BBN3402SATU2020: MINGGU11 TERJEMAHAN VIDEO(10)

 

M11- TERJEMAHAN VIDEO (10)

 

BAB 4

KEPUTUSAN DAN PERBINCANGAN

 

Sebelum ini saya ada menerangkan cara menganalisis data keputusan dan perbincangan dengan menggunakan jadual. Jadi kita ada satu lagi cara yang berbeza iaitu tanpa menggunakn jadual.

 

4.1          PENGENALAN

Semua bab perlu ada pengenalan dan dalam bab 4 ini kita Cuma jelaskan apa yang terkandung dalam bab ini. Jangan buat panjang lebar takut nanti jadi seperti sorortan kajian. Jadi dalam pengenalan ini tidak perlu ada rujukan sebab bila kita letak rujukan akhirnya akan jadi seperti bukan bab 4. Sebab bab 4 ini kita akan analisis data.

 

4.2          OBJEKTIF KAJIAN

Saya beri contoh objektif tentang kajian wacana tekstual animasi cerita rakyat. Jadi sebenarnya penulisan tesis ini tidak kiralah sains sosial, sains ataupu teknologi semuanya hampir sama. Jadi kalau kita tengok disini objektifnya ialah mengenal pasti wacana tekstual. Seperti biasa kita akan letak dia punya ayat dan objektif itu. Ayat itu ditulis tanpa menggunakan perkataan yang awal ini iaitu mengenal pasti atau menganalisis. Jadi yang ini pastikan jangan letak disinilah. Sebab kadang-kadang pelajar ini letak mengenal pasti wacana tekstual blab la bla kat hujung ini. Haa tak perlu. Selepas wacana tekstual kita teruskan dengan teori sebelum ini.

 

                4.2.1      KANDUNGAN

Kita bermula dengan kandungan. Tpi sebelum kita nak masukkan data wacana tekstual kita perlu jelaskan juga disini haa macam ayat mukaddimahlah. Menurut Normaliza Abd Rahim  (2019), wacana tekstual terbahagi kepada tiga elemen iaitu bla bla bla. Kita beri penjelasan supaya pemeriksa faham apa yang sepatutnya kita nak analisis. Jadi bila kita masukkan kandungan disini kita kena jelaskan jugalah. Kena jelaskan apa makna kandungan menurut analisis wacana Normaliza Abd Rahim  (2019). Kemudian ia berbeza dengan sebelum ini iaitu tidak perlu menggunakan jadual. Contohnya kandungan ini yang sebelum ini kita dapat daripada skrip iaitu skrip satu sehingga skrip tiga puluh. Jadi lepas susun skrip itu buat sistem pengekodan daripada satu sehingga tiga puluh. Jadi kita tahu skrip yang mana kita rujuk sebenarnya. Jadi di sini contohnya dalam kandungan kita ada tema. Jadi tema itu kita boleh letaklah dalam skrip. Kita dapati bahawa skrip satu kita letaklah di tengah-tengah. Pastikan  ia berbeza.  Sebab ayat dia sebelah sini hingga sebelah sini. Jadi buktinya kita letak dibahagian tengah dan biasanya letak dalam italic. Kemudian contoh ni ayat dia bukti daripada skrip itu tadi. Kemudian kita boleh letaklah dibawah ini. SK 1 contohnya daripada skrip no 1. Ayat ini menunjukkan tema yang terdapat dalam skrip tersebut. Jadi awak boleh susun tema macam saya katakana tema kekeluargaan. Awak boleh beri lima contoh.

 

 

                                4.2.1.1   TEMA KEKELUARGAAN

Semua skrip dalam ini memang ada tema kekeluargaan. Ataupun ada 10 sahaja skrip yang ada tema kekeluargaan . jadi awak boleh ambik contoh daripada situ .lima atau sepuluh contoh sebagai bukti. Terpulang kepada arahan penyelia. Kalau penyelia suruh letak semua, ikutlah letak semua ditengah-tengah tuliskan skrip atau pengekodannya SK 1. Jadi kita tahulah keseluruhan data ini mempunyai tema kekeluargaan. Setelah letak SK 1, awak buat huraian di sini. Jadi maknanya SK 1 di atas dan huraikan apa dia. Apa tema kekeluargaan?. Bukti tu dah ada kat sini. Jadi kita huraikan daripada bukti itu. Dan setelah itu awak boleh buat sokongan kajian daripada bab 2. Jadi bukti daripada tema itu disokong oleh siapa siapa siapa yang awak ambik daripada bab 2. Sokongan ini juga perlu ambik kajian 5 tahun kebelakang. Jangan nak amik tahun 1980-an.

 

                                4.2.2      KONTEKS

Setelah selesai buat huraian, masukkan yang lain pulak . Contohnya SK 15. Kemudian terus buat huraian. Jadi yang ini tiada dalam betuk jadual tetapi perbezaannya ialah kita letak data yang kita dapat letakkan ditengah-tengah. Pastikan yang ini line dia sama. Kemudian huraiannya lebih kurang satu perenggan atau dua perenggan dan seterusnya. Ini baru satu tema. Kalau penyelia suruh buat lima tema ataupun tiga tema. Terpulang kepada pelajar yang mendapati daripada skrip ini. Ada berapa tema yang awak dapat kenal pasti. Pastikan teliti dengan baik setiap skrip agar tidak berlaku keguguran data dalam kajian. Kalau awak nak buat tiga atau lima tema, pastikan awak letak dalam batasan kajian bahawa awak Cuma analisis lima tema sahaja. Dan beri justifikasi mengapa pilih lima. Kalau tiada justifikasi memang tak boleh dan awak kena letak semua tema yang terdapat dalam skrip ini. Pastikan letak penanda wacana. Ia penting supaya kelihatan seperti penulisan akademik. Yang kedua, setelah huraian objektif

 

                                4.2.3      RUMUSAN

Setelah habis huraian, kita rumuskan semua huraian tersebut. Dalam ini kita boleh letak sokongan dalam bab 2 dan juga kita sokong teori. Ada dua cara. Cara yang pertama, sokong huraian dalam setiap objektif, kajian lepas. Cara yang kedua, sokong kajian lima tahun kebelakang dan juga sokong teori. Jadi rumusan ini tidak perlu hurai panjang. Sebab kalau hurai panjang dah jadi seperti kita salin balik apa yang kita dah tulis dalam bab 4. Jadi kita kena rumuskanapa keputusan dari segi kandungan, rumusan untuk konteks, kemudian terus sokong dengan teori. Ayat perlu tulis seperti kajian ini selari , hampir sama, ataupun kajian ini menyokong ataupun awak nak letak kata negatif seperti kajian ini berbeza dengan dapatan kajian daripada kajian lepas.

