Video 6
Definisi Operasional & Organisasi Kajian (Bab
1)
Bab 1
Seterusnya kita pergi 1.8 iaitu definisi operasional. Ini agak sukar ya.
Kadang-kadang pelajar ni dia agak keliru. Operasional bermakna tentang definisi
yang tentang kajian yang kita jalankan. Bukan definisi konsep. Bukanlah
definisi macam contoh ada pelajar pergi buat apa makna wacana satu, lepastu apa
makna skrip satu, tekstual satu, animasi satu, cerita satu, rakyat satu, melayu
satu. Itu salah ya. Kita bukan nak definisi itu. Kalau definsi tiap-tiap satu
mulalah pelajar akan rujuk kamus dewan ye. Dia rujuk semua jenis kamus. Tidak
mahu! Jangan!
Jadi operasional ialah
tentang kajian kita. Jadi biasanya definisi operasional ni minima dua ataupun
maksima, paling maksima pun tiga. Tentang bagaimana kita nak jalankan kajian ni
supaya bila pembaca baca baru faham, oh ini maksud dia. Jadi kalau kita tengok
tajuk ini, kita boleh ambil satu wacana tekstual, lagi satu skrip animasi cerita
rakyat Melayu. Boleh. Kalau kita nak ambil, bezakan skrip animasi, jadi satu
skrip animasi yang tiada kaitan pula. Skrip animasi apa. Jadi kita boleh
teruskan untuk tajuk ni mungkin ada dua. Tapi tajuk yang lain mungkin ada tiga.
Kalau kita ambil tajuk daripada kejuruteraan contohnya, mungkin operasional tu
ada banyak. Sebab dia akan ada banyak dia punya pembolehubah dekat dalam tu.
Kalau daripada apa nama yang kalau buat tesis sains pun begitu. Ada banyak
pembolehubah yang membolehkan kita membuat definisi operasional supaya
pemeriksa faham apa kaitan tu dengan dalam tesis tersebut.
Kalau kita tengok dari
segi tesis dan bentuk ekonomi, pun begitu. Kita ada banyak dia punya
pembolehubah. Jadi mungkin akan lebih daripada tiga. Jadi, untuk yang ini kita
fokus kepada dua. Ni saya bagi contoh ya. Jadi awak boleh buat dalam macamni
kemudian letak contohnya wacana tekstual. Tapi wacana tekstual yang awak nak
kaji,nak buat definisi operasional ni mesti berkaitan dengan kajian. Mesti
berkaitan dengan kajian dan pastikan bahawa bukanlah yang bermakna yang ni kena
ambil dari rujukan. Rujukan daripada, perlu ada rujukanlah. Ini perlu ada
rujukan. Ada satu cara, satu maknanya awak buat wacana tekstual berkaitan
dengan kajian awak. Wacana tekstual yang berfokus kepada skrip animasi. Wacana
ini, wacana tekstual ini akan dianalisis dengan menggunakan tiga elemen. Ni
contohlah ya.
Contoh tiga elemen
iaitu kandungan, konteks dan andaian jadi wacana tekstual. Jadi menurut
Normaliza Abd Rahim (2019), wacana tekstual apa dia apa dia apa dia. Bolehlah
ada rujukan. Dan juga 1.8.2 iaitu skrip animasi cerita rakyat Melayu. Jadi ini
kenalah yang berkaitan dengan kajian awak. Apa dia huraikan serba ringkas.
Skrip animasi cerita rakyat Melayu terdiri daripada 20 cerita sebab dalam awak
punya tesis, awak punya analisis 20 cerita. Jadi skrip animasi ini berbentuk
apa dia, apa dia, apa dia jadi huraian. Mungkin yang ini skrip animasi cerita
rakyat Melayu ini awak huraikan ialah kita nak berkaitan dengan kajian kita.
Jadi memang tiada pula rujukan awak. Takpe, boleh diterima sebab definisi yang
ini memang berkaitan dengan kajian awak. Jadi ada dua cara. Satu cara mempunyai
rujukan. Ini ada rujukan, ini ada rujukan. Jadi yang kedua, tiada rujukan.
Maknanya awak buat huraian, huraian tentang wacana tekstual tu dari segi
konteks awak punya tesis.
