Analysis of Reading Interest of Indonesian Language Education Students in Strengthening Academic Literacy Culture: A Descriptive-Quantitative Study Based on Internal and External Factors

Introduction

Reading literacy is one of the fundamental competencies in higher education because it is directly related to students' ability to understand, process, evaluate, and produce academic knowledge (Juanda, J., at el 2025).In the context of higher education, reading is no longer understood as merely an activity of literally understanding text, but also as an intellectual activity that demands critical, analytical, reflective and argumentative thinking skills. Aulia, et al. (2020); Haedariah, H., et al. (2023)Students are required to be able to read various scientific sources, such as reference books, journal articles, research reports, policy documents, and academic digital sources. Therefore, reading interest is an important prerequisite for student academic success and is an early indicator of the development of a culture of academic literacy in higher education.Afrida, A., et al 2024).

The urgency of strengthening reading literacy is increasingly important when linked to Indonesia's literacy achievements in various national and international measurements (Wulandari, D., at el 2025))The 2022 PISA report shows that Indonesia's reading achievement still faces serious challenges. The OECD reports that only around 25% of Indonesian students achieve at least level 2 in reading proficiency, far below the OECD average of 74%. This data indicates that reading literacy issues still need to be addressed sustainably, not only at the primary and secondary levels, but also in higher education as a space for developing a more mature academic culture (Harlina, at el 2022).

At the national level, literacy strengthening is also evident through the Community Literacy Development Index. The National Library of the Republic of Indonesia (2024) reported that the national Community Literacy Development Index in 2024 reached a score of 73.52, an increase from the previous year's score of 69.42. This increase indicates positive progress in community literacy development, but literacy strengthening still needs to be carried out evenly, particularly in aspects of access to reading materials, library services, community involvement, and reading habits (Sari, FDN, at el 2024)In this context, universities have a strategic responsibility to develop students' academic literacy in a planned and sustainable manner.

Mansyur, U. at el (2020), In the context of higher education, a culture of academic literacy cannot be built solely through the provision of books or library facilities, but also through the integration of reading habits into the learning process. Students need a strong interest in reading to keep up with scientific developments, understand theories, master concepts, and produce quality scientific work. A strong interest in reading can encourage students to be more active in seeking references, comparing various opinions, developing arguments, and strengthening academic writing skills. Conversely, a low interest in reading can result in poor mastery of the material, poor quality discussions, limited references in writing, and a lack of critical thinking skills.

Indonesian Language Education students hold a strategic position in strengthening academic literacy. As prospective Indonesian language teachers, they are not only required to possess strong reading skills but are also expected to be role models and promote literacy within their schools and communities. Reading competence for Indonesian Language Education students is directly related to their mastery of language, literature, language learning, scientific writing, and literary appreciation. Therefore, the reading interests of Indonesian Language Education students require special study, as this group will play a significant role in shaping students' literacy habits and fostering a reading culture within the educational environment.

The development of digital technology has also changed students' reading patterns (Milavandia, VA,at el 2024).Rossa, R., at el (2022),Academic reading resources are now available not only in print but also in digital formats, such as e-books, e-journals, institutional repositories, academic websites, and other open sources. Research (Yang et al. 2022) shows that students' digital academic reading behavior is influenced by internal factors, external environmental factors, and the availability of library resources. These findings suggest that digitalization can expand access to academic reading materials, but also requires students to be able to select, evaluate, and use reading resources critically.

Rahayu, R., at el (2021)Student reading interest is influenced by internal and external factors. Internal factors include motivation, academic awareness, information needs, reading habits, curiosity, and student perceptions of the benefits of reading. Meanwhile, external factors include the availability of reading materials, lecturer support, coursework, library access, the academic environment, digital facilities, and classroom discussion culture. Research by Mansyur (2020) shows that the reading interest of students at the Muslim University of Indonesia is categorized as high at 56.4%, very high at 17.1%, and moderate at 26.5%. The study also emphasizes the important role of university leaders, lecturers, and librarians in creating a literate campus climate.

