The of the available infrastructure is very low,

The 21st century has witnessed an unbelievable flow in technological improvement, and perhaps nowhere is this trend more evident than in the arena of literacy, wherein the written word has now been rendered more available and accessible than ever. It has reshaped how nowadays generation read, write, and access information in school or home. In this paper the researcher examined about reading popular culture of youth readers that use different reading style such as traditional books and Electronic books. The guiding question for the study was Which ones is more popular to youth in reading e-books versus traditional Books? What is youth preferred features in reading e-books versus traditional books. This research is a descriptive survey method and the population included 20 students from different school at Bondowoso. Students appraisement in reading an E-books compared to traditional books recorded through the use of questionnaire. Based on the result, youth generation a bit prefers more in using printed text in their daily or school reading activities even though electronic books prefer more features than traditional books.

Keywords:  Descriptive, Electronic Book, Traditional Book, Literacy, Popular Culture, Youth.

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1.      Introduction

The 21st century has witnessed an unbelievable flow in technological improvement, and perhaps nowhere is this trend more evident than in the arena of literacy, wherein the written word has now been rendered more available and accessible than ever. It has reshaped how nowadays generation write, read, and access many kinds of information in school or home.  In the term of literacy, there was a study before about the World’s Most Literate Nation, this study conducted by Central Connecticut State University in the US. In the term of reading interest, Indonesia position is ranks 60th out of 61 countries, below Thailand in 59th and above Botswana in 61st position. This data shows that Indonesia utilization of the available infrastructure is very low, added (Anies,2016). Indonesian people still not maximize the uses of libraries, books and mobile libraries. Mobile libraries E-book technology has played a key role in this transitional diaspora from the paper page to the Web page and it can reduce or even settle the lack of infrastructure of reading in our country. Mobile libraries or E-readers are electronic devices that can display and store hundreds of books in one device with or without the Internet connection, when it has an access to internet it facilitating to even more books.

The use of digital devices as mobile libraries or reading tools has garnered increased importance as school movements to paperless classrooms across the globe (Giebelhausen, 2015; Shishkovskaya, Sokolova, & Chernaya, 2015). These paperless classrooms allow the reader to highlight important information, modify, add the information, and search related information outside of the text with only the click of a button. Indonesia, with these kind of developments, only cover 60% of schools by 2017 had access to a computer in their schools, currently around 12,058 schools and madrasah ready to implement Computer Based National Test (Rihad,2017). Moreover, even outside the classroom process, people are engaged in online reading. These figures increase the fundamental question of how the use of such digital reading devices might potentially change perceptions of what it means to read and the comprehension for better or for worse results.

Since computers and mobile phone started making their way into youth’s home and school in the late twentieth century, there are so many researchers interested in researching the effects of reading text on screens as opposed to traditional paper sources, and many of the findings have implications for learning. For example, people are slower when they reading from an E-book than from traditional book (Muter et al., 1982; Mayes, Sims, & Koonce, 2001). Skimming also takes more time on E-book than from traditional one (Muter & Maurutto, 1991). Other methods indicate further benefits for traditional book or paper. In a study by Wastlund et al. (2005), people’s understanding was found to be higher when reading traditional books. Noyes, Garland, and Robbins (2004) found in their research that although as general comprehension was not significantly different between E-book than from traditional book conditions, people reading screens in their mobile phone or computer caused more stressed and tired than traditional books readers.

These results from previous research seem to indicate that for all of the advances made in technology of mobile reader or E-Book, Traditional book still “feels” better to most people. However, the performance gap between electronic and traditional reading has generally been thinning in recent years as new technologies upgrade and improve the weaknesses of electronic reading or as people generally become more familiar with technology itself. That is why in this paper, the writer examined about reading popular culture of youth readers that traditional books and multimodal literacy in Electronic books. It is focused to survey the young people’s reading devices whether they like to use E-Books or traditional Books because each era has its own people and its own way to learn something new. By learning the young generation’s popular culture of reading style. Hopefully it will help the future research to improve the literacy motivation strategies to make the next generation more literate. In order to understand the effectiveness of the application, three research questions were presented.

