TERJEMAHAN TRANSKRIPSI YOUTUBE
NAZRUL 196202 IKMAL 197345
PERSOALAN KAJIAN / OBJEKTIF KAJIAN (BAB 1).
Bab 1 1.4 Kalau kita tengok di sini 1.4 persoalan kajian dan 1.5 objektif kajian. Jadi kita ambil persoalan kajian. Persoalan kajian dan objektif kajian perlulah sejajar kerana ia berkaitan. Sekarang ini, contoh persoalan kajian, ‘mengenalpasti wacana tekstual skrip animasi cerita rakyat Melayu’. Ini objektif dia ‘apakah wacana tekstual skrip animasi cerita rakyat Melayu?’ Jadi ini kalau misalannya. Objektifnya dan persoalannya ada 1. Jadi persoalan teruslah kita boleh faham contohnya ‘menganalisis kesan skrip animasi cerita rakyat Melayu dalam kalangan pelajar sekolah’ kita boleh jadi dua soalan daripada satu objektif iaitu ‘sejauh manakah kesan cerita animasi 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 2.
Kena ingat ya, apa sahaja dalam objektif ini kita mempersoalkan semula Sebab kita nak tahu bahawa sejauh mana kesan itu? Bagaimana cara dia? Jadi itu akan menjawab objektif ini bila kita analisis data ini memang ini akan terjawab. Serupa juga macam contohnya, ‘menghasilkan repetoir perbualan melalui animasi cerita rakyat Melayu dalam kalangan pelajar sekolah rendah’. Ini sebenarnya ada temubual dalam kalangan pelajar sekolah rendah tentang skrip animasi tersebut. jadi dia bagi pendapat jadi persoalannya ‘sejauhmanakah repertoir dibina melalui animasi cerita rakyat Melayu dalam kalangan pelajar sekolah’. Jadi ini terjawablah dalam itu. Apakah cara perbualan dia? Adakah cara perbualannya Memang berdua, bertiga ataupun berempat Ataupun memang dia duduk seorang tapi kalau seorang dia nak berbual dengan siapa pula? Mungkin dengan penyelidik. Soalan ketiga ‘apakah ketegori repertoir’ yang dihasilkan dalam perbualan pelajar sekolah rendah. Jadi maknanya dia hasilkan repertoir ada tiga soalan disini. Sejauh manakah, Apakah cara perbualan, Apakah kategori. Memang Setelah itu, apabila kita menganalisis data, kita akan dapati memang terjawablah persoalan ketiga-tiga ini.
Jadi bukanlah semestinya 1 objektif 1, boleh juga 1 objektif 3 soalan, tapi sebenarnya bila kita menganalisis data memang akan terjawab ketiga-tiga soalan ini. Seperti yang nombor dua, menganalisis kesan skrip animasi akan ada dua persoalan, bila kita analisis memang kita akan menjawab dua Soalan ini. Kita dapati memang kita jawab kedua-dua soalan ini. Objektif satu mengenal pasti wacana tekstual memang kita akan ada satu , boleh juga nak buat dua tapi tengoklah cara kita analisis data terjawab tak soalan tersebut. Bila kita membuat analisis, tengok balik soalan terjawab tak ? Jadi bila dah terjawab, memang betullah.
Jadi janganlah kita letak ke semua 3 objektif atau semua objektif, cuma ada satu je soalan jadi kita boleh letak 2 atau 3. Kadang-kadang ada pelajar letak sampai empat sebab dia nak pastikan bahawa bila dia analisis data memang akan terjawab empat persoalan tersebut. Contohnya menghasilkan buku panduan penulisan skrip animasi cerita rakyat Melayu, contohlah Kalau ada pelajar buat empat objektif jadi ‘Sejauh manakah buku panduan penulisan skrip animasi cerita rakyat Melayu dihasilkan?’ ‘Apakah cara untuk menghasilkan buku panduan penulisan animasi skrip cerita rakyat melayu?’ Jadi yang ini memang akan menjadi kebaharuan pada nombor tiga dan empat bagi awak punya thesis. Benda baharu yang kita nak sebarkan ke seluruh dunia. Jadi, yang ini kita akan ada dua persoalan. ‘Sejauh manakah buku panduan dihasilkan?’ ‘Apakah caranya?’ Jadi bila buat ni memang kita akan pastikan bila kita analisis data, pastikan kita menjawab kedua-dua soalan ini,jadi bila kita nak tulis objektif kita pastikan, kita persoalkan apa benda yang akan kita dapati ketika kita analisis data nanti. Adakah ini, adakah itu?
