THE RELATIONSHIP BETWEEN READING MOTIVATIONS, THE CHARACTERISTICS OF READING SPACE, AND STUDENT RESPONSES IN THE CAMPUS ENVIRONMENT

• Main Author: Christysonia Tampubolon, Angela
• Format: Theses
• Language: Indonesia
• Subjects: Teknik (Rekayasa, enjinering dan kegiatan berkaitan)
• Online Access: https://digilib.itb.ac.id/gdl/view/44480
• Institution: Institut Teknologi Bandung

One effective way to construct knowledge is by reading. Each individual constructs knowledge based on specific motivation. The study of motivation has great potential in building an understanding of learning development and achievement. This study links the issue of interest in reading with reading motivation because of motivation determines the reasons for each individual to make decisions in doing something. Research on reading motivation was found in four levels of participants ranging from primary level, early adolescents level, high school level, and college level adults, but research on college level/adults has not been much so further research is needed. Students have a preference in choosing the space that is considered in accordance with the activities to be performed and perception of selected space characteristics. A learning environment is a unity of physical, social, and pedagogical context in which process and learning take place. Research on the preference of students to the learning environment tends to be infrequent and limited to the perspective of the organizers of education. Research on learning environment frequently found in a classroom environment context. Space characteristics for specific learning activities are not yet the focus of attention. Students motivation and characteristics of the learning environment are found to be related to students’ response. In addition to the views of learning achievement or test scores results, students’ responses can be reviewed from the study of cognitive, affective, and behavior towards learning activities performed. Research on students’ responses tends to focus on learning outcomes on specific subjects or general teaching-learning activities. The development of research on student responses that focus on reading can be an additional knowledge of the learning response, especially in college students. The aim of this study is to identify and observe the causal relationships of students 'reading motivation, the characteristics of reading space within the campus environment chosen by the students, and the students' perceived responses from cognitive, affective, and behavioral. Interpretation result of the relationship between variables used to formulate criteria of planning and design of the reading space in a campus environment. This research was conducted at Institut Teknologi Bandung at Jalan Ganesha with respondents are undergraduate students within a sophomore level and/or above. The data collection and analysis used two phases of research, in which the first phase uses explorative qualitative-quantitative (mixed-method) research method and the second phase uses explanatory quantitative research methods. From the analysis results, found the factors for each research variable. There are 6 dimensions of motivations for reading students, namely 'entertainment and interests', 'recognition and competition', 'curiosity and challenge', 'involvement', 'work avoidance', and ‘compliance'. The characteristics of space are divided into physical and social aspects. There are 8 dimensions of physical characteristics of space, namely 'comfort facilities', 'visual quality', 'temperature and air quality', 'sound', 'place atmosphere', 'links to nature', 'personalization', and 'connection'. Furthermore, there are 3 dimensions of social characteristics of space, namely 'privacy', 'interaction', and 'personal control'. For the student's reading response, it is divided into cognitive, affective, and behavioral. There are 3 dimensions of cognitive responses, namely 'comprehension', 'attention', and 'discussion interaction'. The dimension of affective response is seen from 'feelings/mood'. Whereas there are 2 dimensions of behavioral response are seen from 'visit intensity' and 'reading duration'. The result of the analysis shows the correlation between reading motivation, characteristic of reading space, and students reading response. Reading motivation tends not to influence the selection and assessment of the characteristics of reading space by students. It was found that reading motivation tends to influence reading comprehension, discussion desires, and reading duration. The characteristics of reading space tend to influence reading attention, discussion desire, mood, and the intensity of student visits. In general, it is concluded that reading motivation tends to influence the cognitive responses and reading duration, whereas the characteristics of reading space tend to influence the affective responses and intensity of student visits. Students not only use the library (central or department library) as a support unit of learning activities. There are groups of non-library space that can be used for learning activities. The non-library space, including the connecting area (balcony, lobby, hallway, and canteen), supporting facilities (unit secretariat, student organization secretariat, student lounge, and musholla), and space learning facilities (empty room, discussion room, classroom, specific laboratory). The findings of non-library space can be applied to the planning and design of libraries as a support unit of campus learning activities because students feel a different response from each of these two groups of reading space. By elaborating the functions of non-library space into the planning and design of library space, it is expected that cognitive, affective, and behavioral reading responses can be positively perceived by students. In addition to elaborating the spatial function, the findings are also interpreted into the criteria for planning and designing reading spaces. Recommended reading space planning criteria are to look at the students’ reading motivation that tends to influence the student's reading response. This is done with library management that supports the motivation of 'entertainment and interests', 'recognition and competition', 'curiosity and challenge'. Recommended reading space designing criteria are to take into account all aspects of physical and social characteristics of the reading space.