Yang ini pun dari
konteks awak punya kajian awak punya tesis. Jadi takde rujukan. Dua-dua boleh
diterima tetapi macam yang saya katakan sebelum ini, rujuk penyelia. Kalau
rujuk penyelia kata ada rujukan, letak rujukan. Kalau penyelia kata takpe saya
percaya bahawa kalau takde rujukan pun saya faham dan ini sebenarnya tidak
perlu rujukan kerana ia berkaitan dengan kajian awak. Bukan kajian orang lain,
pun boleh diterima, macam saya katakan sebelum ini, kita ni berbeza pendapat,
berbeza sekolah. Jadi different school of
thought. Jadi pemikiran kita berbeza. Jadi pemikiran penyelia ada kalau
sejuta penyelia, kita ada sejuta pemikiran yang berbeza. Jadi terpulang kepada
penyelia. Jadi kalau macam saya, kalau saya tiba-tiba harini saya kata okay
memang tak perlu sebab bagi saya definisi operasional ni tentang kajian
bagaimana awak nak jalankan kajian. Nama pun operasional, operation ya.
Jalankan kajian. Bukan kita nak definisi konsep. Bukan yang kita apa. Jadi
kalau ada rujukan, pastikan kalau awak nak buat rujukan tak boleh. Ini tak
boleh rujuk kamus.
Dah kenapa nak rujuk
kamus? Tak payah. Kena rujuk daripada kajian-kajian, bukannya rujuk kamus.
Jangan kata menurut kamus bahasa dewan Edisi ke-empat, wacana tekstual ialah
blaa blaa blaa. Tak boleh. Itupun kita tahu janganlah rujuk kamus. Dah kenapa
kan. Jadi kita rujuk rujukan. Rujukan yang kajian-kajian daripada orang lain
ya. Macam saya kata satu boleh rujukan kedua tiada rujukan pun boleh diterima
dan terpulang kepada penyelia masing-masing. Jadi kalau dia terima tu yelah,
akurlah, ikut cakap dia. Jadi sekarang ni kalau kita lihat setelah ambil
definisi operasional, kita ada, teruskan iaitu kat belakang ni ada ye subtopik.
1.9 iaitu organisasi kajian. Okay, organisasi kajian ini sebenarnya terpulang
kepada individu, pelajarlah dan juga penyelia.
Yang ini biasanya saya
akan suruh untuk pelajar PhD. Pelajar PhD saya akan suruh letaklah organisasi
kajian. Kadang pelajar Master pun boleh. Kalau dia tak letak pun takpe. Ini
boleh pilih jika perlu. Organisasi kajian ini awak buat dalam bentuk perenggan.
Jadi perenggan pertama apa ada dalam bab 1. Kemudian perenggan 1 apa ada dalam
Bab 1. Perenggan 2 apa ada dalam bab 2. Perenggan 3 ni, kita nak organisasi
kita. Kita nak buat secara ringkas supaya penyelia baca, dia macam oh bab 1 ada
ni rupanya. Bab 2 ada ni rupanya. Bab 3 ada ni, jadi organisasi. Penyusunan
tesis kita secara teratur. Jadi perenggan, perenggan, perenggan, perenggan
dalam ringkas sahaja. Kerana macam saya kata sebelum ini, tiap-tiap kita ada
pengenalan kan? Pengenalan tu kita dah katakan dah apa ada dalam bab tersebut.
Tetapi dalam organisasi kajian ini kena nyatakanlah secara ringkas apa ada
dalam tiap-tiap perenggan.
Jadi untuk pelajar
PhD, memang saya wajibkan supaya dia sendiri boleh faham apa ada dalam
tiap-tiap bab. Dan juga kalau pelajar Master, bolehlah kalau dia nak buat.
Kalau tak buat pun takpe. Pelajar bacelor pun takpe, diploma pun takde masalah
kalau dia nak buat. Pokoknya, terpulang kepada penyelia. Dan akhir sekali, 1.10
baru masuk kesimpulan. Semua bab macam saya katakan tadi semua bab mesti ada
kesimpulan. Takde kesimpulan manalah boleh. Kita nak simpulkanlah apa yang ada
dalam bab tersebut. Jadi ada yang saya dapati tesis tak ada kesimpulan.
Tergantung je macam ni. Bila tergantung habis je tanpa yang ini jadikan kita
tengok tiba tiba dah masuk bab 2. Jadi tidak ada kesinambungan bab 1 dengan bab
2.
Macam bab 1 tu ada bab
lain. Dia ni macam entiti lain pulak. Jadi takde kaitan langsung dengan bab 2.