Ritonga, M. at el (2022),Although literacy has been developed, students' reading interest is not always directly proportional to strong academic reading habits. Some students have an interest in reading activities, but the intensity of academic reading still needs to be increased. This is also evident in comparative articles that show that most students say they like reading, but the dominant daily reading duration is in the range of 0-60 minutes and the most popular type of reading is novels. This condition indicates that students' reading interest still needs to be directed to develop into stronger, more structured, and more productive academic reading habits.

Based on the description, the research on "Reading Interest of Indonesian Language Education Students in Strengthening Academic Literacy Culture: A Descriptive-Quantitative Study Based on Internal and External Factors" is important to be conducted to obtain an empirical picture of the tendency of students' reading interest, the factors that influence it, and strategies for strengthening academic literacy culture in higher education. The novelty of this research lies in the placement of Indonesian Language Education students as prospective educators and literacy agents, not merely as objects of reading interest measurement.

Research Methods

This study uses a quantitative approach with a descriptive survey method. This method is used to describe the reading interests of Indonesian Language Education students in strengthening the culture of academic literacy based on internal and external factors.Arikunto, S. 2021), A quantitative approach was chosen because the research data is presented in the form of numbers, frequencies, and percentages, while the survey method was used to obtain empirical information from respondents regarding students' reading habits, tendencies, and preferences. Descriptive survey research is appropriate for describing phenomena as they exist based on data obtained from a specific population or sample (Creswell & Creswell, 2018; Sugiyono, 2019).

The research was conducted in the Indonesian Language Education Study Program, Faculty of Teacher Training and Education, Muhammadiyah University of North Sumatra, in the 2022/2023 academic year. The study population was all active students of the Indonesian Language Education Study Program. The research sample was determined using a voluntary sampling technique, namely students who were willing to voluntarily complete the research questionnaire. This technique was chosen because the research relates to students' experiences, habits, and reading preferences, so that respondents' participation needed to be free and without pressure. The use of voluntary respondents is also in line with ethical principles in survey research, namely respecting the willingness and confidentiality of participants (Cohen et al., 2018; Creswell & Creswell, 2018).

Data were collected through a written questionnaire consisting of closed-ended and open-ended questions. The questionnaire covered aspects of reading preferences, reading duration, preferred reading types, library usage habits, reading material ownership, and internal and external factors influencing reading interest. Internal factors included motivation, academic awareness, information needs, and reading habits. External factors included lecturer support, availability of reading materials, library access, the academic environment, and use of digital resources.

The research instrument was developed based on indicators of reading interest and academic literacy culture. Indicators of reading interest include interest in reading activities, reading intensity, reading duration, types of reading chosen, use of reading sources, and reading habits for academic purposes. Meanwhile, indicators of academic literacy culture include use of reading in lectures, use of scientific sources, involvement in text-based discussions, and use of reading to support academic writing.

Data were analyzed using descriptive statistics in the form of frequencies and percentages. The analysis was conducted to determine the trends in respondents' answers for each research indicator. Percentages were calculated using the formulaThe percentages used are as follows:

N

P= ---x 100%

F

Information:P= percentageF= frequency of respondents' answersN= total number of respondents

To facilitate interpretation, the percentage results are categorized into several levels of tendency. These categories are used to interpret students' reading interest levels, reading intensity, and the dominance of internal and external factors influencing reading interest. The interpretation categories can be structured as follows.

Results

Overview of Students' Reading Interests

The research results show that the majority of students are interested in reading. Based on questionnaire data, 83.7% of respondents stated they enjoy reading, while none stated they dislike reading. Meanwhile, 9.6% of respondents chose neither option. This data indicates that students generally have a positive attitude toward reading. This positive attitude serves as the initial foundation for strengthening a culture of academic literacy in higher education.

