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
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