Tak boleh. Kita kena ada kesimpulan. Kesimpulan ni kita simpulkan apa ada dalam
bab 1 dan juga ingat ayat akhir kita kena letak kaitkan dengan bab seterusnya
iaitu bab 2 akan membincangkan sorotan kajian. Jadi bolehlah kita dapati bahawa
ada kesinambungan antara bab 1 dan bab 2. Jadi serupa juga macam saya terangkan
dalam bab-bab lain. Dalam bab kesimpulan mesti ayat akhir mesti ada kita
nyatakan apa ada dalam bab seterusnya. Jadi penting ada kesimpulan ye. Tapi
tulah macam saya kata kadang-kadang ada penyelia tak payahlah kita simpulkan.
Mungkin itu dia punya pemikirannya berbeza.
Macam saya katakan
tadi different school of thought. Jadi
bila berbeza takpelah kita redha dan kita terima. Okay, dah bab 1 ye. Kita dah
bersemangat dah bab 1 kita ni. Maknanya kita dah habis bab 1. Lupa nak cakap
halaman. Berapa halaman bab 1 ye Prof? Bab 1 ini biasanya halaman, halaman bab
1 biasanya kita dah masuk dia punya orang kata apa latar belakanglah,
persoalanlah, kita punya masalah kajian semua tu lebih kurang 8 hingga 10 je. Itu
yang saya kata bahaya sebab adakan pelajar dia letak sampai 30. Nak tau kenapa
jadi 30? Bahagian masalah kajian tu pun dah 15 halaman. Itulah bila masalah
kajian ada 30 halaman, dia akan jadi macam seolah-olah dia buat sorotan kajian.
Itu dah salah sebab masalah kajian ni kita ambik yang betul betul penting
masukkan kat dalam tu. Sedangkan kita tahu bahawa dalam bab 2 memang banyak ada
jurang kat situ. Jadi itu pun semua adalah masalah tapi kita ambil yang penting
sahaja. Jadi bila kita letak masalah kajian tu ada 30, bermakna memanglah jadi banyak 15 halaman, jadilah 30. Dah salah
dah sebab yang penting sekarang ini dia akan jadi samalah dengan bab 2. Dia
jadi masalah kajian tu panjang lebar, bersemangat sangat dia tulis masalah
kajian, dia jadi 15 halaman. Yang lain tu memanglah sikit sikit dah jadi macam
sorotan kajian. Dah jadi salah.
Jadi, macam saya kata
tadi permasalahan kajian itu kita fokuskan ikut objektif. Objektif ada dua
perenggan lah masalah kajian. Objektif ada tiga, tiga perenggan tapi padat,
padat dekat dalam tu. Walaupun ringkas tetapi padat dalam tu. Jadi dah
dikaitkan pulak dengan objektif. Tapi yang selebihnya sorotan-sorotan ataupun
jurang penyelidikan yang lain mempunyai masalah ada dalam bab 2. Jadi pelajar
pelajar boleh rujuk daripada situ. Yang ini kita buang letak lebih kurang
macamni. Paling lebih pun lebih kurang 12 macamtu. Tapi janganlah kurang
daripada lapan. Dah jadi macam kurang halaman lah pulak. Jadi lebih sikit sikit
boleh. Kalau nak sampai 15 pun boleh diterima. Sebab mungkin dia semangat nak
tulis latar belakang. Tak ada masalah. Tapi jangan lebih. Lebih sampai lebih
daripada 15. 15 tu orang kata dah tak bolehlah. Kita takut dia jadi seperti
macam saya katakan tadi seperti sebulat bulat bab 2. Jangan! Jadi bila bab 2 tu
mulalah pemeriksa akan slash ini tak
boleh, ini tak boleh. Dia potong potong potong. Saya kalau misalnya panjang
sangat saya biasanya lipat halaman tesis tu saya tulis kat sini ini sepatutnya
masuk bab 2. Sebab masa viva senang saya ingat yang saya lipat adalah setebal
tebalnya. Yang tak ada kaitan pun dengan masalah kajian. Sebab dia berleter je
lebih. Kat dalam tu entah apa. Menurut pendapat sayalah, bukan saya maksudnya
pendapat dia, dia kata saya dapati bahawa pelajar ini dia memang tak sukalah
belajar. Haduh, masatu baca kertas awak tu siapa yang awak kata awak dapati.
Dia boleh tengok sekali. Tu yang dia kata pelajar tak suka mengira contoh dia.
Dia dapati sekali tu pun dia tengok anak buah dia masih raya. Masa raya yang
dia jumpa dua minit lepastu dia kata anak buah dia kau pergi main kat belakang.
Haa itu dia. Jadi itu yang dia dapati budak itu taknak mengira satu sampai 20.