Although the majority of students stated they enjoy reading, this finding does not necessarily mean they have a strong academic reading culture. A love of reading indicates an initial interest in reading, while a culture of academic literacy demands regular, in-depth, critical reading habits that are oriented toward knowledge development. Therefore, students' reading interest needs to be further developed so that it doesn't just remain a mere hobby but develops into a productive academic habit.

In the context of Indonesian Language Education, these findings are significant. Indonesian Language Education students are future educators who will play a role in developing students' language skills and literacy culture. Therefore, their reading preferences should be directed toward academic reading materials, such as language theory books and literary theory books, journal articles, learning methodology books, and other scientific sources relevant to their field.

Reading as a Hobby and Supporting Activity

Research data also shows that reading has not yet become a primary hobby for students. 8.7% of respondents stated that reading was their sole hobby, while 55.8% stated that reading was a hobby they enjoyed alongside other activities. Meanwhile, 35.6% of respondents stated that they had hobbies other than reading.

These findings indicate that reading has not yet become a primary activity in students' lives. While most students have a positive relationship with reading, reading is still placed alongside other activities. This suggests that students' interest in reading is potential, but has not yet fully developed into a structured habit.

In strengthening a culture of academic literacy, these conditions require attention. A culture of literacy is not simply built by cultivating a love of reading; it also needs to be supported by habits, time management, an academic environment, and learning demands. Lecturers can play a role by assigning reading-based assignments, such as journal article reviews, book reading reports, discussions of academic texts, and reference-based presentations. In this way, reading becomes more than just a hobby, but also part of a planned academic process.

Daily and Weekly Reading Duration of Students

Students' reading duration indicates that reading intensity is still relatively low. Based on daily data, 76% of respondents read for 0–60 minutes per day, 9.6% read for 61–120 minutes per day, and no respondents read for more than 120 minutes per day. Furthermore, 10.6% of respondents did not provide an answer.

Meanwhile, weekly reading duration showed that 53.8% of respondents read for 120–180 minutes per week, 18.3% read for 181–300 minutes per week, and no respondents read more than 301 minutes per week. A total of 20.2% of respondents did not provide an answer.

These findings indicate a gap between reading preferences and reading intensity. Although the majority of students reported enjoying reading, most only read for 0–60 minutes per day. In the context of higher education, this duration still needs to be increased because students are required to read a variety of academic sources that are more complex than general reading. Journal articles, reference books, and academic texts require longer reading times and the ability to comprehend arguments in depth.

Low daily reading duration can be influenced by several factors, including time management, low academic reading motivation, digital media distractions, busy lecture schedules, and a lack of scheduled reading habits. Therefore, strategies to strengthen academic literacy need to be directed at establishing reading routines. For example, lecturers can establish pre-lecture reading activities, require students to keep reading notes, or implement discussions based on scientific articles.

Newspaper Reading Habits and Information Access

The results showed that students' newspaper reading habits were moderate. Fifty percent of respondents stated they liked reading newspapers, 39.4% stated they disliked reading newspapers, and 10.6% did not provide an answer.

These data indicate that only half of respondents have a habit of reading newspapers. In today's context, newspapers can be accessed not only in print but also in digital news media. The habit of reading current sources of information is important for students because it can broaden their social, cultural, political, educational, and linguistic horizons. For Indonesian Language Education students, reading the news can also be a means of understanding language developments, journalistic writing styles, linguistic issues, and the dynamics of societal literacy.

However, a significant percentage of students dislike reading newspapers. This could indicate that some students are less accustomed to following current information through text. They may more often obtain information through social media, short videos, or informal conversations. This situation needs to be addressed by strengthening information literacy so that students can select credible sources, critically analyze information, and distinguish between academic, popular, and invalid information.