Jadi dalam rumusan ini perlu ada empat atau lima nama kajian lepas yang berkait dengan kajian bab 2 itu. Itu yang menyebabkan kita punya kajian ini lebih berkualiti dan juga memang kita merujuk kepada apa yang terdapat dalam bab 2. Itu amat penting. Pastikan analisis mempunyai data yang lengkap. Cara nak lakukan pengekodan data akan saya terangkan dalam video yang lain. Tetapi ini secara ringkas sahaja.

 

Jadi maknanya, pastikan semua bukti terdapat dalam bab 4 ini. Supaya tiada lagi persoalan tentang di mana data itu?. Serupa juga untuk analisis objektif kedua. Sama juga caranya. Jadi awak boleh letak dan buat huraian tiap-tiap satu. Huraian tak bolehlah ringkas sangat sebab ini kita punya bab. Ada juga pelajar masukkan data kat tengah tanpa jadual, kemudian objektif kedua dalam jadual,boleh bermakna kita nampak perbezaan diantara kedua objektif tersebut. Pokoknya sekarang terpulang kepada pelajar kalau dapat memberi kefahaman kepada penyelia. Jadi saya rasa yang lain tu sama macam kita nak buat analisis kajian. Jadi ingat ya, macam saya kata, dalam bab 4 .analisis bab 1 40 halaman dan bab 2 40 halaman untuk Master. Kalau dia buat PhD tambah lagi satu. Ingat ya, minima 40 halaman, jadi misalnya kalau awak rasa na lebih sikit tapi pastikan ia seimbang. Sama ya sebab ia menunjukkan kepentingan bagi setiap objektif. Kalau buat objektif 1, 20 halaman, objektif 2, 50 halaman dan objektif 3, 5 halaman, tak boleh. Kerana ia menunjukkan tiada kepentingan kepada objektif 3. Dan kurang kepentingan objektif 1. Jadi menunjukkan cara awak menganalisis itu tidak mencukupi. Jadi cara ini langsung tidak boleh. Pastikan ia seimbang. Bayangkan pelajar master atau phd, tak bolehlah terlalu sikit. Saya jumpa ada jugak pelajar buat objektif 1, 10 halaman, objektif 2, 5 halaman dan objektif 3, 1 halaman. Sebab dia kata nak menyenaraikan sahaja. Tak boleh. Ini dah tahap master phd mana boleh huraian bab 4 banyak ini sahaja. Tapi bila kita tengok tesis itu tebal. Mana datangnya tebal tu. Yang kita sangkakan mestilah bab 4 rupanya dia banyak dalam bab 3. Bab 4 ini penting ya kerana menunjukkan kita punya kajian. Bertahun-tahun kita belajar ini yang kita dapat. Sebab itu kajian kita. Kajian kita berbeza dengan kajian orang lain. Bab 4 penting sebab menunjukkan kajian kita. Penanda wacana penting. Rumusan perlu ada sokongan daripada bab 2 lima tahun kebelakang yang berkait dengan kajian. Dan bukti yang kita letak ini memang betul dan mencukupi.

 

 

 

 

 

 

 

 

 

 

 

 

TERJEMAHAN INGGERIS

 

CHAPTER 4

RESULTS AND DISCUSSIONS

 

Previously I have explained how to analyze decision data and discussion using tables. So we have another different way which is without using a schedule.

 

4.1          INTRODUCTION

All chapters need an introduction and in this chapter 4 we just explain what is contained in this chapter. Do not make the length of the fear later to be like the study highlight. So in this introduction there should be no reference because when we place the reference it will eventually be like not chapter 4. Because in chapter 4 we will analyze the data.

 

4.2          STUDY OBJECTIVES

I give an objective example of the study of animated textual discourse of folklore. So in fact the writing of this thesis no matter social science, science or technology are all almost the same. So if we look here the objective is to identify the textual discourse. As usual we will place he has that sentence and objective. The sentence was written without the use of this initial word i.e. identify or analyze. So make sure this is not placed here. Because sometimes these students just identify the textual discourse blab la bla at this end. Haa no need. After the textual discourse we proceed with the previous theory.

 

4.2.1      CONTENTS

We start with the content. But before we want to enter the textual discourse data we need to explain here as well as the preamble sentence. According to Normaliza Abd Rahim (2019), textual discourse is divided into three elements, namely blah blah blah. We give an explanation so that the examiner understands what we should want to analyze. So when we enter the content here we have to explain as well. Need to explain what is the meaning of content according to the analysis of discourse Normaliza Abd Rahim (2019). Then it is different from before that there is no need to use the table. For example, this content that we previously got from the script that is script one to script thirty. So after compiling the script create a coding system from one to thirty. So we know which script we are actually referring to. So here for example in our content there is a theme. So that theme we can put in the script. We find that script one we put in the middle. Make sure it is different. Because his sentence is from here to here. So the proof is we put it in the middle and usually put it in italics. Then this example sentence he proof from the script earlier. Then we can put it below. SK 1 for example from script no 1. This sentence shows the theme found in the script. So you can arrange the theme like I said the family theme. You can give five examples

4.2.1.1   FAMILY THEME

All the scripts in this do have a family theme. Or there are only 10 scripts that have a family theme. so you can take an example from there. five or ten examples as proof. Depends on the supervisor's instructions. If the supervisor tells you to put everything, follow the place in the middle and write the script or coding SK 1. So we know that all this data has a family theme. After placing SK 1, you make a description here. So it means SK 1 above and explain what he is. What is the family theme ?. That evidence is already here. So we elaborate on that evidence. And after that you can support the study from chapter 2. So the evidence from the theme is supported by who is who you are from chapter 2. This support should also be taken from the study 5 years later. Do not want to be friends in the 1980s.

