M11- TERJEMAHAN VIDEO (7)
3. Persoalan Kajian/ Objektif Kajian (Bab
1) #JomTulisTesis
Bab satu. 1.4. Kalau kita tengok di sini
1.4 persolaan kajian dan objektif kajian 1.5. Jadi kita ambil persoalan kajian.
Okay. Jadi persoalan kajian dengan objektif kajian perlulah sejajar. Okay.
Perlulah sejajar kerana ia berkaitan. Jadi sekarang ini contoh kita ambil
contoh yang ini. Persoalan kajian. Tengok beza sini. “Mengenal pasti wacana
tekstual skrip animasi cerita rakyat Melayu”. Ini objektif dia. “Apakah wacana
tekstual skrip animasi cerita rakyat Melayu?”. Jadi ini kalau misalannya
objektif dia dan persoalan dia ada satu. Jadi persoalan dia teruslah. Maknanya
kita dah boleh faham dah. Tapi kalau contohnya “Menganalisis kesan skrip
animasi cerita rakyat Melayu dalam kalangan pelajar sekolah” kita boleh jadi
dua soalan daripada satu objektif, iaitu “Sejauh manakah kesan skrip animasi
cerita rakyat Melayu dalam kalangan pelajar sekolah rendah?”.“Bagaimanakah
pelajar memberi pendapat melalui skrip
animasi cerita rakyat Melayu?”. Jadi kedua-dua soalan ini sebenarnya akan
menjawab objektif dua. Kena ingat apa sahaja dalam objektif ini kita memang
persoalkan semula sebab kita nak tahu sejauh mana kesan tu. Bagaimana cara dia.
Jadi itu akan menjawab objektif ini. Bila kita analisis data ni memang ini akan
terjawab. Okay. Serupa juga macam contohnya,“menghasilkan repertoir perbualan
melalui animasi cerita rakyat Melayu dalam kalangan pelajar sekolah rendah”
yang ini sebenarnya ada temu bual. Temu bual dalam kalangan pelajar sekolah
rendah tentang skrip animasi tersebut. Jadi dia bagi pendapat. Persoalan dia
“Sejauh mankah repertoir dibina melalui ini ini ini?”. Bagaimana? Dan apakah
cara perbualan? Jadi ini terjawablah dalam tu apakah cara perbualan dia? Adakah
cara perbualan dia memang berdua atau bertiga atau berempat ataupun memang dia
seorang. Tapi nak kata dia seorang, nak berbual dengan siapa pula. Okay.
Mungkin dengan penyelidik. Soalan ketiga, “Apakah kategori repertoir?”. Okay.
Jadi maknanya dia hasilkan repertoir ada tiga soalan di sini. Sejauh manakah?
Apakah cara perbualan? Apakah kategori dia? Memang setelah itu nanti bila kita
menganalisis data, memang kita akan dapati terjawablah soalan ketiga-tiga ini.
Jadi, bukanlah semestinya satu objektif, satu. Boleh juga satu objektif, tiga
soalan tapi sebenarnya bila kita analisis data memang akan terjawab tiga-tiga
soalan ini. Macam yang nombor dua, analisis kesan skrip animasi akan ada dua
persoalan. Bila kita analisis memang ohh lah memang kita jawablah dua soalan ini.
Kita dapati bahawa memang kita jawab dua soalan ini. Bila yang objektif satu,
“mengenal pasti wacana tekstual” memang kita ada satu contohnya. Boleh juga nak
buat dua tapi kita tengoklah cara kita analisis data tu terjawab tak soalan ni.
Bila kita buat analisis kita tengok balik soalan. Terjawab tak? Jadi bila dah
terjawab tu memang betullah. Jadi janganlah kita letak ketiga-tiga objektif
atau semua dua-dua objektif ada satu sahaja persoalan. Jadi, kita boleh letak
dua atau tiga. Kadang-kadang ada pelajar letak sampai empat sebab dia nak
pastikan bahawa bila dia analisis data tu memang terjawab empat-empat soalan
tersebut. Kalau contohnya, “Menghasilkan buku panduan penulisan skrip animasi
cerita rakyat”. Contohnya kalaulah pelajar tu buat ada empat objektif. Jadi
sejauh manakah skrip animasi cerita rakyat Melayu dihasilkan. Apakah cara
untukmenghasilkan buku panduan penulisan skrip animasi cerita rakyat. Jadi,
yang ini memang ini akan jadi kebaharuan. Nombor tiga kebaharuan, nombor empat
kebaharuan bagi awak punya tesis. Benda baharu yang kita nak sebarkan ke
seluruh dunia. Jadi yang ini kita akan ada dua persolan di sini. Sejauh manakah
buku panduan dihasilkan? Apakah cara dia? Jadi bila buat ini memang kita
pastikan bila kita analisis data kita pastikan kita jawab dua-dua soalan ini.
