scholars. Harmonizing to Langer ( 1997 ) , reading allows SLA readers to reflect on their lives, acquisition, and linguistic communication. In page 607, Langer said that by reading literature text it helps to open “ skylines of possibility ” . This allows pupils to inquiry, interpret, connect, and explore. Literature therefore helps in the development of higher order believing accomplishments. Today, critical thought is highly of import for instruction particularly at advanced degrees of instruction or in order words Undergraduates. Critical thought prepares us non to take things for granted and to try to unknot the concealed docket of texts.
2.3.9 Personal Engagement
Reading can be utile in the linguistic communication larning procedure owing to the personal engagement it fosters in the reader. Once the SLA reader reads a literary text, he begins to populate the text. He is drawn into the text. Understanding the significances of lexical points or phrases becomes less important than prosecuting the development of the narrative ( Elliot, 1990 ) . The reader becomes enthusiastic to happen out what happens as events unfold through the flood tide and he feels near to certain characters and portions their emotional responses. This can hold good effects upon the whole linguistic communication larning procedure. At this occasion, the prominence of the choice of a reading text in relation to the demands, outlooks, and involvements, linguistic communication degree of the pupils is apparent ( Elliot, 1990 ) .
2.3.10 Sociolinguistic and Matter-of-fact Knowledge
As mentioned by Hismanoglu ( 2005 ) , literature is an illustration of reliable stuff land this can assist with the development of the English Language among Malayan Secondary School Students. Due to its genuineness, literature can develop sociolinguistic and matter-of-fact cognition as manifested in communicative competency theoretical accounts ( McKay, 2001 ) . Sociolinguistic and Matter-of-fact competency are two of the chief constituents of the communicative linguistic communication. Literature due to its genuineness is equipped with sociolinguistic and matter-of-fact information. These two characteristics are more related to ‘appropriateness ‘ in linguistic communication which can be found merely in contextualized linguistic communication such as literary texts particularly dramas and dramas. Readers can acquire firsthand experience as how to utilize the existent linguistic communication state of affairss.
2.3.11 Emotional Intelligent
Reading literary texts foster emotional intelligence. Emotional Quotient is specifically related to human ability to command and pull off their emotions and feelings in hard state of affairss. Students learn to command their anxiousness fondness, feeling and emotion through reading ( Gajdusek, and new wave Dommelen, 1993 ) . Therefore literature is a good beginning for fostering Emotional Quotient.
2.4 Problems in Reading among Undergraduates of a Second Language
There are many jobs in reading faced by undergraduate readers of a 2nd linguistic communication. The chief job is the deficiency of involvement in reading books in English or other 2nd linguistic communication. Readers prefer to read book or any printed or on-line stuff in their female parent lingua. They are familiar with the linguistic communication construction and have been reading in their female parent lingua since immature. Many readers have troubles in understanding what they read as the words are alienated to them. This may be caused by their strangeness with the spelling of the word and sometimes the word may hold two different significances. They are no able to understand the context of the text and hence lose involvement in the book.
Another major job is readers are forced to read. Dowhower ( 1987 ) has proven through his research that when a individual is forced to read something, so the individual will non bask the book and this leads to detesting the book. The information from the book will non be absorbed into the individual ‘s head. Smith & A ; Robinson ( 1980 ) defined reading as “ an active effort on the portion of reader to understand a author ‘s significance ” and when you are forced to read nil is understood. Reading for pleasance or in other words reading for the merriment of it will better one ‘s linguistic communication acquisition, critical thought accomplishments and matter-of-fact cognition.
Frustration of readers towards text is frequent job to reading. Frustration happens when the reader is unable to understand the significance of the sentence in the first two times of reading. Readers will so take clip to decrypt the text and if they still ca n’t understand they will go forth the book. Another ground is the reader is unable to link with the context of the trial. Readers of academic books find it hard to grok the significance because of the long accounts and the blend temper of the text. When there are excessively many unknown words, reader tend to jump those unknown words and this leads to non understanding the context of the reading stuff.
The length of the text is another job faced by readers. If the text is excessively long so readers are non excessively acute to read the text. There is a impression that long texts will be given to take a long clip to read and this creates a misinterpretation when reading a book
.
2.5 Chapter Summary
This chapter starts with the debut of reading, following was the assorted significances of reading and the benefits of reading. The jobs of reading among undergraduates of a 2nd linguistic communication were besides discussed.
Chapter THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
This chapter discusses the methodological analysis of this research. This chapter includes the research design, description of population and sampling, description of research instrument, research processs data aggregation and the information analysis.
