THE CONTRIBUTION OF LANDSCAPE FEATURES IN FACULTY OF

ARCHITECTURE, PLANNING AND SURVEYING, UiTM SERI ISKANDAR,

PERAK

NUR SYAHIRAH BINTI MOHD NOOR

Department of Landscape Architecture,
Universiti Teknologi Mara (Perak), 32610 Seri Iskandar, Perak
syaerapolaris@yahoo.com
Abstract: This study will identify the impact of landscape features towards in providing a conducive of learning environment. The
objectives of this paper is to determine and analyse the criteria of landscape features and clarifying the types of physical attributes in
landscape feature that may contribute towards the sustainability of learning environment. The case study was held at Faculty of Architecture,
Planning and Surveying (FSPU) in Universiti Teknologi Mara, Perak. This study carried out with a mixed method where it involves two
methods which are data collection and observation. The finding shows that soft landscape contributes towards in providing a conducive of
learning environment.
Keywords: conduciveness; learning environment; landscape features; faculty; contribution, impact

1.0 Introduction
In recent decades, the learning-supportive environments has been disregarded and may be a
predominant contributor towards the vapid learning experience, particularly looking from the
perspectives of environmental psychologist, the physical aspect social and behavioural overview.
Providing a conducive learning environment is fundamental to an educational institution in order
to achieve total development in the cognitive, affective and in psychomotor domain of the students
(Cleveland and Gary, 1999). Thus, the uniqueness of the landscape features can be seen through their
atmosphere and by their social and learning significance.

2.0 Problem Statement

The domination of rapid modernization and urbanisation has changed the physical features of the
open spaces, thus detrimental to the interest of the green spaces and affecting the human behaviour
and activity patterns, particularly in Malaysians institution. In this case, the faculty surrounding areas
that are exposed to noise has negatively affected the comfort of learning environment. The soft
landscape, play an important role as a place setting. According to Harun and I. Said, (2010), one of
the factors that contribute to the failure of a place is the lack of natural greenery. This faculty also
facing a poor level of sustainability in terms of management facilities, services, infrastructures and the
physical environmental settings. Landscape are refers to soft and hard landscape as suggested by
London Borough of Croydon (2009) where soft landscape features are the landscape elements that
represent nature such as plant, water and topography (London Borough of Croydon, 2009). However,
hard landscape was categorized as the mas-made features designed to complement the soft landscape
1

(Hussain & Ahmad, 2010). This study focused on the physical element as suggested by Mehta (2006)
that physical aspects are essential as they reflect the behaviour pattern and use- behavioural setting.

3.0 Aim and Objectives

Aim of this study is identifying the impact of landscape features towards in providing a conducive
of learning environment. In order to attain this aim, the following study objective was formulated:
1. To determine and analyse the criteria of landscape features that can contribute
towards the comfort of learning environment
2. To clarify the types of physical attributes in landscape feature that may contribute
towards a sustainability of learning environment.

4.0 Study Method

This study carried out with a mixed method approach where it involves two methods which are
data collection and observation. There are few steps in handling this study. Starting with literature
review where all the information are embroiled from journals, articles, research paper and various of
sources, followed by questionnaires and some observation in order to generate general idea of the
place and ended with the real research where all of the methods will be held in simultaneously.
Twenty-four respondents (students of FSPU) were involved in this survey by using questionnaires
and in-depth interview methods. Visual survey was also performed. Visual survey was performed
based on the needs of records in order to accumulate the criteria of landscape features. As suggest by
Ujang (2008), this technique was conducted on a working day (Monday to Friday). The activities
were recorded using field notes (sketchbook) and photographs during good weather condition only as
suggest by Mehta (2006). The questionnaire was analysed using statistical software producing
descriptive statistic and the sources of direct observation documented through field notes and
fotograph were also utilized and analysed qualitatively (Nor Haslina Jaafar, 2012; A. Bashri
Sulaiman, 2012; Shuhana Shamsuddin, 2012). This type of analysis has been suggested by previous
researchers as it gives an opportunity for a researcher to think more creatively and broadly (Shuhana
& A Bashri, 1992; Worskett, 1970; Shuhana et al. ,2002; Mulyadi 2008; Anwar 2006). The study
indicate both hard landscape and soft landscape contributes towards the conduciveness of learning
environment which can be deems into two main categories namely, physical attributes and function.