 

4.2.2      CONTEXT

After completing the description, enter the rest. For example SK 15. Then continue to make a description. So this one is not in the form of a table but the difference is that we put the data that we can put in the middle. Make sure this line is the same. Then the description is about one paragraph or two paragraphs and so on. This is just one theme. If the supervisor asks you to make five themes or three themes. It is up to the students who find out from this script. How many themes can you identify. Make sure to carefully examine each script so that there is no data loss in the study. If you want to make three or five themes, make sure you put in the limits of the study that you only analyze five themes. And justify why choose five. If there is no justification, it is not possible and you have to put all the themes in this script. Make sure to place the discourse marker. It is important to look like academic writing. The second, after the objective description

 

                4.2.3      CONCLUSION

After finishing the description, we formulate all the descriptions. In this we can place support in chapter 2 and also we support the theory. There are two ways. The first way, support the description in each objective, the last study. The second way is to support the study of the last five years and also to support the theory. So this formula does not need a long description. Because if the long description has become like we copy what we have written in chapter 4. So we have to formulate any decision in terms of content, summary for context, then continue to support the theory. Sentences need to be written like this study in parallel, almost the same, or this study supports or you want to put negative words like this study is different from the findings of the study from the previous study. So in this summary there should be four or five names of previous studies related to the study of chapter 2. That is why we have this study more quality and also indeed we refer to what is found in chapter 2. That is very important. Make sure the analysis has complete data. How to do data encoding I will explain in another video. But this is only brief.

 

So that means, make sure all the evidence is in this chapter 4. So that there is no more question about where the data is ?. The same is true for the second objective analysis. The same way. So you can put and make a description of each one. The description should not be too short because we have this chapter. There are also students entering the data in the middle without a table, then the second objective in the table, can mean we see the difference between the two objectives. The point is now up to the students if they can give an understanding to the supervisor. So I think the others are the same as we want to do a study analysis. So remember yes, as I said, in chapter 4 .analysis chapter 1 40 pages and chapter 2 40 pages for Master. If he does a PhD, add another one. Remember, at least 40 pages, so for example, if you feel a little more but make sure it is balanced. Same because it shows the importance of each objective. If you make objective 1, 20 pages, objective 2, 50 pages and objective 3, 5 pages, you can not. Because it shows no importance to objective 3. And less importance to objective 1. So showing the way you analyze it is not enough. So this way can not be at all. Make sure it is balanced. Imagine a master or phd student, it should not be too little. I found that there are also students for objective 1, 10 pages, objective 2, 5 pages and objective 3, 1 page. Because he said he just wanted to list. Can not. This is the level of master phd where you can describe chapter 4 a lot only. But when we look at the thesis is thick. Where does that thick come from? What we think must be chapter 4 apparently he is a lot in chapter 3. This chapter 4 is important because it shows we have a study. The years we learned this we got. That is why our study. Our study is different from the study of others. Chapter 4 is important because it shows our study. Discourse markers are important. The summary should have the support of chapter 2 five years ago related to the study. And the evidence we put in is indeed correct and sufficient.

 

 

RUJUKAN:

Prof. Dr Normaliza Abd Rahim. (2020). 10. Keputusan dan perbincangan. Analisis tanpa jadual-2 (Bab 4) #JomTulisTesis. Diakses pada 7 Januari, 2021 melalui pautan https://youtu.be/wYCr_4bKfxM

BUKTI KEHADIRAN: 4 JANUARI 2021

  

 

               

 

 

BBN3402SATU2020: MINGGU11 TERJEMAHAN VIDEO(9)

 

M11- TERJEMAHAN VIDEO (9)

1. Pengenalan/ Pendahuluan & Latar Belakang Kajian (Bab 1) #JomTulisTesis

 