Dia taktau bahawa hari raya sape pulak nak mengira 1 sampai 20. Kena pulak buat
ujian. Kena ujian depan pak sedara. Nak kena baca sifir pulak kat depan tu.
Kalau dia baca sifir dapat duit raya banyak takpe. Okay jadi kita ingat ye
dalam bab 1 ini.
TERJEMAHAN BI
TEKS SASARAN
Operational Definition & Organization of the
Study (Chapter 1)
Chapter 1
Next we go to 1.8
which is the operational definition. This is a bit difficult. Sometimes this
student is a bit confused. Operational means about the definition of the study
we are conducting. Not a concept definition. Not the definition of a sample of
students go there for what the meaning of a passage, lepastu what a script
meaning, textual one, the animation, the story, the people one, wilt one.
That's wrong. We do not want that definition. If the definition of each one starts,
students will refer to the board dictionary. He referred to all types of
dictionaries. Do not want! Don't!
So operational is
about our study. So usually the operational definition is a minimum of two or a
maximum, at most a maximum of three. About how we want to conduct this study so
that when the reader reads only understand, oh this is what he means. So if we
look at this topic, we can take a textual discourse, yet an animation script
Malay folklore. Yes. If we want to take it, differentiate the animated script,
so it is an animated script that has nothing to do. What animated script. So we
can proceed to this title there may be two. But other titles may have three. If
we take a title from engineering for example, maybe there are many operations.
Because he will have a lot he has variables close in there. If from what name
if you do a science thesis so. There are many variables that allow us to make
an operational definition so that the examiner understands what it has to do
with in the thesis.
If we look at it in
terms of thesis and economic form, so be it. We have a lot he has variables. So
there will probably be more than three. So, for this one we focus on two. Let
me give you an example. So you can do it in this way and then put for example
textual discourse. But the textual discourse that you want to study, want to
make this operational definition must be related to the study. Must be relevant
to the study and make sure that it does not mean that this should be taken from
the reference. Reference from, there should be a reference. This needs to be a
reference. There is a way, one meaning you make a textual discourse related to
your study. Textual discourse focused on animated scripts. This discourse, this
textual discourse will be analyzed using three elements. Here is an example.
Examples of three
elements namely content, context and assumptions become textual discourse. So
according to Normaliza Abd Rahim (2019), textual discourse is what she is what
she is what she is. There may be a reference. 1.8.2 and also the animation
script Malay folklore. So this must be related to your study. What he described
briefly. Malay folklore animation script consists of 20 stories because the
body has a thesis, an analysis of the body has 20 stories. So this animated
script is in the form of what he is, what he is, what he is a description of.
Perhaps this animation script Malay folklore this body we want to describe is
related to our study. So there is no reference to you. Takpe, acceptable
because this definition is indeed related to your study. So there are two ways.
One way is to have a reference. This is a reference, this is a reference. So
second, no reference. Meaning you make a description, a description of the
textual discourse in terms of the context you have a thesis.
This is also from the
context you have a study you have a thesis. So no reference. Both are
acceptable but as I said before, consult a supervisor. If the supervisor says
there is a reference, place a reference. If the supervisor says takpe I believe
that even if there is no reference I understand and this actually does not need
a reference because it is related to your study. It is not someone else's
study, it is acceptable, as I said before, we have different opinions,
different schools. So a different school of thought. So our thinking is
different. So the supervisor's mind is there if a million supervisors, we have
a million different thoughts. So it is up to the supervisor. So if you are like
me, if I suddenly say okay today, there is no need for me to give this
operational definition of research on how you want to conduct research. The
name is operational, operation yes. Conduct a study. We do not want a
definition of a concept. Not what we are. So if there is a reference, make sure
if you want to make a reference can not. This does not refer to the dictionary.
Why do you want to
refer to the dictionary? No need. It is necessary to refer to the studies, not
to the dictionary. Do not say according to the fourth edition of the language
dictionary of the hall, the textual discourse is blaa blaa blaa. Can not. Even
so, we know not to consult the dictionary. Why? So we refer to the reference.
References that studies from others yes. Like I said one can be a second
reference no reference can be accepted and it is up to the respective
supervisor. So if he accepts it, agree, follow him. So now if we look after
taking the operational definition, we have it, go on that is behind it there is
subtopic. 1.9 i.e. study organization. Okay, the organization of this study is
actually up to the individual, the student and also the supervisor.
