Understanding the Theory of Media Use and Satisfaction

Oct 13, 2025 by orovajewels.com 135 views

The Power of Campus Story: Satisfying the Needs of FMUKOM FM Medan Twitter Account Followers

In today's fast-paced information age, radio broadcast programs have become one of the most effective media to reach the community, especially among students. One of the programs that has successfully captured the attention of listeners is the 'campus story' broadcast by Usukom FM, the Radio Community of the University of North Sumatra (USU). This study aims to delve deeper into the impact of the use of this broadcast program on the needs of the audience, particularly the followers of the Twitter account @usuomfm.

Understanding the Theory of Media Use and Satisfaction

This study employs a quantitative approach to measure the extent to which the 'campus story' program can meet the needs of the listener. The researchers adopted the theory of media use and satisfaction (use and gratification theory) developed by McQuail, which emphasizes that individuals use media to meet certain needs. Some of the common motifs identified in research on media use include information needs, entertainment, and socialization.

The Research Problem: Meeting the Needs of FMUKOM FM Medan Twitter Account Followers

In accordance with the formulation of the research problem, "as far as the relationship between the use of 'campus stories' and satisfying the needs of followers @usuomfm?", the researcher conducted an in-depth analysis of the listener's experience in listening to the program. The results showed that although the 'campus story' is a mainstay program of Usukom FM, not all motives of needs identified by McQuail can be met optimally.

The Disparity Between Expectations and Content

For example, the need for information about campus activities and student activities is still not fully accommodated in each broadcast. This shows that although this program is popular and has quite a lot of followers on social media, there is still room for improvement and improvement in broadcast content to better meet the expectations of the listener. In addition, the results of the study also reflect the disparity between the expectations of the listener and the content presented, which is a challenge for program managers.

The Importance of Feedback from Listeners

The importance of the implementation of feedback from the listener is something that cannot be ignored. By involving followers in the process of planning and development of content, the FM usukom can create programs that are more in accordance with the needs and interests of the listener. Through a survey or poll, the manager can find out the themes and topics desired by followers, so that the 'campus story' program is not only an entertainment, but also a source of information that is beneficial to the campus community.

Opportunities for Further Development

Taking into account all the above factors, this research not only provides an overview of the relationship between the use of radio programs and the satisfaction of the listener, but also opens opportunities for further development. With a more strategic and data-based approach, the 'campus story' program has the potential to become one of the important elements in increasing the involvement of the student community in the University of North Sumatra, as well as being a model for similar programs on other community radio.

The Role of Campus Story in Increasing Student Involvement

The 'campus story' program has the potential to become a powerful tool in increasing student involvement in the University of North Sumatra. By providing a platform for students to share their experiences and stories, the program can help to build a sense of community and belonging among students. This, in turn, can lead to increased student engagement and participation in university activities.

Conclusion

In conclusion, this study highlights the importance of understanding the needs and expectations of listeners in the development of radio programs. By involving followers in the process of planning and development of content, the FM usukom can create programs that are more in accordance with the needs and interests of the listener. The 'campus story' program has the potential to become a model for similar programs on other community radio, and can play a significant role in increasing student involvement in the University of North Sumatra.

Recommendations

Based on the findings of this study, the following recommendations are made:

The FM usukom should involve followers in the process of planning and development of content to ensure that the program meets the needs and expectations of the listener.
The program should include a wider range of topics and themes to cater to the diverse interests of followers.
The program should provide a platform for students to share their experiences and stories to build a sense of community and belonging among students.
The program should be evaluated regularly to ensure that it meets the needs and expectations of the listener.

Limitations of the Study

This study has several limitations that should be noted. Firstly, the study was conducted using a quantitative approach, which may not capture the full range of experiences and perspectives of listeners. Secondly, the study was limited to the followers of the Twitter account @usuomfm, and may not be generalizable to other listeners. Finally, the study was conducted in a specific context, and may not be applicable to other contexts.

