Profiles of undergraduate students reading attitude

Nur Hidayanto Pancoro Setyo Putro


The objective of this study was to examine the profiles of undergraduate students at the English Language Education Study Program of Yogyakarta State University. One hundred and one (101) students participated in this survey research. The data were collected through a reading attitude survey adapted from McKenna’s survey. Confirmatory Factor Analysis (CFA) and Latent Profile Analysis (LPA) were the main data analyses. Results from CFA confirmed that the 25 items from the survey converged into 6 factors: attitude in academic reading in print, attitude in academic reading online, attitude in academic reading in social media, attitude in recreational reading in print, attitude in recreational reading online, and attitude in recreational reading in social media reading. Then, a 2-profile solution from LPA led to a conclusion that the students can be divided into two groups, i.e. students with positive attitude towards reading in one group and students with less positive attitude towards reading in the other group.

Keywords: reading attitude, latent profile analysis, reading mode

Profil sikap membaca mahasiswa S1

Penelitian ini bertujuan untuk mengetahui profil mahasiswa program sarjana pada Program Studi Pendidikan Bahasa Inggris Universitas Negeri Yogyakarta. Seratus satu (101) siswa berpartisipasi dalam penelitian survei ini. Data dikumpulkan melalui survei sikap membaca yang diadaptasi dari survei McKenna. Analisis data yang digunakan dalam penelitian ini antara lain Faktor Konfirmatori (CFA) dan Analisis Profil Laten (LPA). Hasil dari CFA menegaskan bahwa 25 item dari survei berkumpul menjadi 6 faktor: sikap dalam membaca akademik di media cetak, sikap dalam membaca akademik online, sikap dalam membaca akademik di media sosial, sikap dalam membaca rekreasi di media cetak, sikap dalam membaca rekreasi online, dan sikap dalam membaca rekreasional dalam membaca media sosial. Kemudian, solusi 2 profil dari LPA menghasilkan kesimpulan bahwa siswa dapat dibagi menjadi dua kelompok, yaitu siswa dengan sikap positif terhadap membaca dalam satu kelompok dan siswa dengan sikap kurang positif terhadap membaca di kelompok lain.

Kata kunci: sikap membaca, analisis profil laten, mode membaca

Full Text:



Adiarsi, G. R., Stellarosa, Y., & Silaban, M. W. (2015). Literasi media internet di kalangan mahasiswa. Humaniora, 6(4), 470-482.

Asparouhov, T., & Muthén, B. O. (2012). Using Mplus TECH11 and TECH14 to test the number of latent classes. Mplus Web Notes: No. 14.

Azwar, S. (2004). Metode Penelitian. Jogjakarta: Pustaka Pelajar. 2005. Sikap Manusia, Teori dan Pengukurannya.

Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological bulletin, 107, 238-246. doi:10.1037/0033-2909.107.2.238

Drennan, J., Kennedy, J., & Pisarski, A. (2005). Factors affecting student attitudes toward flexible online learning in management education. The Journal of Educational Research, 98(6), 331-338.

Eagles, P. F., & Demare, R. (1999). Factors influencing children's environmental attitudes. The Journal of Environmental Education, 30(4), 33-37.

Eagly, A. H., & Chaiken, S. (2007). The advantages of an inclusive definition of attitude. Social cognition, 25(5), 582-602.

Foltz, P. W. (1992). Readers' comprehension and strategies in linear text and hypertext. (Doctoral Dissertation), University of Colorado.

Hardianto, D. (2011). Studi tentang minat baca mahasiswa Fakultas Ilmu Pendidikan UNY. MAJALAH ILMIAH PEMBELAJARAN, 7.

Hu, L. T., & Bentler, P. M. (1995). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 76-99). Thousand Oaks, CA: Sage Publications.

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6, 1-55. doi:10.1080/10705519909540118

McKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P. (2012). Reading attitudes of middle school students: Results of a U.S. survey. Reading Research Quarterly, 47, 283-306. doi:10.1002/rrq.021

McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43, 626-639. doi:10.2307/20200500

Muthén, B. (2004). Latent variable analysis: Growth mixture modeling and related techniques for longitudinal data. Newbury Park, CA: Sage Publications.

Nathanson, S., Pruslow, J., & Levitt, R. (2008). The reading habits and literacy attitudes of inservice and prospective teachers: Results of a questionnaire survey. Journal of Teacher Education, 59, 313-321. doi:10.1177/0022487108321685

OECD. (2012). Education at a Glance 2012: Highlights. Retrieved from OECD Publishing:

OECD. (2013). PISA 2012 Results in Focus: What 15-year-olds know and what they can do with what they know. Retrieved from

Pfost, M., Dörfler, T., & Artelt, C. (2013). Students' extracurricular reading behavior and the development of vocabulary and reading comprehension. Learning and Individual Differences, 26, 89-102. doi:10.1016/j.lindif.2013.04.008

Siswati. (2010). Minat membaca pada mahasiswa. Jurnal Psikologi Undip Vol. 8 124-134. Retrieved from

Sugiyono, P. (2010). Metode Penelitian Kuantitatif, Kualitatif, Dan R&D. Bandung: CV Alfabeta.

Suhr, D. D. (2006). Exploratory or confirmatory factor analysis? Cary: SAS Institute Cary.

Tabachnick, B. G., Fidell, L. S., & Osterlind, S. J. (2007). Using multivariate statistics (5th ed.). Boston: Pearson.

Tofighi, D., & Enders, C. K. (2008). Identifying the correct number of classes in growth mixture models Advances in latent variable mixture models (pp. 317-341): Information Age Publishing, Inc.

UNESCHO. (2012). Literacy. Retrieved from

Wang, J., & Wang, X. (2012). Structural equation modeling: Applications using Mplus. West Sussex: John Wiley & Sons.

Zan, R., & Di Martino, P. (2007). Attitude toward mathematics: Overcoming the positive/negative dichotomy. The Montana Mathematics Enthusiast, Monograph, 3(2007), 157-168.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.








RJI Main logo



Copyright of LITERA ISSN 1412-2596 (print) and ISSN 2460-8319 (online)


The International Journal of Linguistic, Literature, and Its Teaching at http:// is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License



Flag Counter