Bab 1 iaitu bab. Aaa. Iaitu bahagian pendahuluan ataupun kadang-kadang pelajar dia tulis sebagai bab pengenalan. Boleh jee. Yang mana satu pun boleh. Nak letak pendahuluan boleh. Nak letak pengenalan pun boleh. Jadi bab ini aaa. Kalau kita tengok dalam buku ini kita ada banyak subtopik yee. Subtopik kita ada pengenalan. Pengenalan sama dengan semua bab iaitu kita memperkenalkan apa ada dalam bab tersebut. Dengan latar belakang, masalah kajian, persoalan, objektif, kepentingan, batasan, definisi operasional, organisasi kajian dan kesimpulan. Okay. Jadi kita seperti biasa kita akan masuk 1.1 pengenalan. Jadi dalam bahagian pengenalan ini kita akan memperkenalkan apa dalam bab ini. Tapi kadang-kadang saya dapati pelajar tulis pengenalan ni dalam lebih kurang dua hingga tiga halaman macam tu. Tapi nama pun pengenalan. Pengenalan kalau kita letak panjang lebar dia dah jadi seperti latar belakang. Kadang-kadang pengisian dalam pengenalan itu kita dapati adalah seperti sorotan kajian. Dia letak pula kajian di situ. Jadi itu kita kena pastikan ye. Kita cuma nak memperkenalkan. Memperkenalkan mungkin kita kenalkan apa tentang keseluruhan tesis tersebut. Serupa juga macam kita buat bab 5 penutup. Kita nak tutup seluruh tesis. Jadi, pengenalan kita nak memperkenalkan apa yang tentang kajian dalam tesis ini yee. Jadi kalau misalnya, tak mahu awak nak buat begitu, awak boleh buat pengenalan dalam satu perenggan pun tak apa. Apa ada dalam pengenalan bab 1 ini sahaja. Jadi terpulang. Terpulang kepada pelajar yee. Tapi pastikan tidak seperti sorotan dan tidak seperti latar belakang kerana kita ada subtopik latar belakang. Jadi dalam latar belakang ini sebenarnya ia kalau kita lihat ia seperti sejarah. Ataupun yela kita nak buat kajian tentang Instagram. Jadi maksudnya kita letaklah bilakah Instagram bermula? Siapa memperkenalnya? Letak tahun kemudian datang Malaysia bila. Bagimana bentuk Instagram? Semua ada dalam ni. Ciri-ciri Instagram. Semua ada dekat dalam ni. Tetapi mesti ada rujukan. Nama pun latar belakang. Nama pun sejarah. Perlulah ada rujukan. Kalau tak ada rujukan tak bolehlah. Jangan awak kata menurut, tak ada menurut pun. Dia buat. Dia buat je sampai tiga empat halaman langsung tidak ada rujukan. Macam seolah-olah dia yang buat latar belakang tu. Itu salah. Maknanya setiap perenggan yang awak hurai dalam latar belakang perlu ada rujukan. Jadi kalau nak letak bila bermulanya Instagram, siapa memulakannya. Dia tak letak pula tahun bila dan dia ambil dari laman web mana. Hah, jadi kena ada rujukan. Jadi pentingnya latar belakang. Jadi latar belakang ini menunjukkan kalau kita pemeriksa baca, kita nak lihat bahawa. Okay tentang latar belakang Twitter contohnya macam ni macam I macam ni. Datang kat Malaysia ni. Apa kandungan Twitter itu. Apa ciri-ciri dia. Apa semua tu. Barulah saya sebagai pemeriksa faham tentang oh kajian dia bengini. Oh kajian dia nak buat begitu. Okay. Jadi masuk dalam latar belakang. Tetapi ingat bahawa latar belakang ini bukan sorotan kajian. Janganlah awak masuk menurut Normaliza Abd Rahim (2019) apa nama ni Twitter ni. Menjalankan kajian tentang bla bla bla. Dah itu dah rupa sorotan kajian. Maka berhati-hati. Jadi dalam latar belakang ini kita boleh letak lebih kurang. Kita boleh letaklah lebih kurang dua hingga tiga halaman. Kalau lebih. Ada pelajar dia letak latar belakang tu sampai 10-20 halaman. Itu dah tak boleh. Itu dah jadi baiklah buat buku sejarah yee. Tak perlu. Sebab kita nak latar belakang yang serba ringkas supaya pemeriksa faham. Yang macam saya katakan tadi. Oh pemeriksa kata “oh pelajar nak buat latar belakang begini rupanya, begitu rupanya”. Jadi ini amatlah penting. Jadi pastikan ada rujukan. Dalam latar belakang ini tak perlulah kita kata 5 tahun ke belakang. Sebab kita pun nama sejarah. Kalau sejarah maknanya dah tahun yang lama-lama. Yang maknanya latar belakang ini tidaklah terhad. Rujukan 5 tahun ke belakang. Jadi rujukan tu ni bila-bilalah tentang bila ditubuhkan apa semua tu tak ada masalah. Boleh letak dalam latar belakang. Tetapi pastikan ia daripada contohnya dia buat tentang Twitter tu tadi. Latar belakang Twitter kemudian pasti awak tulis menjurus kepada akhirnya kepada kajian awak ini. Kajian awak ini. Jadi maknanya mula-mula dia punya secara meluas. Kemudian meluas tentang siapa mulakan apa semua kemudian menjurus, menjurus akhirnya hampir kepada kita punya kajian. Itu namanya latar belakang kajian. Mestilah berkaitan dengan kajian kita ye.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TERJEMAHAN BAHASA INGGERIS

 

1.Introduction/ Introduction & Background of the Study (Chapter 1) #JomTulisTesis

 

Chapter 1 is chapter. Aaa. That is the introductory part or sometimes the student he writes as an introductory chapter. Can jee. Which one can. Want to put the advance can. If you want to put an introduction, you can. So this chapter aaa. If we look in this book we have many subtopics yee. Our subtopic has an introduction. The introduction is the same as all the chapters i.e. we introduce what is in the chapter. With background, research problems, questions, objectives, interests, limitations, operational definitions, study organization and conclusions. Okay. So we as usual we will enter 1.1 introduction. So in this introductory section we will introduce what is in this chapter. But sometimes I find students writing this introduction in about two to three pages like that. But the name is an introduction. Introduction if we put it at length he has become like a background. Sometimes the filling in the introduction we find is like a study highlight. He also put the study there. So we have to make sure ye. We just want to introduce. Introducing maybe we introduce what about the whole thesis. It's the same as we did chapter 5 cover. We want to close the whole thesis. So, our introduction wants to introduce what is about the study in this thesis. So if for example, you do not want to do that, you can make an introduction in one paragraph is okay. What is in the introduction to this chapter 1 only. So it depends. Depends on the student yee. But make sure it is not like a highlight and not like a background because we have a background subtopic. So in this background it is actually if we see it as history. Or yes we want to do a study on Instagram. So do we mean when to start Instagram? Who introduced it? Put a year later came Malaysia when. What does Instagram look like? Everything is in here. Instagram features. Everything is close in here. But there must be a reference. The name is also the background. The name is history. There must be a reference. If there is no reference, it is not allowed. Do not say obey, no one obeys. He did. He made je up to three or four pages directly without reference. It was as if he was the one who made the background. That's wrong. This means that every paragraph you parse in the background must have a reference. So if you want to put it when Instagram starts, who starts it. Student did not put the year when and they took from which website. Huh, so there must be a reference. So the importance of background. So this background shows that if we examiners read, we want to see that. Okay about the Twitter background for example like this like I like this. Come to Malaysia. What is the content of Twitter? What are his characteristics. What is all that. Only then did I as an examiner understand about oh study he like this. Oh study he wants to do that. Okay. So get in the background. But remember that this background is not the focus of the study. Do not enter according to Normaliza Abd Rahim (2019) what is the name of this Twitter. Conduct a study on blah blah blah. That's what the study highlights look like. So be careful. So in this background we can put more or less. We can put about two to three pages. If more. There are students who set the background up to 10-20 pages. That is no longer possible. That 's so good for ya history books. No need. Because we want a simple background so that the examiner understands. Like I said earlier. Oh the examiner said "oh students want to create a background like this apparently, so apparently". So this is very important. So make sure there is a reference. In this background we do not need to say 5 years ago. Because we are also the name of history. If history means a long time ago. Which means this background is not limited. Reference 5 years back. So this reference is when it comes to when everything is established, there is no problem. Can be placed in the background. But make sure it is from the example he made about Twitter just now. The background of Twitter then sure you write leads to the end of your study. This is your study. So that means first of all he has it widely. Then spread about who started what all then lead, lead finally almost to us have a study. That is the name of the study background. Must be related to our study ya.