Future Research Directions

This study highlights several areas for future research. Firstly, further research is needed to explore the impact of radio programs on student involvement and engagement. Secondly, research is needed to investigate the effectiveness of involving followers in the process of planning and development of content. Finally, research is needed to explore the potential of the 'campus story' program as a model for similar programs on other community radio.

References

McQuail, D. (1997). Mass communication theory: An introduction. Sage Publications.
Katz, E., Blumler, J. G., & Gurevitch, M. (1974). Uses and gratifications research. Annual Review of Psychology, 25, 257-274.
Rubin, A. M. (2009). Uses and gratifications: A paradigm for understanding media use. In J. Bryant & P. Vorderer (Eds.), Psychology of entertainment (pp. 21-38). Lawrence Erlbaum Associates.

Appendix

The appendix includes the survey instrument used in this study, as well as the results of the survey. The survey instrument consisted of a series of questions that asked followers about their experiences and perceptions of the 'campus story' program. The results of the survey are presented in the appendix.
Q&A: Understanding the Campus Story Program and its Impact on Student Involvement

In our previous article, we explored the power of the 'campus story' program in increasing student involvement in the University of North Sumatra. We also discussed the importance of understanding the needs and expectations of listeners in the development of radio programs. In this article, we will answer some of the most frequently asked questions about the campus story program and its impact on student involvement.

Q: What is the campus story program?

A: The campus story program is a radio broadcast program that features stories and experiences of students from the University of North Sumatra. The program aims to provide a platform for students to share their stories and experiences, and to build a sense of community and belonging among students.

Q: What are the goals of the campus story program?

A: The goals of the campus story program are to:

Provide a platform for students to share their stories and experiences
Build a sense of community and belonging among students
Increase student involvement and engagement in university activities
Provide a source of information and entertainment for students

Q: How does the campus story program meet the needs of listeners?

A: The campus story program meets the needs of listeners by providing a platform for students to share their stories and experiences. The program also provides a source of information and entertainment for students, and helps to build a sense of community and belonging among students.

Q: What are the benefits of the campus story program?

A: The benefits of the campus story program include:

Increased student involvement and engagement in university activities
A sense of community and belonging among students
A source of information and entertainment for students
A platform for students to share their stories and experiences

Q: How can the campus story program be improved?

A: The campus story program can be improved by:

Involving followers in the process of planning and development of content
Providing a wider range of topics and themes to cater to the diverse interests of followers
Providing a platform for students to share their stories and experiences
Evaluating the program regularly to ensure that it meets the needs and expectations of the listener

Q: What are the challenges of implementing the campus story program?

A: The challenges of implementing the campus story program include:

Involving followers in the process of planning and development of content
Providing a wider range of topics and themes to cater to the diverse interests of followers
Providing a platform for students to share their stories and experiences
Evaluating the program regularly to ensure that it meets the needs and expectations of the listener

Q: How can the campus story program be evaluated?

A: The campus story program can be evaluated by:

Conducting surveys and focus groups to gather feedback from followers
Analyzing the program's ratings and audience engagement
Evaluating the program's impact on student involvement and engagement in university activities
Conducting regular reviews and assessments of the program's content and format

Q: What are the future directions for the campus story program?

A: The future directions for the campus story program include:

Expanding the program to include more topics and themes
Involving more students in the process of planning and development of content
Providing a platform for students to share their stories and experiences
Evaluating the program regularly to ensure that it meets the needs and expectations of the listener

Q: How can the campus story program be replicated in other universities?

A: The campus story program can be replicated in other universities by:

Identifying the needs and expectations of the target audience
Developing a content strategy that meets the needs and expectations of the target audience
Involving followers in the process of planning and development of content
Providing a platform for students to share their stories and experiences

Q: What are the key takeaways from this article?

A: The key takeaways from this article are:

The campus story program is a powerful tool for increasing student involvement and engagement in university activities
The program meets the needs and expectations of listeners by providing a platform for students to share their stories and experiences
The program can be improved by involving followers in the process of planning and development of content and providing a wider range of topics and themes
The program can be evaluated by conducting surveys and focus groups, analyzing ratings and audience engagement, and evaluating the program's impact on student involvement and engagement in university activities.