4.1 Literature Review

4.1.1 Physical Attributes
4.1.2 Soft Landscape Features
Soft landscapes are divided into two types: natural and man-made, which encompass three elements,
namely; (i) water features, (ii) vegetation, and (iii) topography (Nor Haslina Jaafar, 2012; A. Bashri
Sulaiman, 2012; Shuhana Shamsuddin, 2012).
Comfort is a quality associated with the calmness of the environment experienced through sensory
perception which is triggered by location and water features namely, rivers, ablution pools, and
individual plants (Nor Haslina Jaafar, 2012; A. Bashri Sulaiman, 2012; Shuhana Shamsuddin, 2012).
Crankshaw N. (2009) suggest that a variety of vegetation will create a variety of and diversity of
texture, which represent one of the environment qualities associated with psychological calmness and
attractiveness to the users (Macdonald, 2005).

4.1.3 Hard Landscape Features

Hard landscape features affected four characters, (i) comfort, (ii) orientation, (iii) safety and (iv)
symbol of a place (Nor Haslina Jaafar, 2012; A. Bashri Sulaiman, 2012; Shuhana Shamsuddin,
2012). This quality is associated with two main attributes, (i) street furniture, and (ii) pavement (Nor
Haslina Jaafar, 2012; A. Bashri Sulaiman, 2012; Shuhana Shamsuddin, 2012). Based on the
observation, the respondent stated that role of landscape feature in the place setting creates a
comfortable environment and very much appreciated.

5.0 Case Study - Faculty of Architecture, Planning and Surveying (FSPU), UiTM Perak.
The Institut Teknologi Mara has inaugurated its inception in January 1, 1985. This branch campus
is the eighth from 12 ITM campuses across the country, including the main campus in Shah Alam.
The Faculty of Architecture, Planning and Surveying was established in July 1967 with an initial
enrolment of 60 students under what was known as the School of Applied Arts, which was later
changed to the School of Arts and Architecture.
In 1971, the School of Arts and Architecture had undergone major reorganisation, and this led to
the establishment of two separate schools; one, which emphasised on the built environment, and the
other on the arts and design.
Subsequently, the built environment school was named as the School of Architecture, Planning
and Surveying which was later known as the Faculty of Architecture of Planning and Surveying.
However, the Malay acronym FSPU which stands for Fakulti Seni Bina, Perancangan dan Ukur is
commonly used within UiTM. The study area placed a built environment student consist of six
diploma programmes offered, listed as Diploma in Town & Regional Planning (AP111), Diploma in
Quantity Surveying (AP114), Diploma in Estate Management (AP115), Diploma in Building
(AP116), Diploma in interior Design (AP117), and Diploma in Landscape Architecture (AP118).

Figure 1.0. a view towards the Faculty of Architecture, Palnning and Surveying\

6.0 Data Analysis

Questionnaire

The Contribution of Landscape Features in Faculty of

Architecture, Planning and Surveying
90%

80%

80%
70%

60%

60%
50%

40%

40%
30%

20%
10%
0%
contribution of soft
landscape

contribution of hard
landscape

contribution of both
physical feature

Figure 2.0

Refer to figure 2.0, the chart indicate the results of the survey done by the students of FSPU.
The question was given and answered by students. The results showed that the soft landscape is a
major contributor in providing a conducive of learning environment.

Figure 3.0 The green space area surround the faculty

During the survey, the photo was taken to show the environment of the faculty and as an evidence
to this case study
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7.0 Finding
The finding of this study conclude that landscape feature contribute towards in providing a
conducive of learning environment. In the terms of physical attribute, soft landscape is the major
types that give a good impact in providing a conducive environment for learning and education. Due
to the study, the soft landscape feature can give shades and also absorb any pollution either from air or
noise. Thus, it can be called as a natural barrier for the perimeter of study area. Meanwhile, the hard
landscape is a minor contributor due to the impact of surface that gives less comfort.

8.0 Conclusion
The conclusion from this research concludes that landscape features contribute to the
conduciveness of the learning environment. It is also have a potential to promote for personal and
social development where student can trigger self-awareness towards the significant global issues.
The study reveals that natural elements play a significant role in contributing the positive feeling of
the place (Nor Haslina Jaafar, 2012; A. Bashri Sulaiman, 2012; Shuhana Shamsuddin, 2012).
According to Noberg-Schulz (1984) development which adapts to the natural environment will
enhance the places character and therefore, its meaning. Comfort environment will generate a great
quality surrounding and trigger an atmosphere that rich with user. Hard landscape and soft landscape
should be considered together and as an integral part of any proposal to create or improve the quality
of external spaces (London Borough of Croydon, 2009).

References
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