 

RUJUKAN:

Prof. Dr Normaliza Abd Rahim. (2020). 1. Pengenalan/ Pendahuluan & Latar Belakang Kajian (Bab 1) #JomTulisTesis. Diakses pada Januari 8, 2021 melalui pautan https://www.youtube.com/watch?v=aJNLU4elCvQ

BUKTI KEHADIRAN: 4 JANUARI 2021

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BBN3402SATU2020: MINGGU11 TERJEMAHAN VIDEO(8)

 

M11- TERJEMAHAN VIDEO (8)

2. Pernyataan Masalah/ Masalah Kajian (Bab 1) #JomTulisTesis

 

Jadi, bab 1. Kita teruskan 1.3 Pernyataan masalah. Okay. Pernyataan masalah ataupun masalah. Okay dalam pernyataan masalah biasanya pelajar mempunyai masalah. Nama pun pernyataan masalah. Masalah macam mana nak tulis pernyataan masalah. Ini sangat kritikal ye. Dan sangat penting. Kadang-kadang pelajar dia letak sampai 10 halaman masalah. Nak huraikan tentang pernyataan masalah. Bila kita baca langsung tiada masalah. Jadi berhati-hati. Dan juga pelajar selalu letak pernyataan masalah tu, dia letak yang dia rasa. Macam saya dapati bahawa pelajar tidak pandai mengira 1-10. Awak tu siapa? Jadi kita tak boleh. Kita kena ada rujukan. Pernyataan masalah, rujukan merupakan perkara yang penting. Perkara yang penting. Maknanya kita perlu rujuk. Perlu rujuk siapa yang punya kajian yang menunjukkan ada masalah dalam kajian tersebut. Ataupun kenyataan daripada orang ini. Daripada Normaliza Abd Rahim (2019) mendaoati bahawa pelajar kurang berminat untuk, untuk mendengar ataupun mendengar cerita yang berbentuk sekian sekian sekian. Jadi itu dah macam menunjukkan benda negatif. Dan juga huraian daripada kajian Normaliza Abd Rahim itu mendapati bahawa lima pelajar didapati, didapati tidak boleh menggunakan kata kerja dalam, dalam penulisan karangan. Contoh dia. Dah itu dah nampak masalah. Sebab masalah itu bila kita dapati kita huraikan sikit kemudian masalah Normaliza Abd Rahim itu tadi disokong oleh kajian yang dijalankan oleh Nur Maisarah Roslan (2019) yang mendapati bahawa pelajar tidak dapat mengenal pasti kata kerja dalam, dalam membina membina soalan. Contoh dia. Contoh ye. Jadi, jadi ada lah sokong dua kajian ini sokong bahawa timbulnya masalah tersebut. Okay barulah betul. Jadi itu yang menunjukkan masalah. Huraian kita tu. Jadi sekarang pelajar nak tahu biasanya dia buat macam mana. Dia pergi buat. Okay contohnya kajian itu tentang kata kerja. Yang awak punya kajian tentang kata adjektif. Contoh dia. Jadi awak boleh buat, kajian oleh Normaliza Abd Rahim tidak berfokus pada kajian tentang kata adjektif. Itu dikatakan pernyataan masalah. Salah tu. Tidak boleh. Tidak boleh. Tidak boleh. Macam seolah-olah memanglah dia buat kata kerja sebab kata kerja sebab dia berfokus kepada kajian kata kerja. Tetapi awak tidak boleh kata lah dia tidak buat pasal kata adjektif. Memanglah dia tak buat kata adjektif sebab dia berfokus pada kata kerja. Jadi salah begitu ye. Jadi penghuraian di sini. Macam saya katakan, perlu ada ayat yang dinyatakan oleh pengkajitersebut dalam artikel dia. Jadi pernyataan masalah ini terbahagi kepada objektif. Kalau contoh objektif ada dua. Jadi ada dua perenggan di sini. Kalau objektif ada tiga maknanya ada tiga perenggan. Satu. Dua. Tiga. Jadi huraian dalam ini, huraian daripada kajian dan disokong oleh siapa. Okay. Disokong oleh siapa. Ayat macam saya katakan tadi ye. Kemudian hujung ayat tu awak kata, justeru kajian ini. Sebab berkaitan tu dah nampak jurang penyelidikan dia dalam ni. Justeru, kajian ini ingin mengenal pasti. Mengenl pasti wacana tekstual skrip animasi bla bla bla. Sebab dia dapati daripada kat sini ni bahawa kajian itu mendapati bahawa pelajar, contohnya pelajar ataupun skrip animasi tidak, skrip animasi tidak melambangkan apa dia apa dia apa dia. Jadi itu kajian menurut orang tu, orang tu cakap. Bukan kita yang cakap. Orang tu cakap. Jadi serupa juga dengan yang ini. Kena ada sokong. Kajian ini didapati ini ada masalah kajian dalam tu. Yang mana pelajar tidak boleh mengenal pasti kata adjektif. Contoh dia. Kemudian, justeru kajian ini ingin menganalisis kata adjektif yang terdapat dalam penulisan karangan kanak-kanak. Macam contoh masalah pernyataan masalah ketiga. Okay. Menurut Nur Widad Roslan (2019) pelajar didapati tidak, didapati tidak boleh, tidak berminat dan tidak boleh mengira nombor 1-20. Contoh dia. Kajian dia. Kajian dia didapati begitu. Justeru, kajian ini ingin menganalisis. Okay menganalisis. Menganalisis apa nama pengiraan ataupun aktiviti pelajar dalam mengira. Mengira nombor dari 1-20. Jadi kita kena kaitkan hujung ayat perenggan itu kaitkan dengan objektif ini. Hujung ayat ni kaitkan dengan objektif ni. Hujung ayat ni kaitkan dengan objektif ketiga. Jadi barulah ada pernyataan masalah ini berkaitan dengan awak punya objektif. Jadi rujukan. Dalam rujukan yang dalam ini. Dalam permasalahan kajian ini perlulah 5 tahun ke belakang. Kita tak bolehlah, kita ambil apa nama pernyataan masalah daripada yang lama-lama. Sebab kita kena faham bahawa kajian yang dijalankan sekarang ini semuanya dah berbeza. Ye dah berbeza dengan kita mempunyai teknik. Kita dah arr dunia digital. Jadi budak-budak pun pandai.macam saya katakan sebelum ini. Zaman dulu bolehlah kata eiii budak ni pandai betul. Cerdik betul. Kita tanya satu soalan dia jawab 10 jawapan. Pandai. Tetapi dunia digital sekarang ini berbeza. Yang mana sekarang budak-budak kita tanya soalan dia bagi jawapan samapai 47. Sampai kita kata, okay berhenti. Jangan bagi jawapan dah. Letih cikgu nak dengar. Aaaa. Jadi ada budak-budak tu sampai sekarang macam ni ye. Dia dah lebih, dah lebih ke hadapan. Sebab kita dah ada dunia digital ni masing-masing ada dah telefon mudah alih. Telefon bimbit masing-masing dalam beg. Kadang-kadang telefon dia lebih mahal daripada telefon kita. Bertabahlah kita ye. Aaa jadi pastikan pernyataan masalah ini betul. Tak perlu panjang lebar kerana apa yang terdapat rujukan dalam ini. Dalam ini dan dalam ini semuanya ada huraian yang lebih panjang lebar dalam bab 2. Aaa. Jadi pernyataan masalah ni, nama-nama ni mesti ada lah dalam bab 2. Tak bolehlah awak ada nama-nama ni kemudian pemeriksa kata, “eh mana pergi nama-nama yang awak dah kata dalam pernyataan masalah tak ada dalam bab 2”. Aaaa, tak boleh. Ini secara ringkas yang dikatakan tentag pernyataan masalah ini. Ini kita secara terperinci. Tentang kajian seluruh-seluruhnya. Tentang orang ini. Normaliza Abd Rahim (2009) kajian dia secara menyeluruh ni dengan panjang lebar. Jadi maknanya kena ada lah. Ada yang ini nama awak sorot dari sini. Aaa, ambil rujukan sini. Mesti ada dalam ini. Pastikan betul yee pernyataan masalah ini. Amat penting. Jadi biasanya pelajar dia dapati bahawa agak sukar untuk menulis pernyataan masalah. Jadi sekarang, bila dah belajar ni dah tak ada masalah.

