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Abstrak :
[ABSTRAK
Motivasi membaca merupakan isu penting dalam jenjang pendidikan dasar (Saw, 2014). Siswa yang tidak tertarik atau tidak aktif dalam aktivitas membaca di usia sekolah dasar umumnya tidak akan mengembangkan motivasi membaca di usia sekolah menengah dan seterusnya (Pecjak & Kosir, 2004). Untuk dapat meningkatkan motivasi membaca, banyak strategi yang dapat dilakukan, diantaranya adalah melalui pengajaran strategi membaca dan pembuatan jurnal membaca. Penelitian ini dilakukan untuk melihat apakah program intervensi berupa pengajaran strategi membaca RAP dan pembuatan jurnal membaca dapat meningkatkan motivasi membaca pada siswa yang tergolong underachiever. Hasil penelitian menunjukkan pengajaran strategi membaca RAP dan pembuatan jurnal membaca dapat meningkatkan motivasi membaca pada siswa yang tergolong underachiever, namun peningkatan tersebut tidak signifikan.

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ABSTRACT
Reading motivation is an important issue in elementary school (Saw, 2014). If students do not become active, engaged readers in elementary school, it is unlikely that they will develop reading motivation in secondary school and later (Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategies that can be apllied, such as teaching reading strategies dan making reading diaries. This study is conducted to prove whether RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student. The result of this study shows that RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student, but this enhancement is not significant.;Reading motivation is an important issue in elementary school (Saw, 2014). If students do not become active, engaged readers in elementary school, it is unlikely that they will develop reading motivation in secondary school and later (Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategies that can be apllied, such as teaching reading strategies dan making reading diaries. This study is conducted to prove whether RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student. The result of this study shows that RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student, but this enhancement is not significant.;Reading motivation is an important issue in elementary school (Saw, 2014). If students do not become active, engaged readers in elementary school, it is unlikely that they will develop reading motivation in secondary school and later (Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategies that can be apllied, such as teaching reading strategies dan making reading diaries. This study is conducted to prove whether RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student. The result of this study shows that RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student, but this enhancement is not significant.;Reading motivation is an important issue in elementary school (Saw, 2014). If students do not become active, engaged readers in elementary school, it is unlikely that they will develop reading motivation in secondary school and later (Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategies that can be apllied, such as teaching reading strategies dan making reading diaries. This study is conducted to prove whether RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student. The result of this study shows that RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student, but this enhancement is not significant.;Reading motivation is an important issue in elementary school (Saw, 2014). If students do not become active, engaged readers in elementary school, it is unlikely that they will develop reading motivation in secondary school and later (Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategies that can be apllied, such as teaching reading strategies dan making reading diaries. This study is conducted to prove whether RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student. The result of this study shows that RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student, but this enhancement is not significant.;Reading motivation is an important issue in elementary school (Saw, 2014). If students do not become active, engaged readers in elementary school, it is unlikely that they will develop reading motivation in secondary school and later (Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategies that can be apllied, such as teaching reading strategies dan making reading diaries. This study is conducted to prove whether RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student. The result of this study shows that RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student, but this enhancement is not significant.;Reading motivation is an important issue in elementary school (Saw, 2014). If students do not become active, engaged readers in elementary school, it is unlikely that they will develop reading motivation in secondary school and later (Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategies that can be apllied, such as teaching reading strategies dan making reading diaries. This study is conducted to prove whether RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student. The result of this study shows that RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student, but this enhancement is not significant., Reading motivation is an important issue in elementary school (Saw, 2014). If students do not become active, engaged readers in elementary school, it is unlikely that they will develop reading motivation in secondary school and later (Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategies that can be apllied, such as teaching reading strategies dan making reading diaries. This study is conducted to prove whether RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student. The result of this study shows that RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student, but this enhancement is not significant.]

Abstrak :
ABSTRAK
Tujuan dari penelitan ini adalah untuk mengetahui motivasi intrinsik dan ekstrinsik membaca anak dan peran Perpustakaan Umum Provinsi DKI Jakarta dalam memotivasi anak untuk membaca. Penelitian ini menggunakan pendekatan kualitatif dengan metode penelitian studi kasus. Hasil penelitian ini menunjukkan bahwa terdapat tiga aspek yang menonjol dalam motivasi membaca anak yaitu aspek curiosity (keingintahuan anak terhadap bahan bacaan), recognition (pengakuan atas kegiatan membaca), dan compliance (adanya keinginan atau tujuan tertentu dalam membaca). Selain itu, Perpustakaan Umum Provinsi DKI Jakarta memiliki peran dalam memotivasi anak. Perpustkaan telah berupaya memotivasi anak untuk membaca melalui penyedian fasilitas, layanan dan kegiatan untuk anak. Namun, fasilitas dan layanan perpustakaan belum sepenuhnya mendukung ketiga aspek utama motivasi membaca anak.

