Student's Reading Interest in University of Bangka Belitung

Indonesia is one of countries that has high quantity of people but low in quality. It is shown from the low rating in human development index. Thus, the quality improvement i.e. educational improvement should be implemented effectively. Reading is one of the most crucial element in the field of education. The low rating of reading interest among Indonesian people becomes a tremendous issue which needs to be solved. To tackle, government implements the reading movement as contained in Act of the Republic of Indonesia number 20 of 2003 and ruled by Ministry of Culture and Education (Permendikbud) number 23 of 2015 about 15 minutes of literacy activities prior to the beginning of the study session. The study aims to identify the university students' reading interest in University of Bangka Belitung as well as to examine the determinant and the obstacle of the university students' reading interest. Structured questionnaire and online data collection methods were employed to obtain the primary data from 182 university students in University of Bangka Belitung, Indonesia. The study showed that the reading interest of university students in University of Bangka Belitung were at low score. About one-third of the respondents visited library once a week, one-fourth visited library twice a week and only 8.3 % of the respondents visited library 4 – 5 times a week. Almost one-fourth of respondents had 1 – 4 reading materials. Around half of respondents read less than an hour a day. As the determinant of book reading and library attendance, 61.3 % of the respondents were due to do assignment while only 16 % of respondents were due to habit and need to read. Whereas, as the obstacle to reading, almost half of respondents preferred using gadget, around one-fourth of respondents spent their times with friends and 39.2 % of respondents were too busy with their extracurricular activities on campus


Introduction
In the world of today, where change is inevitable, just as it is in every area, rapid change is being experienced in information, information resources, and access to information. It is a fact that a person, who keeps their knowledge up-to-date, and not a person, who is just knowledgeable, shall adapt easily to this change and be successful in every field. When it is considered that a significant proportion of acquired knowledge is acquired through reading, the importance of reading in adapting to this changing age can be better understood. Reading, which has been defined as "the process of the brain evaluating and making sense of signs and symbols perceived through the eyes" (Özbay, 2007:4), is a complex process that consists of various stages of development. Above all, it is a process of perceiving where symbols are recognized (Bamberger, 1990:10). Having reading become a habit and sustaining it throughout life is among the basic objectives of education A habit is a characteristic behavioral pattern that is learnt and reinforced in a manner realized in every case automatically (Blaha & Bennett, 1993:86). Habits enter our lives at a slow pace and become established after a certain period. If habits are not quitted, in time they become needs (Aksaçlıoğlu, 2005). When reading, which is the basic manner of acquiring information, is transformed into a habit, another notion called "reading habit" comes into being. The habit of reading is the act of reading being carried out throughout life in a constant, regular and critical manner as a result of it being perceived by the individual as a need and source of pleasure (Yılmaz, 1993). The habit of reading is the basis of lifelong learning. For the purpose of the individual being someone that learns throughout his/her life, it is necessary for the act of reading to be conducted regularly throughout life (Odabaş, Odabaş & Polat, 2008). The university period, which is the most intense stage of formal education, is a period when young people carry out the act of reading the most frequently and necessarily. In terms of the conditions it creates, this period is an advantageous period for the acquisition of enjoying, awareness and consciousness in reading (Yılmaz, Köse & Korkut, 2009:23). University youth is the youth group consisting of people aged between 17-25, who are receiving education at the final stage of formal education, are inquisitive and have acquired a scientific mentality, have created a unique youth culture, and are going to be leaders of society. The fact that they are knowledgeable, administrator and decision maker candidates of the future, is the most important characteristic that makes university youth distinct from other youth groups (Yazıcı, 2003:13).
The quality of the interest in reading and habit of reading of teacher candidates among university students is of critical significance in terms of them being examples for children and young people (Saracaloğlu et al., 2003:150). Studies indicate that with a proportion of 70.7%, teachers are the ones who influence children the most in acquiring the habit of reading. Similarly with a rate of 33.0%, teachers are the ones who give their first books to students (Tosunoğlu, 2002:556-558). Teachers continue to be models even after they have acquired children with the habit of reading. As it can be observed, as it is in all areas of education, in this area it is also teachers who have the role of being a model, laying foundations, and formalizing the new generation. Another department among university students where reading habits are perceived to be important is history. This is because history is a branch of science where reading is of particular importance. Students studying history are expected to improve themselves as individuals that explore, interpret, question and can think critically. Therefore, reading habits become crucial in students acquiring and developing these skills.
In the world of today, where knowledge is rapidly increasing and science and technology have caused changes in human life to be necessary, it can be observed that it has become compulsory for humans to continually improve themselves in both their professional and social lives. In our age, where education and "lifelong learning" have become a must for professional and career development after formal education and especially adapting to change, it is expected that university students have the habit of reading, which is among the criteria of social and individual development, at a high level. Thus, the determination of reading habits of teacher candidates and persons receiving education in the field of history, among university students, in areas they need and improving themselves throughout their lives has been considered to be important.