 

 

 

 

 

 

 

TERJEMAHAN BAHASA INGGERIS

 

2. Problem Statement / Research Problem (Chapter 1)#JomTulisTesis

 

So, chapter 1. We continue 1.3 Problem statement. Okay. Statement of problem or problem. Okay in problem statement usually students have problems. The name is also a statement of problems. How to write a problem statement. This is very critical. And very important. Sometimes students put up to 10 pages of problems. Want to explain about the problem statement. When we read at all there is no problem. So be careful. And also the student always puts the statement of the problem, he puts what he feels. Like I found that students are not good at counting 1-10. Who are you? So we can't. We need a reference. Problem statement, reference is important. The important thing. That means we need to refer. Need to refer who has a study that shows there is a problem in the study. Or a statement from this person. From Normaliza Abd Rahim (2019) argues that students are less interested in, to hear or hear stories that are shaped so much. So that kind of shows negative things. And also the description from Normaliza Abd Rahim's study found that five students were found, found unable to use verbs in, in essay writing. An example of him. That's already a problem. The reason for the problem is when we find that we describe a little later the problem of Normaliza Abd Rahim was supported by a study conducted by Nur Maisarah Roslan (2019) who found that students can not identify verbs in, in building construct questions. An example of him. An example is. So, so there is support for these two studies to support that the problem arises. Okay then that's right. So that shows the problem. That's our description. So now students want to know what he usually does. He went for it. Okay for example the study is about verbs. That you have a study of adjectives. An example of him. So you can do, the study by Normaliza Abd Rahim does not focus on the study of adjectives. That is said to be a statement of problem. That's wrong. No way. No way. No way. It seems like he did make verbs because of verbs because he focused on the study of verbs. But you can't say he didn't make adjectives. Of course he does not make adjectives because he focuses on verbs. So wrong so ye. So the description here. Like I said, there must be a sentence mentioned by the researcher in his article. So the statement of this problem is divided into objectives. If the objective example has two. So there are two paragraphs here. If the objective has three meanings there are three paragraphs. One. Two. Three. So the description in this, the description from the study and supported by who. Okay. Supported by whom. A sentence like I said earlier. Then at the end of the sentence you say, hence this study. Related reasons have seen his research gap in this. Therefore, this study would like to identify. Mengenl definitely discourse textual animated script blah blah blah. Because he found out from here that the study found that students, for example students or animated scripts do not, animated scripts do not symbolize what he is or what he is. So that's a study according to that person, that person said. We are not the ones talking. That person spoke. So similar to this one. There must be support. This study found that there is a study problem in there. Which students can not identify adjectives. An example of him. Then, therefore, this study would like to analyze the adjectives found in children's essay writing. Kind of an example of a third problem statement problem. Okay. According to Nur Widad Roslan (2019) students are found not, found can not, not interested and can not count numbers 1-20. An example of him. Study him. His study found that. Therefore, this study wants to analyze. Okay analyze. Analyze what is the name of the calculation or student activity in calculating. Count numbers from 1-20. So we have to relate the end of the sentence of the paragraph to this objective. The end of this sentence is related to this objective. The end of this sentence is related to the third objective. So then there is a statement of this problem related to you having an objective. Be a reference. In this in-depth reference. In the problem of this study should be 5 years back. We can't, we take the name of the problem statement from the old one. Because we have to understand that the study conducted now is all different. Ye different from we have technique. We have arr the digital world. So the boys are smart. Like I said before. In the old days, you could say that eiii this kid is really smart. That's right. We asked one question he answered 10 answers. Smart. But the digital world today is different. Which now our boys ask her questions for answers up to 47. Until we say, okay stop. Do not share the answer. Teacher is tired of hearing. Aaaa. So there are those slaves until now like this. He's more, he's more forward. Because we already have the digital world, each of us already has a mobile phone. Each cell phone in the bag. Sometimes her phone is more expensive than our phone. Let us persevere ya. Aaa so make sure the statement of this problem is correct. No need for length because there is a reference in this. In this and in this all there is a more detailed description in chapter 2. Aaa. So the statement of this problem, these names must be in chapter 2. You can not have these names then the examiner said, "eh where to go the names that you said in the problem statement are not in chapter 2". Aaaa, you can't. This is briefly said about the statement of this problem. Here we are in detail. About the study as a whole. About this person. Normaliza Abd Rahim (2009) her comprehensive study at length. So the meaning must be there. There is this your name is highlighted from here. Aaa, take the reference here. Must be in this. Make sure the statement of this problem is correct. Very important. So usually students  finds that it is quite difficult to write a problem statement. So now, when already learn this, there is no problem.

