VIDEO 3 (Persoalan Kajian / Objektif Kajian
(Bab 1))
Bab
1, 1.4. Kalau kita tengok di sini, 1.4 Persoalan kajian dan objektif kajian
1.5. Jadi kita ambil persoalan kajian. Okay. Jadi persoalan kajian dengan
objektif kajian perlulah sejajar. Okay. Perlu 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 misalnya objektif dia dan persoalan dia ini ada satu. Jadi
persoalan dia teruslah. Maknanya kita 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 menerusi skrip animasi cerita
rakyat Melayu?”. Jadi kedua-dua soalan ini sebenarnya akan menjawab objektif
dua. Kena ingat ya. Apa sahaja dalam objektif ini kita kena persoalkan semula.
Sebab kita nak tahu bahawa sejauh mana kesan itu. Bagaimana cara dia? Jadi itu
akan menjawab objektif ini. Jadi bila kita analisis data ini, 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. Jadi,
persoalannya “Sejauh manakah repertoir dibina melalui ini ini ini”. Bagaimana?
Dan apakah cara perbualan? Jadi ini terjawablah dalam tu. Bagaimana. Apakah
cara perbualan dia? Adakah dia cara perbualan dia memang berdua atau bertiga
atau berempat. Ataupun memang dia duduk, dia sorang. Tapi nak kata seorang, dia
nak berbual dengan siapa pula. Okay. Mungkin dengan penyelidik. Soalan ketiga
“Apakah kategori repertoir?” 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
akan 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 2, analisis kesan skrip animasi akan ada dua persoalan. Bila kita
analisis memang kita jawablah dua soalan ini. Macam itu. Kita dapati bahawa
memang kita jawab dua-dua soalan ini. Bila yang objektif satu “Mengenal pasti
wacana tekstual” memang kita akan ada satu. Contohnya. Boleh juga nak buat dua.
Tapi kita tengoklah cara kita analisis data itu terjawab tak soalan ini. Bila
kita buat analisis, kita tengok balik soalan. Terjawab tak? Jadi bila dah
terjawab tu memang betullah. Jadi, janganlah kita letak semua tiga-tiga
objektif atau semua dua-dua objektif, semua ada satu sahaja soalan. Jadi kita
boleh letak dua atau tiga. Kadang-kadang ada pelajar ada letak sampai empat.
Sebab dia nak pastikan bahawa bila dia analisis data itu, memang terjawab
empat-empat soalan tersebut. Kalau contohnya “Menghasilkan buku panduan
penulisan skrip animasi cerita rakyat”. Contohnya, kalaulah pelajar itu buat
ada empat objektif. Jadi sejauh manakah buku panduan penulisan skrip animasi
cerita rakyat dihasilkan. Apakah cara untuk menghasilkan buku panduan skrip
animasi cerita rakyat? Jadi, yang ini memang ini akan jadi kebaharuan. Yang
nombor ketiga, keempat kebaharuan bagi awak punya tesis. Benda baharu yang kita
nak sebarkan ke seluruh dunia. Jadi yang ini kita akan ada dua persoalan di
sini. Sejauh manakah buku panduan dihasilkan? Apakah cara dia? Jadi bila buat
ini memang kita pastikan bila kita analisis data, kita pastikan data kita
terjawab 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 untuk satu objektif. Ini ada tiga soalan. Ini
ada ini. Tapi soalan dia memang berkisarkan tentang objektif ini tadi. Tak
lari. Tak lari. Tetapi memang ini sebagai penyelidik yang bagus, memang akan
persoalkan supaya nanti bila kita macam ini “Dibina repertoir, sejauh mana
repertoi dibina?” Lepas itu, apakah cara perbualan dia. Cara perbualan dia itu
kita kena huraikanlah. Apakah kategori? Sebab kita nak kategorikan repertoir
tersebut. Untuk objektif ketiga ini. Jadi kita pastikan kita jawab semua soalan
ini ya. Jadi, pelajar semua, harap bila kita dah lihat apakah objektif kita,
kita pastikan bahawa persoalan kita itu menjawab soalan. Menjawab melalui
objektif kita. Dan kita kena pastikan bahawa semula saya katakan bahawa apa
yang kita analisis akan terjawablah soalan-soalan yang kita tanya. Pada diri
kita. Persoalan ini. Dan pemeriksa bila dia baca, oh okay. Soalan dia begini,
memang saya dapati ada dalam bab 4. Okay soalan dia begini, okay kita memang
dapati bahawa memang pelajar tulis dalam kategori. Kategori repertoir itu. Dah
bagi repertoir. Bermakna memang tesis ini berjaya. Sebab dia boleh menjawab
persoalan daripada objektif yang telah dia cadangkan untuk tesis dia. Jadi
pastikan bahawa, 1.4 persoalan kajian, 1.5 objektif. Perkataan ini. 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. Kejap. Saya
ada cadangkan ia di sini. Cadangan senarai kata kerja. Ini ya. Kata kerja
operasional taksonomi Bloom. Jadi, kita pastikan objektif satu itu rendah. Okay.