Purpose of the Study
The purpose of this study is to determine the reading habits of teacher candidates at Ankara University and students studying at the History Department at Erciyes University.

Model of the study
The survey model has been utilized in the study. In the survey model, an existing circumstance is aimed to be described as it is and no effort is made in any manner to change, or influence it (Karasar, 2003:77).

Study Group
There are a total of 326 students in the study group consisting of 225 teacher candidates in years 3 and 4 of the Ankara University Faculty of Educational Sciences Department of Primary Education and 101 students studying in years 3 and 4 at the Erciyes University Faculty of Sciences and Arts History Department during the 2013-2014 academic year.

Data Collection Tool
As a data collection tool in this study, a questionnaire developed by researchers through a review of the related literature has been used. There were questions in the questionnaire oriented at determining the personal details and reading habits of students. A preliminary trial of the questionnaire has been performed prior to implementing the questionnaire to the students in the study group. In this process, the questionnaire form has been applied to 50 students attending the 2 nd year of the Ankara University Department of Social Studies Teaching. The response of teacher candidates to the questionnaire have been examined by itemizing the data of the questionnaire form, whose preliminary trial has been performed, the necessary corrections have been made on the questionnaire and the questionnaire form had been finalized.

Collection and analysis of the data
The study was performed in the spring semester of the 2011-2012 academic year. The data obtained in the study has been analyzed with the SPSS 16.0 (Statistical Package for the Social Sciences) statistics program. Data obtained as a result of the analysis, have been interpreted after being presented in the form of tables.