 

RUJUKAN:

Prof. Dr Normaliza Abd Rahim. (2020). 2. Pernyataan Masalah / Masalah Kajian (Bab 1) #JomTulisTesis. Diakses pada  Januari 8, 2021 melalui pautan https://www.youtube.com/watch?v=9eGx4GgpLb4&t=47s

BUKTI KEHADIRAN: 4 JANUARI 2021

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BBN3402SATU2020: MINGGU11 TERJEMAHAN VIDEO(6)

 

M11- TERJEMAHAN VIDEO (6)

4. Batasan Kajian (Bab 1) #JomTulisTesis

 

Jadi kita sambung dalam bab 1, kita ada 1.7 iaitu batasan kajian. Yang ini juga pelajar selalu buat silap ataupun dia terlupa nak letak. Jadi biasanya, kalau saya cadangkan dalam penulisan batasan kajian, mulanya awak boleh buat dalam bentuk jadual. Okay dalam bentuk jadual. Jadi ini batasan dia. Yang ini justifikasi. Batasan kajian ini ialah kita nak menyatakan apa justifikasi. Kenapa kita pilih sampel itu? Kenapa kita pilih instrumen itu? Kenapa kita buat soal selidik? Jadi kita kena letak. Contohnya kita letak batasan 20 pelajar. 20 pelajar SK Serdang. Contoh dia. Okay. Jadi beri justifikasi. Kenapa awak pilih 20 pelajar ini. Okay. 20 pelajar tadi awak pilih pula 9 tahun. Okay. Kenapa awak pilih? Kenapa awak pilih pelajar 20 pelajar daripada SK Serdang? Jadi kalau jumlah dia, kenapa 20? Kenapa tak 30? Kenapa tak 21? Kenapa tak 19? Beri justifikasi. Kemudian, kenapa SK Serdang? Kalau SK Serdang awak nak letak yang kedua boleh. Kenapa SK Serdang? Jadi nyatakan. Kenapa tak sekolah dekat Perlis? Kenapa bukan sekolah dekat Terengganu. Jadi awak kena beri justifikasi kenapa sekolah ini. Kemudian ada lagi. Kenapa. Apa pemilihan awak punya. Biasanya batasan kajian awak ni daripada awak ambil daripada metodologi. Okay. Daripada metodologi tentang dia punya sampel ataupun dia punya responden. Lokasi kajian ataupun awak pakai buku. Buku teks bahasa Melayu tingkatan 5. Kenapa? Kenapa pilih itu? Beri justifikasi. Okay. Dalam justifikasi ini awak boleh letak ayat awak justifikasi. Kemudian letaklah misalnya awak ada rujukan yang si Normaliza Abd Rahim, 2019 mengatakan bahawa ini ini ini. Dia katakan bahawa memang boleh 20 pelajar. Ini contoh ya. Jadi awak letak justifikasi. Kenapa pemilihan SK Serdang menurut Menteri Pendidikan contohnya SK Serdang merupakan sekolah luar bandar yang sekian sekian sekian. Jadi itu awak letak. Tapi ini ringkas ya dalam justifikasi kerana ini jadual. Jadual berapa. Ini apa nama justifikasi. Kemudian awak huraikan pula, sekarang ini. Ini dah tulis dalam bentuk jadual. Ini ambil daripada metodologi apa dia. Kalau awak kata awak pakai temu bual. Temu bual secara ini. Kenapa justifikasi itu. Dia benda-benda ini perlu ada justifikasi. Kadang-kadang ada orang tak letak sebab dah memang tahu buat temu bual apa semua. Tak perlu letak. Ini yang penting ialah siapa sampel dia, kenapa umur 9 tahun? Kenapa lokasi itu dekat situ? Kenapa tak buat dekat negeri lain? Kenapa tak buat dekat Korea? Contoh dia. Jadi kena ada justifikasi dia. Kemudian bila sini, jadual berapa di atas. Okay. Awak buat huraian. Huraian huraian. Huraikan satu-satu beserta dengan ulang ayat ini dengan ayat panjang. Beri justifikasi kenapa pemilihan 20 pelajar? Kenapa SK Serdang? Jadi hurai dengan lebih jelas lagi. Dengan lebih panjang lebar lagi. Supaya tidak ada persoalan daripada pemeriksa. Katakan nanti bila dia tengok analisis data ataupun bab 3, 20. Awak tak kata pun dalam batasan kajian awak pilih 20. Boleh ke 20? Mulalah. Sebenarnya cerita pasal pelajar saja. Soalan yang ditanya oleh pemeriksa adalah 20 soalan tentang pelajar saja. Memang masa itu terkedu tak boleh nak jawab soalan. Jadi bila dah ada sini, pemeriksa baca balik, tengok balik jadual. “Oh saya faham, kenapa dia buat begini”. Dah ada justifikasi ini. Contohnya kenapa. Ni ada. Novel bertajuk novel Salina. Kenapa novel Salina. Kenapa tak novel yang ada beratus, berapa ribu kat pasaran dekat DBP. Jadi awak boleh justifikasi kenapa novel Salina ini kerana memenangi. Ini contoh ya. Memenangi anugerah bla bla. Ataupun menjadi buku teks tingkatan 5 pada tahun sekian sekian. Jadi awak letaklah justifikasi itu kerana apa. Dan pastikan justifikasi yang awak letak berdasarkan batasan ini memang justifikasi yang menyerlah. Sebab contohnya, ada pelajar dia buat tentang majalah. Majalah A contoh dia. Lepastu saya tanya. Saya tanya kenapa awak pilih majalah A. Kemudian pelajar jawab dalam justifikasi saya dah tulis bahawa majalan A telah memenangi sekian sekian sekian pada tahun sekian sekian. Bolehlah. Bolehlah kita ambil sebagai itu. Contohnya yang lain tentang cerpen. Cerpen yang diambil pada tahun 2000. Contoh 2015 hingga ini. Cerpen itu ambil daripada majalah sekian sekian sekian. Jadi mungkinlah justifikasi dia mungkin ialah dia memenangi anugerah juga. Jadi bolehlah dia ambil situ. Justifikasi ini mesti perkara yang penting yang menyebabkan kenapa awak memilih. Pilih bahan itu. Kenapa awak pilih sampel itu? Kenapa umur ini? Jadi semua itu perlu ada justifikasi dalam bentuk jadual. Kemudian buat huraian di bawah ini. Supaya ia lebih jelas. Bila lebih jelas, ia memang tidak ada persoalan daripada pemeriksa. Dan juga dalam ini jangan lupa kita kena ada penanda wacana. Supaya kita nampak sebagai penulisan akademik. Itu amat penting ya. Jangan lupa tentang batasan kajian.