3.2 Research Design
In this survey, a quantitative attack was used. Quantitative research is the precise count of behavior, cognition, sentiments, or attitudes ( Cooper and Schindler, 2006, p.716 ) . There are several grounds why a quantitative attack was chosen. A quantitative questionnaire study which is used in this survey has many advantages. Specifically, a questionnaire will guarantee comparison of informations, addition velocity and truth of entering and facilating informations processing ( Sekaran, 2003 ) . Many relevant surveies associating to perceptual experiences have used the quantitative study attack. Quantitative method can arouse information from a larger figure of topics in a short period clip and it is cost effectual
3.3 Research Instrument
This research utilised the questionnaires study. The instrument to roll up informations was a set of questionnaire. A set of questionnaire adapted from the plants of Christina Clark and Amelia Foster from the National Literacy Trust ( 2003 ) , Kumar & A ; Ansari ( 2010 ) , Oyeronke ( 2009 ) and Lone ( 2011 ) . The questionnaire consists of 30 inquiries and three subdivisions. The first subdivision had 8 inquiries sing the respondents ‘ personal information, inquiries in this subdivision ranged from gender to the spoken linguistic communication at place Section B consists of 10 inquiries sing the respondents ‘ reading penchants. The concluding subdivision consisted of 12 inquiries that focused on the respondents ‘ reading wonts. There was a inquiry on the job the respondents ‘ have when they read, a inquiry on the jobs they have in completing a book and eventually a inquiry on. The inquiries in all three subdivisions were pick base inquiries.
3.4 Population and Sampling
Population is defined as the group to which the consequences of the survey are intended to be applied for. The respondent group were all indiscriminately selected. The research worker administered the questionnaire to undergraduates in the UM Main Library coffeehouse and the parking batch. This trying method is known as Simple Random Sampling
3.5 Research Procedures and Data Collection
Data is the natural stuff for statistical analyses. The information collected in this survey is classified as primary informations since it was collected by the research worker himself. As mentioned earlier, the research worker took random undergraduates as his population. The research worker administered the questionnaire to those who were in Um Main Library and the parking batch.
3.6 Data Analysis
The questionnaires were collected and the information was entered and cleaned. A templet utilizing Microsoft Office Excel was created to clean the informations and analysed it. As this is a pilot survey with 20 topics, it was easier and faster to analyze the information without utilizing SPSS ( Statistical Package for Social Science. Descriptive statistics was used to summarize the undergraduate pupils ‘ responses.
3.7 Chapter Summary
To sum up, this chapter detailed the research design used in this survey. The research instrument and the sample choice were discussed. Finally, the research process, informations aggregation and informations analysis were outlined.
Chapter FOUR
DATA ANALYSIS AND FINDINGS
4.1 Introduction
This chapter discussed the analysis of this research. This chapter included The Demography of The Respondents, Reading Preferences, Reading Materials, Reading Influence, Reading Purpose, After Reading, and Reading Problems. The findings were discussed in relation to Research Question One and Research Question Two of this survey.
4.2 Analysis: Research Question One
What are the reading wonts among undergraduates of University of Malaya? In order to reply research inquiry one, descriptive analysis were performed. First, the human ecology of the respondents was described.
4.2.1 The Demography of the Respondents
The demographic profile of the respondents is given in Table 1
Table 1 Demography of the Respondents
Variable
Frequency
Percentage
Gender
Male
6
30 %
Female
14
70 %
Age
18-20
3
15 %
21-23
13
65 %
23 & A ; above
4
20 %
MUET Band
1
1
6 %
2
13
76 %
3
0
0 %
4
3
18 %
Undergraduate Year
1
5
25 %
2
10
50 %
3
4
20 %
4
1
5 %
Mother Tongue
Malay
7
35 %
Mandarin
5
25 %
Tamil
7
35 %
Arabic
1
5 %
Spoken Language
Malay
7
35 %
Mandarin
5
25 %
Tamil
7
35 %
Arabic
1
5 %
Base on Table 1, bulk of the pupils are females ( 70 % ) , aged 21-23 ( 65 % ) , have obtained Band 2 in MUET ( 76 % ) and are in the 2nd twelvemonth of survey ( 50 % ) . The per centum of pupils with the Mother Tongue and their Spoken linguistic communication correspond to each other.