Jadi bila kita nak tulis objektif, kita pastikan kita persoalkan. Apa benda
yang kita akan dapati bila kita analisis data nanti. Adakah ini? Adakah itu?
Jadi sebab itulah kita ada beberapa soalan untuk satu objektif. Ini ada dua
soalan satu objektif. Ini ada tiga soalan. Ini ada ini. Tapi soalan dia memang
berkisarkan tentang objektif ini tadi tak lari. Tak lari. Tetapi memang sebagai
penyelidik yang bagus memang dia akan persoalkan supaya nanti bila kita, macam
ini “Dibina repertoir” “Sejauhmana reperoir dibina?”, “Apakah cara perbualan
dia?” cara perbualan tu kita kena huraikanlah. “Apakah kategori?” sebab kita
nak kategorikan repertoir tersebut untuk objektif ketiga ini. Jadi kita
pastikan kita jawab semua soalan ini. Jadi pelajar semua harap, bila kita dah
lihat apakah objektif kita, kita pastikan persoalan kita tu menjawab persoalan
melalui objektif kita. Dan kita perlu pastikan bahawa semula saya katakan
bahawa apa yang kita analisis itu akan terjawablah soalan-soalan yang kita
tanya pada diri kita persoalan ini. Dan pemeriksa bila dia baca ohh okay soalan
dia begini memang saya dapati ada dalam bab 4. Okay kita dapati bahawa pelajar
memang tulis kategori repertoir itu dan bahagian repertoir bermakna memang
tesis ini berjaya sebab dia boleh menjawab persoalan daripada objektif yang dia
cadangkan untuk tesis dia. Jadi pastikan bahawa 1.4 persoalan kajian, 1.5
objektif. Perkataan ini yang diambil ini seperti ini mengenal pasti,
menganalisis, menghasilkan. Ini ada dalam sini kalau kita dapat lihat awak kena
pastikan bahawa objektif satu yang awak pilih itu perlulah dari kalau kita
lihat di sini, sekejap, saya ada cadangkan. Ia di sini. Cadangan senarai kata
kerja. Ini ya. Kata kerja operasional taksonomi Bloom. Jadi, kita pastikan
objektif satu tu rendah. Okay. Kalau C1 tu dia rendah. Rendah. Macam tadi
mengenal pasti tu ada. Mengenal pasti ada. Kemudian bila objektif dua kita nak
analisis kenalah tinggi. Kita tengoklah mana bersesuaian. Kita baca dulu. Yang
mana bersesuain untuk objektif kedua. Kalau untuk aplikasi apa dia? Untuk
analisis apa dia? Ini tadi kita pilih untuk objektif kedua analisis. Itu dah
tinggi dah C4 maknanya memang kita analisis secara mendalam. Secara mendalam
ya. Kemudian kita nak letak meghasilkan tu kita letak C6. Kita nak hasilkan
tadi kan. Ingat takkita nak hasilkan repertoir ataupun kita nak hasilkan buku
panduan apa ke. Ini perkataan-perkataan dia. Ini pastikan bahawa objektif satu
janganlah awak ambil C5, awak nak nilai tiba-tiba objektif dua rendah pula awak
masuk mengenal pasti dah salah. Dia mesti daripada kecil, daripada mudah ini
hinggalah kita naik naik sehinggalah ke C6. C6. Jadi pastikan pemilihan
perkataan-perkataan ini bersesuaian objektif bersesuain dan juga ikut tahap dia
rendah ke tinggi. Objektif satu rendah,objektif dua tinggi sikit, objektif tiga
lagi tinggi. Janganlah objektif satu rendah, objektif dua awak letak okay
tinggi betul C6 tadi kemudian objektif 3 ohh turun pula balik. Salah. Kena ikut
tingkat macam kita naik tangga. Rendah naik naik. Jadi ambil daripada sini.