 

 

 

 

 

 

 

 

 

 TERJEMAHAN INGGERIS:

4. Limitations of the Study (Chapter 1)  #LetsWriteThesis

 

So we continue in chapter 1, we have 1.7 which is the limitation of the study. This one also the student always makes mistakes or he/she forgets to put it. So usually, if I suggest in writing the limitations of the study, at first you can do it in tabular form. Okay in tabular form. So this is his/her limitation. This is justification. The limitation of this study is that we want to state what the justification is. Why did we choose that sample? Why did we choose that instrument? Why do we do questionnaires? So we have to put it down. For example, we place a limit of 20 students. 20 students of Serdang Primary School. An example. Okay. So justify. Why did you choose these 20 students. Okay. The 20 students you chose were 9 years old. Okay. Why did you choose? Why did you choose 20 students from Serdang Primary School? So if examiner asked, why 20? Why not 30? Why not 21? Why not 19? Justify. Then, why Serdang Primary School? If Serdang Primary School you want to put the second you can. Why Serdang Primary School? So state. Why not go to school in Perlis? Why not a school in Terengganu. So you have to justify why this school. Then there is more. Why. What choice do you have. Usually the limitations of your study are taken from the methodology. Okay. From the methodology about having a sample or has a respondent. The location of the study or you use a book. Form 5 Malay Textbooks. Why? Why choose that? Justify. Okay. In this justification you can put your sentence justification. Then put for example you have a reference that Normaliza Abd Rahim, 2019 says that this is this. She said that it is possible for 20 students. Here is an example. So you have a justification. Why the election of Serdang Primary School, according to the Minister of Education for example Serdang Primary School is a rural school. So that's why you choose it. But this is simple, in justification because this is stated in table. Tables. This is what the name of the justification is. Then you explain it, right now. This is written in tabular form. This taken from what methodology is. If you say you use an interview. Interview in this way. What is th justification. These things need justification. Sometimes there are people who do not put it because they already know how to interview everyone. Then no need to place it. The important thing is who sampled him, why is he 9 years old? Why is the location so close? Why not make it in another country? Why not make it in Korea? An example. So there must be a justification for it. Then when here, shown on table above. Okay. You make a description. Description description. Explain one by one along with repeating this sentence with a long sentence. Justify why the selection of 20 students? Why Serdang Primary School? So explain more clearly. With even longer width. So that there is no question from the examiner. Tell me later when examiner looks at the data analysis or chapters 3, 20. “You did not even say in the limits of the study that you chose 20. Can it be 20?” Get started. Actually, the story is about students only. The questions asked by the examiner are 20 questions about students only. Indeed, at that time you was stunned and could not answer the question. So when you are here, the examiner reads back, looks back at the schedule. "Oh I understand, why did he/she do this". There is already this justification. For example why. There is no question. The novel is titled novel titled “Salina”. Why novel titled “Salina”. Why not have hundreds of others novel, how many thousands in the market in DBP. So you can justify why this novel titled “Salina” is for winning. Here is an example. Winning the blah blah award. Or become a form 5 textbook in so many years. So you put that justification for what. And make sure the justification you place based on this limitation is indeed a clear justification. Because for example, there are students  made about magazines. Magazine A for example. Then I asked. I asked why you chose magazine A. Then the student answered in my justification I wrote that magazine A has won so many years over the years. Not bad. Let's take it as it is. Another example is a short story. Short stories taken in 2000. Examples of 2015 to date. The short story is taken from so a magazine. So maybe his justification might be that it won the award as well. So let him take it. This justification must be the important thing that causes you to choose. Select the material. Why did you choose that sample? Why this age? So all that needs to be justified in the form of a table. Then create a description below. So that it is clearer. When it is clearer, it is indeed no question from the examiner. And also in this, do not forget we have to have discourse markers. So that we see it as academic writing. That is very important. Do not forget about the limitations of the study.

 

 

RUJUKAN:

Prof. Dr Normaliza Abd Rahim. (2020). 4. Batasan Kajian (Bab 1) #JomTulisTesis.  Diakses pada Januari 7, 2021 melalui pautan https://www.youtube.com/watch?v=oywLQj4vNXM

BUKTI KEHADIRAN: 4 JANUARI 2021

BBN3402SATU2020: MINGGU11 TERJEMAHAN VIDEO(7)

 

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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