IKMAL (197345) AZIEMAH (199909)
3.
PERSOALAN
KAJIAN / OBJEKTIF KAJIAN (BAB 1). #JomTulisTesis
(10:33)
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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