Reading behavior and interest are obtained skill after someone born. So, reading behavior and interest can be fertilized, build, and developed. With reading interest will be obtained a result, information, meaning, skill knowledge, motivation or fact as a served by reading matter. The substance has been red very useful for reader self-development, family and wider community. Beside it, from reader result will also built a value at time attitude, objective attitude in discuss a problem, make important fact or information, and others. Reading interest building is needed to do early starting from family, school surroundings and further in community surrounding.
Students reading interest development is not only determined by desire and attitude toward reading matters. Some factors influenced, either in students’ self or out of students’ self. Purves and Beach in Harris and Sipay, 1980 state: Personal factor is existing factors in students’ self, that is include age, sex, intelligence, reading ability, attitude and physiologic need. While institutional actor is factors out of students self, that is include reading book number available and kind of book, social status, parent economic and ethnic background, then in same age friend, teacher and parent influences. Influence factor out of students’ self among other parent attention is less toward their children reading interest rising. Instead in school and higher education much educators who less pay attention to their students reading interest rising. Other factors to influence are limited as printing work number, especially published book both its exemplar number and title in according to child need.
Besides that, it also much factors to support and impede students’ reading interest. Hence, supporting factors need forced so they can be more help to motivate reading interest building and in turn impeder factors must be reduced so no obstacle the child read interest development. Supporting factors among them available facility for read either family surrounding or community surrounding as presence family library, school and other. Besides that, available vary publisher and media mass institutional following to support a read interest rise through some published, also very much to help. Obstacle factors are factor can be obstacle read interest building performing among them, too much an entertainment, for example television and film in certain level hard competition toward students read interest. Besides that, parent figure is less in using free time to read in family, also give an effect toward read interest since childhood. Community opinion is low also influence buy power or need priority where books are not main need.
There is students’ interest difference toward book if reviewed from students’ chronology age. Following Ediasari on Ayahbunda (1983), on age among two up to six years the students’ is like to read book dominated by real pictures. On seven years old the students’ is like book dominated by pictures with big writing form and simple and read easy words. Usually, in this age the child has been had beginning read ability and they are starting active to read a word. On 6 up to 9 years old, the students are like a reading book with balance writing and picture composition. They have been usually smooth to read, although their understanding still limited on its form simple and short sentence. Then on 10 up to 12 years old the child is more like a book with writing composition more than picture. On this age the abstract thinking ability in students’self-startto develop so they can to find reading book abstract and able to tell about its content to others. Munandar (1986) also suggest there is general difference among boys reading interest and girls in story theme and characteristic, although this difference is not separate nature throughout, its mean the girl children are also enjoy a boys reading and school and family lives. Boys are more like a story about adventure, extreme traveling story, with full strength, humor and heroism histories.
Schraw, Gregg; Bruning, R.; and Svoboda, C (1995) suggest that interest should be thought of as a complex cognitive phenomenon affected by multiple text and reader characteristic. A critical question is how the elicitation of interest leads to improved recall. One possibility is that interest activates text-processing strategies that result in readers being engaged in deeper-level processing. Wade, Suzanne E.; Buxton, William M.; and Kelly, Michelle(1999) report that the connections readers made between information and their prior knowledge or previous experience increased their interest.
Sadoski, Mark; Goetz, Ernest T.; and Fritz, J. (1993) suggest that interacting but separate cognitive systems (verbal and nonverbal) can explain the relationships among interest, comprehension, and recall. When verbal materials are encoded through both of these systems, comprehension and memory increase. The dual coding suggested by Sadoski, Mark(2001) seems to account for the effects of some of the sources of interest that have been found to be associated with increased comprehension and memory, such as the processing of concrete, high-imagery materials. Nevertheless, some highly concrete and easily imaginable information is more interesting than other similar information. In addition, the informational significance of intensity, novelty, surprise, high personal relevance, and character identification reported in the literature to elicit interest do not seem to promote dual encoding prompted by concrete language and mental imagery. Another factor that has been associated with interest, reading, and increased learning is attention. Hidi (2001) argues that interest is associated with automatic attention that facilitates learning. More specifically, she argued that such attention frees cognitive resources and leads to more efficient processing and better recall of information. In McDaniel, Waddill, Finstad, and Bourg (2000) report empirical data supporting this position. Finally, as interest undoubtedly has a strong emotional component, this aspect may play a critical role in how interest influences learning. The effect of emotions on interest, however, is yet to be fully investigated in educational research.