Comparison of Reading and Watching Television Activities

Research data shows that television viewing remains a significant part of students' daily lives. Fifty percent of respondents watch television for 0–120 minutes per day, 14.4% watch 121–180 minutes per day, and 9.6% watch more than 180 minutes per day. Twenty-six percent of respondents did not provide an answer.

These findings indicate that some students spend more time watching television than reading. If most students read for only 0–60 minutes per day, while half of respondents watch up to 120 minutes of television per day, this indicates that visual-audiovisual activities still dominate reading. This poses a challenge in strengthening a culture of academic literacy, as reading requires concentration, discipline, and deeper cognitive engagement.

In the current context, television viewing can be expanded to include audiovisual media consumption, including YouTube, TikTok, Instagram Reels, and other digital platforms. The dominance of audiovisual media can reduce reading time if not managed properly. Therefore, students need to be guided to balance digital media consumption with academic reading activities. Strengthening academic literacy can also be achieved by utilizing digital media positively, for example through assignments such as watching academic videos and then linking them to reading scientific articles.

Utilization of Libraries as Reading Resources

The research results show that library utilization as a reading resource is still suboptimal. 44.2% of respondents reported frequently borrowing books from the library during high school, while 50% reported not frequently borrowing books from the library.

These findings indicate that some students lack strong library literacy experience from their previous educational background. Library habits during school can influence their literacy behavior in college. Students who are accustomed to using libraries tend to have an easier time finding books, familiarizing themselves with catalogs, finding references, and using academic reading resources. Conversely, students who are less accustomed to using libraries require support to optimally utilize library facilities.

In the context of strengthening a culture of academic literacy, university libraries need to be positioned as centers of academic activity, not simply repositories of books. Libraries can support this culture through reference search training, introduction to e-journals, guidance on the use of online catalogs, reference management classes, and book discussions. In this way, libraries can become strategic spaces for enhancing students' interest in reading and academic literacy.

Book Ownership and Availability of Reading Materials

Student book ownership showed considerable variation. 28.8% of respondents owned 0–5 books, 19.2% owned 6–15 books, 16.3% owned more than 16 books, 8.7% stated they owned countless books, 14.4% stated they had forgotten, and 7.7% stated they borrowed books from friends.

This data shows that some students have limited personal reading materials. Book ownership is not the sole indicator of reading interest, especially in the digital age when students have access to e-books and online articles. However, reading material ownership remains an indicator of access to literacy resources. Students with a collection of books tend to have a greater opportunity to read independently, especially if the books align with their academic needs and personal interests.

The percentage of students who own 0–5 books is quite large, at 28.8%. This may indicate a limited personal collection or a low habit of purchasing and collecting books. In the context of strengthening a culture of academic literacy, limited personal collections need to be balanced with access to libraries and digital resources. Study programs can also encourage students to use open reading resources, campus repositories, national scientific journals, and digital libraries.

Types of Reading that Students are Interested in

The most popular reading genre among students is novels. According to research data, 57.7% of respondents stated they preferred novels, while 10.6% preferred history books, and 7.7% preferred other types of reading. Meanwhile, several other reading genres, such as poetry, serials, biographies, adventure, comedy, drama, and mysteries, did not receive a significant percentage of votes.

The dominance of novels as the most popular reading genre indicates that students are more interested in narrative reading. This can be an opportunity to strengthen literacy, especially for Indonesian Language Education students who are directly involved in literary studies. Interest in novels can be used as a gateway to developing broader reading habits, for example through literary studies, literary criticism, character analysis, educational value analysis, and literary discussion.

However, when linked to academic literacy culture, the dominance of novel reading needs to be balanced with increased interest in scientific reading. Indonesian Language Education students need to read not only literary works but also theoretical books, journal articles, research results, and language learning references. Thus, interest in narrative reading can be directed into an academic reading culture through assignments that connect literary works with scientific theory and research.