Sebab itulah kita ada beberapa soalan untuk satu objektif. Ini ada dua soalan untuk satu objektif, ini ada tiga soalan ini ada dua. Tapi soalannya memang berkisahkan tentang objektif ini tadi, tak lari. Tapi sebagai penyelidik yang bagus memang diakan persoalkan. Sebagai contoh ‘sejauh manakah repertoir dibina?’ Kemudian ‘Apakah cara perbualannya?’ Perbualan kita, kena Huraikan lah. ‘Apakah ketegorinya?’ Sebab kita nak kategorikan repertoir tersebut Untuk objektif ketiga ini. Jadi kita kene pastikan kita jawab Semua Soalan ini. Jadi pelajar, bila kita lihat apakah objektif kita, kita pastikan bahawa persoalan kita itu menjawab melalui objektif kita dan kita kena pastikan bahawa, semula saya katakan bahawa apa yang kita analisis itu akan terjawab lah soalan-soalan yang kita tanya pada diri kita untuk persoalan ini. Dan pemeriksa bila dia baca, ' Okey soalannya begini, memang saya dapati memang ada dalam bab 4, kita dapati memang pelajar tulis kategori repetoir, bermakna memang tesis ini berjaya sebab dia boleh menjawab persoalan daripada objektif yang telah dicadangkan'. Jadi pastikan bahawa 1.4 persoalan kajian, 1.5 objektif kajian.
Perkataan seperti mengenal pasti, menganalisis, menghasilkan ada dalam buku 'Jom tulis tesis', Cadangan Senarai Kata Kerja Operasional Taksonomi Bloom , jadi kita perlu pastikan objektif 1 rendah kalau C1 itu dia rendah, kemudian objektif 2 kita nak analisis, kenalah yang tinggi. Kita tengoklah mana yang bersesuaian. Kita baca dulu, yang mana bersesuai untuk objektif kedua, kalau untuk aplikasi apa dia, untuk analisis apa dia, tadi kita pilih untuk objektif kedua (analisis) itu dah tinggi, sudah c4, itu maknanya memang kita analisis secara mendalam. Kemudian kita nak letakkan (menghasilkan), kita letak c6, kita nak menghasilkan repertoir ataupun kita nak hasilkan buku panduan. Ini perkataan-perkataannya. Jadi pastikan bahawa, janganlah objektif satu ambil c5, awak nak nilai tiba-tiba objektif 2 rendah pula, awak masuk pula mengenalpasti, dah salah. Dia daripada kecil daripada mudah hinggalah menaik sehingga ke c6. Jadi pastikan pemilihan perkataan-perkataan itu mestilah bersesuaian objektif mengikut tahapnya, rendah ke tinggi, objektif 1 rendah, objektif dua tinggi sikit dan objektif ketiga lagi tinggi. Janganlah objektif satu rendah, objektif 2 awak letak tinggi betul, c6 tadi dan objektif ketiga awak turun pula balik. Salah! Kena ikut tingkat macam kita naik tangga daripada rendah naik naik. Jadi ambil daripada sini. Pastikan bahawa perkataan itu bersesuaian dengan objektif kita, jadi kena bersesuaian.
Dan lagi satu bila kita tulis objektif ini contohnya mengenal pasti, ada pelajar tulis nombor 2 mengenal pasti juga kemudian nombor 3 mengenal pasti lagi. Nombor 4 mengenalpasti. Dah empat empat mengenal pasti. Tak boleh, itu semuanya tahap yang rendah. Tahap yang rendah ini tidak bersesuaian, kita nak lah juga analisis. Jadi tak boleh. Jadi contoh di sini ada empat objektif. Biasanya objektif ada tiga sahaja. Kalau ada empat pun satu objektif berkenaan repertoir, satu lagi berkenaan buku panduan. Dia berbeza. Jadi dia bolehlah nak tukar di buku Jom tulis tesis, contohnya, daripada menghasilkan ke mengatur, mengkategorikan, menyusun, membangun, merumuskan dan sebagainya. Jadi bolehlah rujuk dalam buku Jom tulis tesis. Kalau tiada buku, boleh rujuk di Internet, kalau jumpa. Okay pastikan ingat yang saya katakan tadi, saya ulang balik, pastikan kategorinya daripada rendah ke tinggi sikit ke tinggi lagi supaya nampak perbezaan cara kita nak menganalisis data tersebut. Jadi pemilihan perkataan amat penting dalam penulisan objektif kajian.
3. RESEARCH QUESTIONS / RESEARCH OBJECTIVES (CHAPTER 1)
Chapter 1 1.4 If we look here 1.4 research questions and 1.5 research objectives. So we take the research question. Research questions and research objectives should be aligned as they are relevant. Right now, examples of research questions, identified discourse textual animation script Malay folklore '. This objective was 'whether the textual discourse Malay folklore animation script?' So this is if for example, there are objective and question 1. So we can understand the problems continue instance 'to analyze the effect of animation script Malay folklore among schoolchildren' we can be two questions from the objectives of 'the extent of the impact of the animated story of Malay among primary school students,' 'How students give opinions through animation script Malay folklore', so the two will actually answer this question objective 2.
