Exploring the DEAR Time Program on Students Reading Habit: a Descriptive Study at SMP Kharisma Bangsa School of Global Education
DOI:
https://doi.org/10.24256/ideas.v12i1.4637Keywords:
reading habit, DEAR (Drop Everything and Read)Abstract
Establishing a reading habit in the current time is challenging due to the distraction of the fast-paced and digitally interconnected world. Despite the challenges, DEAR (Drop Everything and Read) has the potential to foster a love for reading and increase literacy among students. However, it is necessary to investigate its impact comprehensively to get more incredible data. This study aims to explore the DEAR time program on students' reading habits and attitudes toward in-depth interviews. The method of this study is a qualitative approach by descriptive and thematic analysis — involving open-ended and close-ended questions to obtain valuable data due to the experiences and perceptions of students participating in the DEAR Time program. The data were collected from 26 participating 8th graders at Kharisma Bangsa School. The finding showed that the DEAR time program substantially influences students' reading habits, including substantial improvements like vocabulary expansion and an understanding of a broader knowledge base in various subject areas. They assumed that The DEAR Time program effectively captivated their interest, encouraging a daily habit of independent reading with dedicated space and time to delve into books and fostering a sense of curiosity and a passion for reading.References
Alwasilah, C. (2002). Pokoknya Kualitatif: Dasar-Dasar Merancang dan Melakukan Penelitian Kualitatif. Bandung: Pustaka Jaya.
Anggraeni, S., Syam, A. T., Husnaini, H., Thayyib, M., & Wahibah, W. (2024). Developing Vocabulary Handbook for the Eighth Grade Students of Junior High School. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(1), 296-312.
Anggraini, S., & Bukhori, B. (2022). Investigating Students’ Reading Habit in Learning English at Islamic Boarding Senior High School Babussalam Pekanbaru. Indonesian Journal of Integrated English Language Teaching, 8(1), 31. https://doi.org/10.24014/ijielt.v8i1.17955
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cesar, J., Gaona, G., Rogelio, E., & González, V. (2011). between perfo pe rform rman ance ce in a sa mple of psyc ps ycho hol log ogy y students students.
Escuadra, D. S., Francisco, J. P. A., & Rivera, R. P. (2023). Home Involvement and Reading Achievement on Drop Everything and Read (DEAR) at-Home Activities of Selected Students in a Technical-Vocational School. Journal of English and Applied Linguistics, 2(1). https://doi.org/10.59588/2961-3094.1046
Eze, C. C. (2004). The need for effective teaching of the use of libraries in Nigeria Universities. The Nigerian Library link II, 67-50.
Fitria, W. (2019). Reading Interest and Reading Comprehension : A Correlational Study. Journal Educative : Journal of Educational Studies, 4(1), 95. https://doi.org/10.30983/educative.v4i1.1333
Masruddin, M., Amir, F., Langaji, A., & Rusdiansyah, R. (2023). Conceptualizing linguistic politeness in light of age. International Journal of Society, Culture & Language, 11(3), 41-55.
Owusu-Acheaw, M., & Larson, A. (2021). Reading Habits Among Students and its Effect on Academic Performance. Library Philosophy and Practice (e-Journal), 6(5), 23.
Prasetyaningrum, D. I., & Ruminar, H. (2020). Drop Everything and Read (DEAR) Activity as a Means of Increasing Students’ Reading Habits. Jet Adi Buana, 5(02), 153–162. https://doi.org/10.36456/jet.v5.n02.2020.2573
Rintaningrum, R. (2019). Explaining the important contribution of reading literacy to the country’s generations: Indonesian’s perspectives. International Journal of Innovation, Creativity and Change, 5(3), 936–953.
Syam, A. T., & Furwana, D. (2022). The 4-D Model on the Development of English Learning Materials for Islamic Education Learners. Dinamika Ilmu, 22(1), 17-39.
Tado, A. W. (2019). The Drop Everything and Read (Dear) Program and the Reading Preferences, Vocabulary and Comprehension Skills. Luz y Saber, 13(4), 19–29. https://research-manila.letran.edu.ph/read/159
Tegmark, M., Alatalo, T., Vinterek, M., & Winberg, M. (2022). What motivates students to read at school? Student views on reading practices in middle and lower-secondary school. Journal of Research in Reading, 45(1), 100–118. https://doi.org/10.1111/1467-9817.12386
Whitten, C., Labby, S., & Sullivan, S. L. (2016). The impact of Pleasure Reading on Academic Success. The Journal of Multidisciplinary Graduate Research, 2(4), 48–64.
Downloads
Published
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