1.         Which ones is more popular to youth in reading e-books versus traditional Books?

2.         What is youth preferred features in reading e-books versus traditional books?

 

2.      Theoritical Background

In our daily life, Popular culture becomes the focus of the public sphere and it is hard to neglect or avoid. Actually, popular culture is mostly run by commercial interests, which are concerned with profit. However, popular culture is a set where society has a voice, and an interest. Popular culture is the chat or discussion starter at school and at social occasions except on rare occasions like, presidential elections, and national tragedies. It often obliges as social “glue” and a social divider which mean friendships solidify around a shared interest for a particular music, style of youth, activity and being outside of the currents of the popular can lead somebody to social isolation. Popular culture is also an essential to the public circle, for instances It used by some politician to promoting himself on some talk shows, and other examples like nowadays television programs produce episodes that address lesbian, gay, bisexual and transgender and themes related to LGBT. Thus, popular culture is not basically fluff that can be dismissed as insignificant and irrelevant; on the contrary, it has the capability to intervene in the most critical civic issues and to shape public opinion. (Dolby, 2003, pp. 258-259)

 

If we discuss about popular culture, what is pop-culture that we think about? Are hobbies, shows, music and television popular culture? What about local festival, events, gossips, or even the topic that researcher discuss, about the youth preferred reading devices, by e-book or traditional book? Is it also popular culture? What about internet? Facebook, Instagram, Twitter and all media social that we use? What about hasthag that we use to indicate something in photo or status in our Instagram such as #kidsjamannow #savepalestine #saynotodrugs, are they parts or popular culture? Are there differences and requirements to be made within popular culture? What isn’t popular culture?

As these questions demonstrate, defining popular culture is at best difficult. Other researcher has noted that trying to define popular culture “is like nailing gelatin to a wall” (Alvermann, Xu, & Carpenter, 2003, p. 146). Even though it may be, and perhaps undesirable, to arrive at a singular definition of popular culture, it is worthwhile to overview some general understandings of popular culture. In general, popular culture is conceptualized as part of a larger project of Cultural Studies, especially as developed through the work of the Centre for Contemporary Culture Studies CCCS hereafter at the University of Birmingham, England beginning in the late 1950s and early 1960s. The CCCS reshaped the study of popular culture by re conceptualizing the concepts of culture and popular.

The CCCS conceptualized popular as a contested space in which competing interests get negotiated and reworked. They resisted—and in many ways were functioning in response to—the idea that popular culture was simply a mass culture developed and imposed by the culture industry to manipulate undiscriminating recipients with texts. Similarly, they acknowledged that popular culture was not entirely a folk or authentic culture emerging from the ground up or from “the people” without mediation from the culture industry. Neither entirely oppressive nor liberating, CCCS scholars understood popular culture as a complicated terrain of exchange between people and the culture industry, one in which the commodities produced by the culture industry are in dynamic interplay with those who consume them, or “a shifting balance of forces between resistance and incorporation” (Storey, 2009, p. 106). In other words, popular culture gets produced through the interactions between texts and people. As Moje and van Helden (2004) explain, Popular culture is simultaneously a product of people’s imaginations, curiosities, and expressions and an institution with goals of shaping desires and needs, selling products, and manipulating imaginations and expressions. Popular culture is made as people live in the everyday world, and it is made by both people living out their lives and industries trying to sell people goods. (p. 219)

Like all people, young people use popular cultural texts and experiences in unpredictable ways to make sense of and take power in their worlds. What is more, close-up studies of youth often show youth to be making productive uses of literacy, to be sophisticated users of print and other forms, and even to be kind and generous people who are concerned about making a difference in the world. (Moje, 2002, p. 116)