Findings and Interpretations
In this section, the personal details of a total of 326 students in the study group, consisting of 225 students from Ankara University and 101 students from Erciyes University, have been presented and the response of students to the questionnaire have been presented in the form of tables and analyzed and interpreted. As it can be observed in Table 1, 64% of students participating in the study from Ankara University are females and 36% are males whereas 48% of participants from Erciyes University are females and 52% are males. While the number of students from Erciyes University can be considered to be at an equal rate according to gender, it can be said that the number of female students at Ankara University is nearly twice as much as males. This can be interpreted as the profession of teaching being widely preferred by females. As it can be observed in Table 2, 56% of students participating in the study from Ankara University are attending year 3 and 44% of students are attending year 4 whereas 60% of students participating from Erciyes University are attending year 3 and 40% are attending year 4. It can be said that the distribution of students participating from both universities are almost the same in terms of their year of education. 12,3 * As students could mark more than one option, each option has been assessed separately within itself but presented in the same table. This case also applies for some of the other tables.
When table 3 is examined, it can be observed that students at Ankara University and Erciyes University read novels, newspapers and magazines the most in their spare time. Students at Ankara University prefer to read magazines and poems more than Erciyes University students. It can be observed that students at Erciyes University prefer to read Examination Preparation Books more than students at Ankara University. When the data in Table 4 is analyzed, it can be observed that students at Ankara University and Erciyes University enjoy reading literary works, historic, romantic, entertainment-humor, and psychology book genres the most. These findings of the study demonstrate similarity with the findings of Yılmaz (2009:157), Yılmaz, Köse & Korkut (2009:34-35) and Sevmez (2009:48).
Nearly all of the students at Erciyes University enjoy reading historic books the most. It can be said that while students at Erciyes University enjoy historic, political, and religious books more than students at Ankara University, students at Ankara University enjoy books on education, psychology, philosophy/thought and profession more than students at Erciyes University. This can be interpreted as university students enjoying books related to their field of education more. According to the data in Table 5, it can be observed that a majority of students at Ankara University and Erciyes University do not make a differentiation between Turkish and world literature. However, it can be observed that in both universities there are more students that prefer Turkish literature over world literature. These findings of the study demonstrate differences to those of Kolaç's (2007:17). According to Kolaç's study, it is stated that 45.7% of primary school teacher candidates prefer Turkish literature. When the data in Table 6 is examined, it can be observed that students in both universities obtain books they intend to read by means of purchasing them. From the data in the table, it can be inferred that distribution of the rates of the means of obtaining books for students of both universities are similar. This finding of the study is similar to the findings of Sevmez (2009) and Yılmaz, Köse & Korkut (2009) (Sevmez, 2009:58;Yılmaz, et al., 2009:36). According to Table 7, a majority of students at both Ankara University and Erciyes University have stated that they enjoy reading books/periodicals. It can be inferred that the distribution rates of enjoying reading books/periodicals demonstrate similarity for both universities. According to the data in Table 8, nearly half of students both at Ankara University and Erciyes University stated that they purchased a book within the last month. This finding of the study varies from the findings of Yılmaz, Köse & Korkut (2009:42). According to the results of the study of Yılmaz et al, a large proportion of the students of Hacettepe and Bilkent Universities (40.4%) stated that they last purchased a book within the "previous month". It is striking that the distribution of the last book purchasing date intervals for students of both universities are similar. According to the data in Table 9, it can be observed that nearly half of the students at Ankara University and Erciyes University, read one book a month. The distribution for students at both universities demonstrated similarity in terms of book reading frequency.
These findings of the study demonstrate differences from those of Kolaç (2007) and Yılmaz's (2009). According to Kolaç's study, primary school teacher candidates have notified that they read one book a month at a rate of 1% (Kolaç, 2007:10). According to the study of Yılmaz, students of the Turkish education department read around four books a month (Yılmaz, 2009:156-157). According to the data in Table 10, the number of students reading periodicals everyday was higher at Erciyes University and the number of students reading periodicals everyday was higher at Ankara University. It can be said that nearly all students at both universities read periodicals every day or once in a couple of days. When table 11 is analyzed, it can be observed that a majority of students of both Ankara University and Erciyes University read books/periodicals for the purposes of being informed, personal development, and keeping up-todate. For the students of both universities, reading books/periodicals for the purposes of relaxation and reinforcing lessons are at the lowest level. Whilst the rate of reading books for the purposes of making the best of spare time and reinforcing lessons was higher among students of Erciyes University, the rate of reading books for the purposes of personal development, keeping up-to-date, professional development and, entertainment was higher among students of Ankara University.
The data obtained in this study demonstrated similarity with the findings of Yılmaz (2009:154), but varied from the findings of Yılmaz, Köse & Korkut (2009:33-34). According to the study of Yılmaz, 41% of students at the department of Turkish education stated that they read periodicals for the purpose of self development and 37% for the purpose of personal interest. According to the study of Yılmaz, Köse & Korkut, a large proportion of students attending Hacettepe and Bilkent Universities stated they read the most due to lesson related purposes. When Table 12 is observed, half of students attending Ankara University and more than half of the students attending Erciyes University stated that their reading habits improved after coming to university. This finding of the study demonstrated similarity with the findings of Sevmez (2009:61). When Table 13 is examined, it has been determined that both students of Ankara University and Erciyes University could not spare time for reading books due to intensity of lessons, busy social life, preparation for examinations and spending time on the computer/internet. This finding of the study demonstrates similarity with the findings of Kolaç (2007:10-11), Yılmaz (2009, Odabaş, Odabaş & Polat (2008:449), Sevmez (2009:52) and Saracaloğlu, Bozkurt & Serin (2003).
From these findings, it can be interpreted that intense lessons and busy social life, examination preparation process, and spending time on the commuter/internet occupy an important period of time for students and this causes students to spend less time for reading.

Conclusion
The students in Ankara and Erciyes Universities read mainly novels, newspapers, and magazines in their spare time. The students in Ankara and Erciyes Universities enjoy reading literary works and history, romance, entertainment-humor, and psychology book genres the most.
Whilst the students at Erciyes University compared with the ones at Ankara University prefer reading books on history, politics, and religion, the students at Ankara University compared with the ones in Erciyes University like reading books on education, psychology, philosophy/argument, and profession.
Most of the students in both universities do not make a distinction between Turkish and world literature. The students in both universities obtain books for reading by purchasing them. Most of the students in both universities enjoy reading books/periodicals.
Almost half of the students in both universities have purchased a book within the last month. Almost half of the students in both universities read a book in a month. The number of students reading periodicals each day is higher in Erciyes University but the number of students reading periodicals once in a couple of days is higher in Ankara University. Magazines on humor and children are preferred more by the students at Ankara University but magazines on news and sports are preferred more by the students at Erciyes University.
Most of the students in both universities read books/periodicals to get informed, develop personally, and keep up-to-date. The reading habits of half of the students in Ankara University and more than half of the students in Erciyes University have developed after starting their higher education. The students in both universities cannot spare enough time to read books because of intense lessons and busy social lives, preparation for examinations and time spent on the computers/internet.

Recommendations
Access of university students to reading materials in different genres in their spare times may be ensured. Activities may be organized with a view to developing the reading habits of the university students. University students may be encouraged to develop their reading habits. Among university students the ones with exemplary reading habits may deliver speeches and share their own encouraging experiences on reading books with the others. Activities where persons such as authors, journalists, and publishers appear as guests may be organized and the interaction of university students with them may be ensured. Activities may be organized for the purpose of promoting books advised by students.