Pastikan bahawa perkataan itu bersesuaian dengan objektif kita. Jadi kena
besesuai. Dan lagi satu. Lagi satu bila kita tulis objektif ini contoh mengenal
pasti, ada pula pelajar nombor dua mengenal pasti juga kemudian nombor tiga
mengenal pasti lagi, nombor empat mengenal pasti. Dah empat-empat mengenal
pasti. Jadi itu tak boleh. Itu semuanya tahap yang rendah. Tahap yang rendah ni
tidak bersesuaian asyik nak mengenal pasti je. Dah kenapa kan? Kita nak lah
juga analisis. Jadi tak boleh. Jadi macam ini saya bagi contoh kalau dia buat
empat objektif. Biasanya objektif ada tiga sahaja. Kalau ada empat pun, kalau
ini hasil repertoir, ini buku panduan ini berbeza. Jadi bolehlah dia nak tukar.
Contohnya, menghasilkan, jadi dia boleh nak tukar. Kalau kita tengok sini dia
ada banyak. Kita ada mengatur, mengkategorikan, menyusun, membangun. Ada
banyaklah. Merencana, merumuskan pun boleh. Kita letak ini merumus. Jadi kalau
ini dah misalnya C6, bolehlah C6 ini C6 yang ini. Jadi boleh rujuk dalam buku
ini kalau tiada pun bolehlah rujukdalam internet. Kalau jumpa. Okay. Pastikan
ye, ingat saya katakan tadi. Saya ulang balik. Pastikan kategori dia mesti
daripada rendah kemudian tinggi sikit kemudian tinggi lagi supaya nampak dia
punya perbezaan. Cara kita nak menganalisis data tersebut. Jadi pemilihan
perkataan ni amat penting dalam penulisan objektif kajian.
TERJEMAHAN BAHASA INGGERIS
3.Research Questions / Research Objectives (Chapter 1) #JomTulisTesis
Chapter one. 1.4. If we look here 1.4 study questions and study
objectives 1.5. So we take the research question. Okay. So the research
questions with the research objectives need to be aligned. Okay. Must be
aligned as it relates. So now this is an example we take this example. Research
questions. Look at the difference here. "Identifying the textual discourse
animation script Malay folklore". This is the objective. "What is the
textual discourse Malay folklore animation script?". So this is if for
example his objective and the question he has one. So the question he
continues. That means we can already understand. But if for example
"Analyzing the effect of animation script Malay folklore among
schoolchildren" we can be two questions from one objective, which is
"To what extent the effects of animation script Malay folklore among
elementary school students?"."How do students give opinions through
animation script Malay folklore?". So these two questions will actually
answer objective two. We have to remember that in this objective we really
question again because we want to know the extent of the effect. How is he. So
that will answer this objective. If we analyze this data, this will be
answered. Okay. A similar kind of example, "generate conversation through
animation repertoire Malay folklore among primary school students" who
actually have an interview. Interviews among primary school students about the
animated script. So he shared his opinion. His question is "How far is the
repertoire built through this and this?". How? And what is the way of
conversation? So this is answered in tu what is the way he talks? Is the way he
talks really two or three or four or is he really one. But I want to say he is
alone, I want to talk to anyone. Okay. Probably with researchers. The third
question, "What is the category of repertoire?". Okay. So that means
he produced a repertoire there are three questions here. How far? What is the
way of conversation? What is her category? Indeed, after that when we analyze
the data, we will find that these three questions are answered. So, it is not
necessarily one objective, one. It can also be an objective, three questions
but in fact when we analyze the data will be answered these three questions. As
with number two, the analysis of the effects of animated scripts will have two
questions. When we analyze it, ohh, we do answer these two questions. We find
that we do answer these two questions. When the objective is one,
"identify textual discourse" we do have an example. You can also want
to do two, but let's see how we analyze the data, this question is not
answered. When we do an analysis we look back at the question. Did you answer?
