Page 5 - English Time

Safi tri Yosita R.: Students Factors Infl uencing…(page 24-32)

In ICT use, researchers have associated is most done? (d) ICT use: What type of ICT
reading literacy achievement with ICT do students usually use in improving reading

support such as using a computer, the literacy? and (e) Influencing factors: What

internet, and online learning activities. Luu are the most influencing factors of reading
& Freeman (2011: 1073) state that student literacy?
use of ICT for educational purposes may be

more beneficial to achievement in learning. A 2. Method
study by Lee & Wu (2012: 168) investigates
the effects of reading activities based on This study was aimed at measuring the

seeking information by online on reading influence of student factors on the Indonesian
literacy. student reading test based on PIRLS data
The authors state that the indirect effect 2011. Drawing upon the previous literature
of ICT at home and school helps students review, the student factors were home–
to gain better knowledge of meta-cognitive parent involvement, thinking about reading,
strategies, which also has the outcome of reading outside school, and ICT use. These
improved reading literacy. More importantly, factors were scored to discover the reading
in the previous test of PISA (Programme aspects namely, reading experience, process
for International Student Assessment) 2006 and comprehension, and reading attitudes
measurement, the usage of ICT by students and behaviours.

both whether at home and schools shows This influence design study used
positive connections. However, in fact, dependent and independent variables. The
not all parents or schools can provide ICT dependent variable (Y) was the reading
facility for students due to the lack of socio- literacy as measured by the reading scales.
economic levels (Luu & Freeman, 2011: The independent variables (X) were the
1073). This issue has become more important student factors that were measured using
in a country such as Indonesia. Although ICT the PIRLS Questionnaires in 2011. In
benefits for them, not all students are able to addition, there were intermediate (mediating

experience the use of ICT. Departing from and moderating) variables to estimate a
the discussion, there are only some students controlled direct effect between student
who take the advantage of ICT to support the factors and reading literacy. The intervening
reading literacy development due to facility variables that derived from reading aspects
limitation. included reading experience, process and
The purpose of the present study comprehension, and reading attitude and

is to investigate the influence factors of behaviours.
Indonesian students’ reading literacy. The participants of this study were
Given the conceptual framework above, the fourth-grade of primary-school students
the following research questions are asked: (aged 9 to 11 years old) who participated in
(a) Home parent involvement: How does the PIRLS data from government schools
home parent involvement support students’ and nongovernment schools throughout

reading literacy? (b) Think about reading: Indonesia. The primary school participants
How do the overall students’ perceptions come from 158 schools. 4,779 (2,413 girls
of reading influence their performance on and 2,366 boys) that participated in 2011 were

reading literacy? (c) Reading outside school: anonymous sample during the time of test.
What type of reading literacy outside school Subjects were both girls and boys in fourth

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