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 ni, 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
dia kan 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.
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 Let's 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 :
Normaliza Abd Rahim. (2019). Jom Tulis Tesis. Serdang: Penerbit Universiti Putra Malaysia.
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