So when it is answered, it is true. So let us not put all three objectives or
all two objectives have only one question. So, we can put two or three.
Sometimes there are students who put up to four reasons he wants to make sure
that when he analyzes the data, the four questions are answered. For example,
"Produce a guidebook for writing animated scripts of folklore". For
example, if the student makes four objectives. So to what extent the animation
script generated Malay folklore. What is the way to produce a folktale animated
script writing guidebook. So, this one is indeed going to be a novelty. Number three
novelty, number four novelty for you have a thesis. New things we want to
spread all over the world. So this one we will have two questions here. To what
extent is the handbook produced? What is her way? So when we do this we make
sure when we analyze the data we make sure we answer these two questions. So
when we want to write an objective, we make sure we ask questions. What will we
find when we analyze the data later. Is this? Is that? So that is why we have
several questions for one objective. Here are two questions one objective. Here
are three questions. Here it is. But his question really revolved around this
objective did not run away. Do not run. But as a good researcher, he will
question so that later when we, like this "Built repertoir" "How
far is the reperoir built?", "What is the way he talks?" We have
to explain that way of conversation. "What is a category?" because we
want to categorize the repertoire for this third objective. So we make sure we
answer all these questions. So students all hope, when we have seen what our
objectives are, we make sure our questions answer the questions through our
objectives. And we need to make sure that again I say that what we analyze will
answer the questions we ask ourselves this question. And the examiner when he
read ohh okay his question is like this I did find it in chapter 4. Okay we
find that the student did write the repertoire category and the repertoire
section means indeed this thesis is successful because he can answer the
questions from the objectives he proposed for his thesis. So make sure that 1.4
research questions, 1.5 objectives. This word is taken as it identifies,
analyzes, produces. This is in here if we can see you have to make sure that
the objective one you choose should be from if we see here, for a moment, I
have a suggestion. It's here. Suggested verb list. Here it is. Bloom's
taxonomic operational verbs. So, we make sure the objective one is low. Okay.
If C1 is low. Low. Like just identifying that there is. Identify there. Then
when the two objectives we want to analyze must be high. Let's see where it
fits. We read first. Which is appropriate for the second objective. If for what
application is he? For what analysis is? This we just chose for the second
objective of the analysis. That is already high, C4 means that we have in-depth
analysis. In depth yes. Then we want to put produce then we put C6. We want to
produce just now, right? Remember we do not want to produce a repertoire or we
want to produce a guidebook. These are her words. This makes sure that
objective one you do not take C5, you want to suddenly value objective two low
then you go in identify wrong. He must be from small, from this simple until we
go up and down to C6. C6. So make sure the selection of these words matches the
appropriate objectives and also follow his level low to high. Objective one
low, objective two slightly higher, objective three more high. Don't let
objective one be low, objective two you put okay high right C6 earlier then
objective 3 ohh go down again. Wrong. Have to follow the level like we went up
the stairs. Low ups and downs. So take it from here. Make sure that the word
fits our objective. So be careful. And one more. Another is when we write this
objective example of identifying, there are students number two identify also
then number three identify again, number four identify. The four have
identified. So that can't be. That's all low level. This low level is not
suitable for fun to identify. Why? We also want analysis. So you can't. So like
this I give an example if he makes four objectives. Usually there are only
three objectives. If there are four, if this is the result of the repertoire,
this guidebook is different. So maybe he wants to change. For example, produce,
so he can want to change. If we look here he has a lot. We have to organize,
categorize, organize, build. There are many. Planning, formulating is also
possible. We put this formulated. So if this is for example C6, this C6 can be
this C6. So you can refer to this book if there is none, you can refer to the
internet. See you. Okay. Make sure ye, remember I said earlier. I repeat. Make
sure his category must be from low then high a little then high again so that
it looks like he has a difference. The way we want to analyze the data. So the
choice of words is very important in writing the objectives of the study.
RUJUKAN:
Prof. Dr Normaliza Abd Rahim. (2020). 3. Persoalan Kajian/
Objektif Kajian (Bab1) #JomTulisTesis.
Diakses pada Januari 8, 2021 melalui pautan https://www.youtube.com/watch?v=lTV4bXMeYcw&t=56s
BUKTI KEHADIRAN: 4 JANUARI 2021
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