4.2.2 Reading Preferences
The reading penchants among undergraduates in University of Malaya are summarized in Table 2, The Reading Preferences
Variable
Frequency
Percentage
Enjoy Reading Books
Yes
16
80 %
No
4
20 %
Read Books In?
English
5
25 %
Mother Tongue
15
75 %
Number Of Books Read In The Past 6 Calendar months
One
2
10 %
Two
3
15 %
Three
3
15 %
Four
3
15 %
Five
1
5 %
Six And Above
8
40 %
Frequently Of Reading In A Month
Once A Week
4
20 %
Two To Three Times A Week
8
40 %
Four Timess A Week
2
10 %
Everyday
6
30 %
Time Spend Reading In One Session
Less Than 30 Minutes
1
5 %
30 Minutes To One Hour
4
20 %
One And A Half Hour
2
10 %
Two Hourss
2
10 %
More Than Three Hours
4
20 %
Time Of The Day
Morning
4
20 %
Afternoon
2
10 %
Evening
4
20 %
Night
14
40 %
Table 2 shows bulk of the pupils ( 80 % ) enjoy reading books while most of them ( 75 % ) prefer to read in their ain Mother Tongue. 40 % of the pupils read more than five books in the past six months.
Eight of the pupils ( 40 % ) , read two to three times per hebdomad. The clip spent per reading session is distributed equally over less than 30 proceedingss and more than three hours where both are 20 % . Out of 20 pupils, merely 40 % or 14 pupils prefer to read at dark
4.2.3 Reading Materials
The reading stuffs of undergraduates in University of Malaya is given in Table 3
Table 3 Reading Materials
Variable
Frequency
Percentage
Reading Material
Printed Material
7
35 %
On-line Material
4
20 %
Both
11
55 %
On-line Devicess
Computer
2
10 %
Laptop
17
85 %
Tablet
3
15 %
Smart Phone
2
10 %
Reading Genres
Thriller
7
35 %
Authoritative
3
15 %
Horror
4
20 %
Crime
5
25 %
Love affair
9
45 %
Fantasy
7
35 %
History
6
30 %
Biography
2
10 %
Sports
4
20 %
Politicss
1
5 %
Education
7
35 %
Academic
3
15 %
Religious
7
35 %
Magazine
6
30 %
Health
7
35 %
Cooking
5
25 %
Science Fiction
6
30 %
Beginning Of Material
Bookstore
14
70 %
Library
11
55 %
Friends
7
35 %
Photostatted
3
15 %
Free On-Line
14
70 %
Amazon
1
5 %
Other On-line Shop
1
5 %
Table 3 describes that 11 pupils ( 55 % ) like to read both printed and online stuff. The most frequently used online device for reading online stuff is the laptop ( 85 % ) .
The Romance Genre was reported to be the most preferable reading genre with a sum of 11 pupils ( 45 % ) . Merely one pupil ( 5 % ) preferred the political genre.
The major beginning for printed stuff was the bookshop. This can be seen with 70 % of the pupils said they bought they reading stuff from the bookshop. For online stuffs, 70 % of the pupils mentioned that they read the material on-line for free
4.2.4 Reading Influence
The current reading influence of the undergraduates in University of Malaya is given in Table 4, Reading Influence
Table 4 Reading Habit
Variable
Frequency
Percentage
Current Influence
Parents
4
20 %
Siblings
2
10 %
Friends
8
40 %
Lectures
8
40 %
Media
7
35 %
Prefer To Read?
At Home
12
60 %
At Office
0
0 %
At Library
8
40 %
Entirely
17
85 %
Person
0
0 %
Choice Of Reading Material
Writer
6
30 %
Title
11
55 %
Drumhead
8
40 %
Monetary value
2
10 %
Illustration
3
15 %
Genre
6
30 %
Pages
4
20 %
Screen
2
10 %
Suggestion From Others
3
15 %
Base on Table 4, most of the pupils cited that their friends ( 40 % ) , their talks ( 40 % ) and the media ( 35 % ) act upon their current reading.
85 % of the pupils ( 17 ) reported that they prefer to read entirely and their preferable topographic point to read is either at place ( 60 % ) or in the library ( 40 % )
11 pupils or 55 % select their reading stuff based on the rubric, while merely 2 pupils, 10 % choose their stuff based on the monetary value of screen.
4.2.5 Reading Purpose of undergraduates
The reading intent among undergraduates in University of Malaya is provided in Table 5.
Table 5 Reading Purpose of undergraduates in University of Malaya
Variable
Frequency
Percentage
Purpose Of Reading
Get Information
16
80 %
