Exploring Students Reading Habits In Completing Final Project : A Case Of EFL Undergraduate Students At State Islamic Institute Of Kerinci

This study aims to analyze the reading habits of students of the English Department Student at the State Islamic Institute Kerinci and their perceptions of the influence of reading habits on the success of writing a final project. This study also examines whether there are significant differences between the reading habits of male and female students. The study used a quantitative descriptive approach involving 46 students in semesters seventh and ninth. Data were collected through a Likert scale questionnaire consisting of 15 statements that have been adjusted to measure reading frequency, reading volume, comprehension, and perceptions of the influence of reading habits on writing a thesis. Data analysis was carried out using descriptive statistics and the Independent Samples t-test. The results of the study show that, the first students' reading habits are in the good to very good category, with an average score ranging from 3.09 to 4.00. This indicates that students have a strong involvement in academic reading, especially in the aspects of reading interest, reading volume, and comprehension. Second, Students also have a very positive perception of the influence of reading habits, which is shown by a high average score (3.83–4.00). They believe that reading habits contribute significantly to understanding theory, strengthening arguments, and improving the clarity and structure of their thesis writing. Third, The results of the Independent Samples t- test showed no significant difference between the reading habits of male and female students (Sig. = 0.476 > 0.05), indicating that gender does not influence academic reading habits in the context of this study. Overall, this study concludes that students not only have good reading habits but also have a high awareness of the importance of these habits in supporting the success and quality of their thesis writing. This finding underscores the need for ongoing efforts to cultivate consistent and sustainable academic reading habits among EFL students.