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ABSTRACT
The purpose of this study is to understand children’s intrinsic and extrinsic reading motivation and the role of Jakarta Public Library in motivating children to read. This research is qualitative research using the case study method. This study shows, there are three aspects that stand out in the children's reading motivation. They are curiosity (children's curiosity to the reading material), recognition (recognition of the reading activities), and compliance (the existence of a specific goal or desire in reading). In addition, Jakarta Public Library has been playing in motivating children to read. Public library has been attempted to motivate children to read by provide facilities, services and activities for children. However, the library services hasn’t yet to fully support the three predominant aspects of children reading motivation

Abstrak :
ABSTRAK
One can achieve a feat, to be with learning or reading. Reading is something important and fundamental point that must be developed from an early age in order to improve the quality of education, both primary, secondary and higher education.Urgency interest in reading students also determine the quality of a nation. In the hands of the nation's intellectual young shoots that would inherit a nation or state.

Abstrak :
Penelitian ini bertujuan untuk menganalisis kualitas abstrak jurnal bidang perpustakaan, dokumentasi dan informasi (Perpusdokinfo) tahun 2016. Sepuluh jurnal di Indonesia yang sudah menggunakan Open Jurnal System menjadi objek penelitian. Penelitian menggunakan metode assessment dengan acuan kriteria SNI 19-4192-2002. Tujuan penelitian adalah untuk mengetahui: a) kualitas abstrak dari jurnal perpusdokinfo terbitan perguruan tinggu; b) kualitas abstrak dari jurnal perpusdokinfo terbitan perguruan tinggi Islam; c) kualitas abstrak jurnal perpusdokinfo terbitan non perguruan tinggi; d) kualitas abstrak perpusdokinfo yang diterbitkan di Jawa dan di luar Jawa. Metodologi yang dilakukan adalah asesmen terhadap abstrak sepuluh judul jurnal perpusdokinfo. Analisis dilakukan secara sederhana yang mengacu pada SNI 19-4192-2002. Hasil penelitian menunjukkan bahwa kualitas abstrak yang diterbitkan perguruan tinggi berada di posisi pertama adalah Jurnal Kajian Informasi Perpustakaan Unpad, dengan persentase nilai adalah 94,74% nilai berpredikat baik. Adapun kualitas abstrak terbitan perguruan tinggi Islam tidak ditemukan yang bernilai baik dengan nilai rata-rata 39,95%; berikutnya abstrak jurnal perpusdokinfo yang diterbitkan oleh non perguruan tinggi persentase nilai baik sebesar 100%. Abstrak jurnal yang diterbitkan di Jawa bernilai baik dengan persentase 71,27% dan untuk terbitan luar Jawa sebesar 51,28%. Kesimpulan yang diperoleh adalah kualitas abstrak jurnal terbitan non perguruan tinggi menduduki peringkat pertama dengan persentase nilai baik adalah 100%, di tempat ke dua adalah abstrak jurnal perguruan tinggi dan pada posisi ke tiga adalah abstrak jurnal terbitan perguruan tinggi Islam. Kualitas abstrak jurnal perpusdokinfo yang diterbitkan di Jawa lebih tinggi dibandingkan kualitas abstrak dari jurnal yang diterbitkan di luar Jawa.

Abstrak :
Membaca dalam bahasa Inggris merupakan salah satu keterampilan yang dibutuhkan mahasiswa untuk memperoleh prestasi akademik yang baik, sebab banyak buku dan jurnal ilmiah untuk pendukung pembelajaran mereka, dituliskan dalam bahasa Inggris. Penelitian ini bertujuan untuk mengetahui peranan motivasi membaca dalam bahasa Inggris dan sikap membaca dalam bahasa Inggris terhadap prestasi akademik mahasiswa. Partisipan dalam penelitian ini adalah 215 mahasiswa angkatan 2020 Fakultas Psikologi Universitas Indonesia. Motivasi membaca diukur menggunakan alat ukur Motivation for Reading Questionnaire (Mori, 2002), sementara sikap membaca diukur menggunakan Reading Attitudes (Yamashita, 2004). Hasil perhitungan regresi linear berganda menunjukkan kontribusi dari sikap dan motivasi membaca dalam bahasa Inggris terhadap prestasi akademik hanyalah sebesar 1%, dengan kata lain sikap dan motivasi membaca dalam bahasa Inggris tidak berkontribusi secara signifikan terhadap prestasi akademik mahasiswa. Untuk penelitian selanjutnya perlu dilihat faktor-faktor lain yang berperan dalam prestasi akademik mahasiswa, seperti gaya belajar, metacognitve reading strategies dan pemahaman membaca.  ......Reading in English is one of the skills needed by students to achieve academic achievement, because many books and scientific journals to support their learning are written in English. This study aims to determine the role of reading motivation in English and reading attitudes in English on student academic achievement. The participants in this study were 215 students of the 2020 batch of the Faculty of Psychology, University of Indonesia. Reading motivation was measured using the Motivation for Reading Questionnaire (Mori, 2002), while reading attitudes were measured using Reading Attitudes (Yamashita, 2004). The results of the multiple linear regression test showed that the contribution of reading motivation in English and reading attitudes in English to academic achievement was only 1%, in other words, attitudes and motivation to read in English did not contribute significantly to student academic achievement. For further research, it is necessary to look at other factors that play a role in student academic achievement, such as learning styles, metacognitive reading strategies and reading comprehension.