Remember, whatever in this objective we question again because we want to know that to what extent the effect? How is she so that will answer this objective when we analyze this data indeed this will be answered. A similar kind of example, 'produced by an animated conversation repetoir Malay folklore among elementary school students. This is actually an interview among primary school students about the animated script. so he of opinion so the question 'to what extent is built through animation repertoire Malay folklore among schoolchildren. So this is answered in that. How does he talk? Is the way he talks It is indeed two, three or four Or is he sitting alone but if one he wants to talk to whom? Probably with researchers. The third question is ‘what is the category of repertoire’ generated in the conversation of primary school students. So that means he created a repertoire there are three questions here. To what extent, What is the way of conversation, What is the category. Indeed After that, when we analyze the data, we will find that the questions of these three are indeed answered.
So it is not necessarily 1 objective 1, it can also be 1 objective 3 questions, but in fact when we analyze the data these three questions will indeed be answered. As number two, analyzing the effect of animated script will have two questions, when we analyze it we will answer these two Questions. We find that we do answer these two questions. The objective of one is to identify the textual discourse, indeed we will have one, we can also want to make two, but look at the way we analyze the data to answer the question. When we do the analysis, look back at the questions answered? So when it is answered, it is true.
So we do not put all 3 objectives or all objectives, there is only one question so we can put 2 or 3. Sometimes there are students who put up to four reasons he wants to make sure that when he analyzes the data will be answered the four questions. For example, a handbook scriptwriting animation folklore Malay, for example, If any student for four objectives to be 'How well manual script writing animation folklore Malay produced?' 'What a way to produce a guidebook writing animation scripts folklore wither?' So that this will indeed be a novelty in numbers three and four for you to have a thesis. New things we want to spread all over the world. So, this one we will have two questions. 'To what extent is the handbook produced?' 'What is the way?' So when we do this we will make sure when we analyze the data, make sure we answer these two questions, so when we want to write our objectives make sure, we ask what things will we find out when we analyze the data later. Is this, is that it?
That is why we have several questions for one objective. This has two questions for one objective, these have three questions this has two. But the question is about this objective just now, do not run away. But as a good researcher, he did question it. For example, ‘How far is the repertoire built?’ Then ‘What is the way of conversation?’ Our conversation, should be described. ‘What is the category?’ Because we want to categorize the repertoire for this third objective. So we here make sure we answer All these Questions. So students, when we see what our objectives are, we make sure that our questions are answered through our objectives and we have to make sure that, again I say that what we analyze will be answered the questions we ask ourselves for this question . And the examiner when he read, 'Okay the question is like this, I did find it is in chapter 4, we find that the student wrote the repetoir category, meaning that this thesis is successful because he can answer the question from the proposed objective'. So make sure that 1.4 research questions, 1.5 research objectives.
Words like identify, analyze, produce are in the book 'Let's write a thesis', Bloom's Taxonomic Operational Vocabulary List Proposal, so we need to make sure objective 1 is low if C1 is low, then objective 2 we want analysis, must be high. Let's see which one fits. We read first, which is suitable for the second objective, if for what application he is, for what analysis he is, earlier we chose for the second objective (analysis) it is already high, already c4, that means we do in-depth analysis. Then we want to put (produce), we put c6, we want to produce a repertoire or we want to produce a guidebook. These are his words. So make sure that, do not objective one take c5, you want the value of suddenly objective 2 is low, you go in to identify, it is wrong. He ranged from small to easy up to c6. So make sure the selection of the words must be appropriate objectives according to the level, low to high, objective 1 low, objective two slightly higher and the third objective again high. Do not let objective one low, objective 2 you place high correctly, c6 earlier and the third objective you go down again. Wrong! We have to follow the floor like we go up the stairs from the low up and up. So take it from here. Make sure that the word fits our objective, so it has to fit.
And one more thing when we write this objective for example identify, there are students write number 2 identify also then number 3 identify again. Number 4 identifies. Already four four identified. No, that's all low level. This low level is not suitable, we also want analysis. So you can't. So for example here there are four objectives. Usually there are only three objectives. If there are four, one is the objective regarding the repertoire, the other is about the handbook. He is different. So he can want to change in the book Let's write a thesis, for example, from producing to organizing, categorizing, organizing, developing, formulating and so on. So you can refer to the book Lets write a thesis. If you do not have a book, you can refer to the Internet, if you can find it. Okay make sure to remember what I said earlier, I repeat, make sure the category from low to high a little to high again so that you can see the difference in the way we want to analyze the data. So the choice of words is very important in writing the objectives of the study.
Rujukan: https://youtu.be/lTV4bXMeYcw
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