Kalau C1 itu, dia rendah. Rendah. Macam tadi mengenal pasti ada ya. Mengenal
pasti. Kemudian, bila objektif 2, kita nak analisis. Kena yang tinggi. Kena
kita tinggi. Kita tengoklah mana yang bersesuai. Kita baca dulu. Yang mana kita
bersesuai untuk objektif kedua. Kalau untuk aplikasi, apa dia. Untuk analisis,
apa dia. Ini kita tadi pilih untuk objektif kedua, analisis. Itu dah tinggi.
Dah C4. Maknanya kita memang analisis, analisis secara mendalam. Secara
mendalam. Kemudian, kita nak letakkan menghasilkan itu. Kita letak C6. Kita nak
hasilkan tadi kan. Ingat tak kita nak hasilkan repertoir atapun kita nak
hasilkan buku panduan ke apa ke. Itu perkataan-perkataan dia. Jadi, ini
pastikan bahawa janganlah objektif 1 satu awak ambik C5, awak nak nilai. Tiba-tiba
objektif 2 rendah pula. Awak masuk pula mengenal pasti. Dah salah. Dia mesti
daripada kecil, daripada mudah. Ini dikira mudah. Hinggalah kita naik-naik
sehinggalah ke C6. Jadi pastikan pemilihan perkataan-perkataan ini, yang
bersesuaian dengan objektif. Bersesuai. Dan juga ikut tahap dia. Rendah ke
tinggi. Objektif 1 rendah, objektif 2 tinggi sikit, objektif 3 lagi tinggi.
Janganlah objektif satu rendah, objektif 2 awak letak okay tinggi betul. C6
tadi. Kemudian objektif tiga awak 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 bersesuai. Dan
lagi satu. Lagi satu, bila kita tulis objektif ini. Contoh mengenal pasti. Ada
pula pelajar nombor 2 mengenal pasti juga. Kemudian nombor 3, mengenal pasti
lagi. Nombor 4 mengenal pasti. Dah empat-empat mengenal pasti. Jadi itu tak
boleh. Itu semuanya tahap yang rendah. Tahap yang rendah ini tidak bersesuaian.
Asyik nak mengenal pasti saja. Dah kenapa kan. Kita nak juga analisis. Jadi tak
boleh. Jadi macam ini, yang saya bagi contoh ini kalau dia buat empat objektif.
Biasanya objektif ada tiga sahaja. Kalau ada empat pun, kalau yang ini dia
hasilkan repertoir, ini buku panduan. Ini berbeza. Jadi, bolehlah dia nak
tukar. Contohnya menghasilkan. Jadi dia boleh nak tukar. Kalau kita tengok
sini. Ada banyak. Kita ada. Mengatur, mengkategorikan, menyusun, membangun. Ada
banyaklah. Merencana, merumuskan pun boleh. Kita letak ini merumus. Jadi kalau
misalnya ini sudah C6. Bolehlah C6 ini, C6 yang ini. Jadi boleh rujuk dalam
buku ini. Kalau tidak ada pun boleh rujuk dekat internet. Kalau jumpa. Okay.
Pastikan ya. Ingat. Saya katakan tadi. Saya ulang balik. Pastikan kategori dia
daripada rendah, kemudian tinggi sikit, kemudian tinggi lagi. Okay. Supaya
nampak dia punya perbezaan. Cara kita nak menganalisis data tersebut. Jadi
pemilihan perkataan ini amat penting dalam penulisan objektif kajian.
TERJEMAHAN BI
VIDEO 3
Chapters 1, 1.4. If we look here, 1.4 Research questions and
objectives of study 1.5. So we take the research question. Okay. So the
research questions with the research objectives need to be aligned because it
is related. Let's take this example on research questions. Look at the difference
here. Identifying the textual discourse animation script Malay folklore. This
is the objective. Is animation script textual discourse Malay folklore. So this
is if for example his objective and his question there is one. So the question
he continues. That means we can understand. But if for example "analyze
the impact of the animation script Malay folklore among schoolchildren",
we can be two objectives, namely the question of "How much effect
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.
Remember. Whatever is in this objective we have to question again because we
want to know the extent of the effect. So that will answer this objective. So
if we analyze this data, indeed this will be answered.