Discussion

Internal Factors Influencing Students' Reading Interest

Based on the overall data, internal factors influencing students' reading interest include their love of reading, reading habits, choice of reading genres, and time management skills. The data shows that students have a high level of interest in reading, but their daily reading intensity is relatively low. This suggests that their reading motivation has not yet fully developed into a regular reading habit.

Another apparent internal factor is a preference for certain types of reading. Students tend to prefer novels over other types of reading. This preference indicates a stronger interest in narrative and entertaining reading. In the context of academic literacy, this preference needs to be developed so that students also develop an interest in argumentative, expository, and scientific academic reading.

Furthermore, the relatively short reading duration indicates that managing reading time remains a challenge. Students need to be accustomed to maintaining a consistent reading schedule, particularly reading academic sources relevant to their studies. Therefore, internal factors such as motivation, academic awareness, and time management need to be strengthened through learning that encourages active reading.

External Factors Influencing Students' Reading Interest

External factors influencing students' reading interest include the availability of reading materials, library experience, the academic environment, and media activities. Data shows that library borrowing habits are still suboptimal, with 50% of respondents reporting not frequently borrowing books from the library during high school. This suggests that students' library literacy experiences need to be strengthened.

Besides libraries, book ownership is also an external factor related to reading access. Some students have limited personal book collections. This situation requires support from campuses, study programs, and libraries to provide students with broader access to reading materials. This access can take the form of printed books, e-books, electronic journals, scientific repositories, and open reading resources.

Watching television or audiovisual media is also an external factor that can influence reading time. When students spend more time on audiovisual media, their reading time can decrease. Therefore, strengthening a culture of academic literacy requires considering students' media consumption patterns and directing the use of digital media to support learning, not replace reading.

Implications for Strengthening Academic Literacy Culture

The findings of this study indicate that strengthening a culture of academic literacy needs to be implemented systematically. First, lecturers need to integrate reading activities into the learning process. Students can be assigned to read journal articles, summarize the readings, annotate them, and discuss the content in class. This strategy can help students gradually develop academic reading habits.

Second, study programs need to develop sustainable literacy programs. These programs could include academic book reading campaigns, literary discussions, journal article reviews, scientific writing clinics, and reference search training. Such activities are crucial for fostering an academic atmosphere that encourages active reading among students.

Third, libraries need to be optimized as centers of academic literacy. Libraries should not only provide reading materials but also serve as spaces for learning, discussion, information literacy training, and academic mentoring. In this way, libraries can play a direct role in increasing students' interest in reading and strengthening the culture of academic literacy in higher education.

Fourth, students' interest in novels and narrative reading can serve as a gateway to developing academic literacy. Lecturers can guide students in reading novels, then connect these readings to literary theory, literary criticism, educational values, and language or literary research. With this strategy, students' personal interests can be directed into more productive academic activities.

Conclusion

Based on the results of a study of 104 students in the Indonesian Language Education Study Program, it can be concluded that students' reading interest shows a fairly positive trend, but has not yet fully developed into a strong academic literacy culture. A total of 83.7%, or approximately 87 students, stated that they enjoy reading. However, in terms of intensity, 76%, or approximately 79 students, read only for 0-60 minutes per day, and no respondents read more than 120 minutes per day. These findings indicate a gap between reading preferences and regular academic reading habits.

The most popular reading genre among students is novels, representing 57.7%, or approximately 60 students. This indicates that students' reading interest is still predominantly narrative and has not yet fully shifted towards academic reading. Internal factors influencing reading interest include motivation, academic awareness, reading habits, and time management skills. Meanwhile, external factors include the availability of reading materials, library experience, book ownership, the academic environment, and media influence.

Strengthening the culture of academic literacy needs to be done through the integration of reading activities into lectures, assignments based on scientific articles, library optimization, utilization of digital reading resources, and the creation of an academic environment that supports reading habits. Thus, the reading interest of Indonesian Language Education students needs to be directed not only as a personal interest, but also as an academic and professional competency for prospective Indonesian language teachers.