This one I usually
recommend for PhD students. My PhD student will ask you to set up a study
organization. Sometimes Master students can too. If he is not located, he will
not be able to. This can be selected if necessary. The organization of this
study you made in the form of paragraphs. So the first paragraph is in chapter
1. Then paragraph 1 is in Chapter 1. Paragraph 2 is in chapter 2. Paragraph 3,
we want our organization. We want to make it brief so that the supervisor
reads, he looks like oh chapter 1 there is this apparently. Chapter 2 is here
apparently. Chapter 3 is here, so organization. Regular preparation of our
theses. So paragraph, paragraph, paragraph, paragraph in brief only. Because
like I said before, each of us has an introduction, right? In that
introduction, we have already said what is in the chapter. But in the
organization of this study it is necessary to state briefly what is in each
paragraph.
So for a PhD student,
I am obligated that he himself can understand what is in each chapter. And also
if you are a Master student, you can if he wants to do it. If you don't do it,
you won't get it. Bachelor students do not have it, diplomas do not matter if
they want to do it. Anyway, it's up to the supervisor. And finally, 1.10 just
came to a conclusion. All chapters like I said earlier all chapters must have
conclusions. There is no conclusion where it can be. We want to conclude what
is in the chapter. So I found the thesis with no conclusion. It depends on
this. When it hangs completely without this one, it makes us see that it has
suddenly entered chapter 2. So there is no continuation of chapter 1 with
chapter 2.
Like chapter 1 there
is another chapter. He is like any other entity. So it has nothing to do with
chapter 2. It can't. We have to come to a conclusion. In this conclusion we
conclude what is in chapter 1 and also remember the last sentence we have to
put in relation to the next chapter that is chapter 2 will discuss the
highlights of the study. So we can find that there is a continuation between
chapter 1 and chapter 2. So similar is also as I explained in other chapters.
In the conclusion chapter must be the final sentence there must be we state
what is in the next chapter. So it is important to have a conclusion. But the
plague like I said sometimes there are supervisors we do not have to conclude.
Maybe he has a different mindset.
Like I said earlier, different schools of thought. So when it is different,
we must not be satisfied and we accept. Okay, dah chapter 1 ye. We are excited
about our 1st chapter. That means we have finished chapter 1. I forgot to talk
about the page. How many pages of chapter 1 ye Prof? This chapter 1 is usually
a page, the page of chapter 1 is usually we have entered he has people say what
the background is, the question is, we have a study problem all about 8 to 10
je. That's what I say is dangerous because there are students who put up to 30.
Want to know why so 30? The problem section of the study is already 15 pages.
That is when the problem of the study has 30 pages, he will be as if he is the
highlight of the study. That is wrong because the problem of this study we take
is really important to include in it. While we know that in chapter 2 there are
many gaps there. So that is all a problem but we take only the important ones.
So when we put the problem of the study there are 30, it means that there are
so many 15 pages, it becomes 30. It is wrong because the important thing now is
that it will be the same as chapter 2. He is the problem of the study at
length, he is very enthusiastic he wrote the study problem , he became 15
pages. The others, of course, have become a bit of a study highlight. It went
wrong.
So, as I said earlier,
we focus on the problems of the study according to the objectives. The
objective is to have two paragraphs of the study problem. The objective is
three, three paragraphs but dense, dense close in there. Although simple but
compact in tu. So it has been linked to the objective. But the rest of the
highlights or other research gaps have problems in chapter 2. So students can
refer from there. This one we put away more or less like this. At least about
12 kinds. But do not be less than eight. It looks like there are less pages. So
a little bit more can. If you want to reach 15, it is acceptable. Because maybe
he is eager to write a background. No problem. But do not overdo it. More to
more than 15. 15 people say it is not allowed. We are afraid he will be like I
said earlier like round one chapter 2. Do not! So when chapter 2 starts the
examiner will slash this is not allowed, this is not allowed. He cut it into
pieces. If, for example, I am very long, I usually fold the thesis page, I
wrote it here, this should go to chapter 2. Because the viva time is happy, I
remember that I folded it as thick as it is. Which has nothing to do with
research problems. Because he is more talkative. I don't know what's inside. In
my opinion, I do not mean his opinion, he said I found out that this student he
really does not like to study. Oops, if you read your paper, who did you say
you found. He can look once. That's what he said students do not like to count
his example. He found that even then he saw his men were still celebrating. The
time he met two minutes later he said his men you went to play in the back. Haa
that's him. So that's what he found the boy did not want to count one to 20. He
knew that Hari Raya Sape Pulak wanted to count 1 to 20. He had to go for a
test. Got a test in front of you. I want to read the cipher at the front. If he
reads the cipher, he will get a lot of public money. Okay so we remember ye in
this chapter 1.
Comments
Post a Comment