Similarly, the example of "Produce repertoire animated
conversation through the Malay folklore among elementary school students. This
one is actually an interview. Interviews among primary school students about
the animated script. So, he shared his opinion. So, the question is "To
what extent is the repertoire built through this and this". How? And what
is the way of conversation? So this is answered in there. How. How does he
talk? Is he the way he talks he is indeed two or three or four or indeed he is
sitting, he is alone. But one person wants to say, he wants to talk to someone
else. Probably with researchers. The third question is "What is the
category of repertoire?" So that means he created a repertoire, there are
three questions here. How far? What is the way of conversation? What is the
category? Indeed, after that when we analyze the data, we will find that these
three questions will be answered. So, not necessarily, one objective, one. Can
also be one objective, three questions. But in fact, when we analyze the data,
these three questions will be answered. As in number 2, the analysis of the
effects of the animated script will have two questions. When we analyze, we
answer these two questions. We find that we do answer these two questions. When
the objective of one is "Identifying textual discourse" we will have
one. For example, we can also want to make two. But let's look at the way we
analyze the data to answer this question. When we do analysis, we look back at
the question. Did you answer? So when it is answered, it is true. So, let's not
put all three objectives or all two objectives, all there is only one question. So we can put two or three.
Sometimes there are students up to four. Because he wants to make sure that
when he analyzes the data, the four questions are answered. If for example
"Produce a guidebook for writing animated scripts of folk tales". For
example, if the student makes four objectives. So to what extent are folklore
animated script writing handbooks produced. What is the way to produce a
folklore animated script guidebook? This one is indeed going to be a novelty.
The third number, the fourth novelty for you to 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 the way? So when we do this we
make sure when we analyze the data, we make sure our data is answered these two
questions. So when we want to write, objective, we make sure, we question. What
things will we find. When we analyze the data later. Is it this? Is it that? That
is why we have several questions for one objective. Here are two questions for
one objective. But the question really revolves around this objective just now.
But indeed this as a good researcher, will indeed question so that later when
we are like this "Built repertoire, how far is repertoire built?"
After that, what is the way he talks. We have to explain the way he talks. What
is a category? Because we want to categorize the repertoire. For this third
objective. So we make sure we answer all these questions yes. So, all students,
please when we have seen what our objectives are, we make sure that our
questions answer the questions. Answer through our objectives. And we have to
make sure that again I say that what we analyze will answer the questions we
ask. On ourselves. This question. And the examiner when he reads, oh okay. His
question is like this, indeed I found it in chapter 4. Okay his question is
like this, okay we did find that indeed students write in categories. The
repertoire category. Already for the repertoire. Meaning this thesis is
successful. Because he can answer questions from the objectives he has proposed
for his thesis. So make sure that, 1.4 research questions, 1.5 objectives. This
word. This word is taken. Here. Like this. Identify, analyze, produce. It's in
here. If we can see, you have to make sure that the objective one you choose,
must be from. If we look here. Wink. I have suggested it here. Suggested verb
list. Bloom's taxonomic operational verbs. So, we make sure the objective one
is low. Okay. If it's C1, he's low. Like just identifying there is yes.
Identify. Then, when objective 2, we want analysis. Hit high. We have to be
tall. Let's see which one fits. We read first. Which we fit for the second
objective. If for the application, what is he. For analysis, what is he. This
we just chose for the second objective, analysis. That's high. Dah C4. That
means we are indeed analysis, in-depth analysis. Deeply. Then, we want to put
that produce. We are located C6. We want to produce just now, right? Remember
we do not want to produce a repertoire or we want to produce a guidebook to
what. Those are his words. So, this makes sure that you do not have objective 1
one you ambiguous C5, you want value. Suddenly objective 2 is low anyway. You
go in and identify. Wrong. He must be from small, from simple. This is
considered easy. Until we go up and down all the way to C6. So make sure the
selection of these words, which corresponds to the objective. Suitable. And
also follow his level. Low to high. Objective 1 low, objective 2 slightly
higher, objective 3 more high. Don't let objective one be low, objective 2 you
place okay high right. C6 earlier. Then the objective of the three of you goes
back down. Wrong. Must follow the level. Like we went up the stairs. So take it
from here. Make sure that the word fits our objective. It have to adapt. One
more thing, when we write this objective. Examples identify. There are also
number 2 students identifying as well. Then number 3, identify again. Number 4
identifies. The four have identified. So that can't be. That's all low level.
This low level is not appropriate. It's fun to identify. Why? We also want
analysis. So you can't. So like this, I give this example if he makes four
objectives. Usually there are only three objectives. If there are four, if this
one he produced repertoire, this is a guidebook. This is different. So, let him
change. For example produce. So he can change. If we look here. There are many.
We have. Organize, categorize, menyusun, build. There are many. Planning,
formulating is also possible. We put this formulated. So if for example this is
already C6. Let this C6, this C6. So can refer in this book. If there is none,
you can refer to the internet. See you. Okay. Make sure yes. Remember. I said
earlier. I repeat. Keep her category from low, then a little high, then high
again. Okay. To see that he has a difference. The way we want to analyze the
data. So the selection of these words is very important in writing the
objectives of the study.
RUJUKAN
Normaliza Abd Rahim (2019). Jom Tulis Tesis.
Selangor: Universiti Putra Malaysia.
Pautan Video:
https://www.youtube.com/watch?v=lTV4bXMeYcw
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