BBN3402SATU2020: MINGGU11 TERJEMAHAN VIDEO(7)

 

Video 7

Teks Asal

(Persoalan Kajian / Objektif Kajian (Bab 1))

Bab 1, 1.4. Kalau kita tengok di sini, 1.4 Persoalan kajian dan objektif kajian 1.5. Jadi kita ambil persoalan kajian. Okay. Jadi persoalan kajian dengan objektif kajian perlulah sejajar. Okay. Perlu 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 misalnya objektif dia dan persoalan dia ini ada satu. Jadi persoalan dia teruslah. Maknanya kita 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 menerusi skrip animasi cerita rakyat Melayu?”. Jadi kedua-dua soalan ini sebenarnya akan menjawab objektif dua. Kena ingat ya. Apa sahaja dalam objektif ini kita kena persoalkan semula. Sebab kita nak tahu bahawa sejauh mana kesan itu. Bagaimana cara dia? Jadi itu akan menjawab objektif ini. Jadi bila kita analisis data ini, 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. Jadi, persoalannya “Sejauh manakah repertoir dibina melalui ini ini ini”. Bagaimana? Dan apakah cara perbualan? Jadi ini terjawablah dalam tu. Bagaimana. Apakah cara perbualan dia? Adakah dia cara perbualan dia memang berdua atau bertiga atau berempat. Ataupun memang dia duduk, dia sorang. Tapi nak kata seorang, dia nak berbual dengan siapa pula. Okay. Mungkin dengan penyelidik. Soalan ketiga “Apakah kategori repertoir?” 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 akan 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 2, analisis kesan skrip animasi akan ada dua persoalan. Bila kita analisis memang kita jawablah dua soalan ini. Macam itu. Kita dapati bahawa memang kita jawab dua-dua soalan ini. Bila yang objektif satu “Mengenal pasti wacana tekstual” memang kita akan ada satu. Contohnya. Boleh juga nak buat dua. Tapi kita tengoklah cara kita analisis data itu terjawab tak soalan ini. Bila kita buat analisis, kita tengok balik soalan. Terjawab tak? Jadi bila dah terjawab tu memang betullah. Jadi, janganlah kita letak semua tiga-tiga objektif atau semua dua-dua objektif, semua ada satu sahaja soalan. Jadi kita boleh letak dua atau tiga. Kadang-kadang ada pelajar ada letak sampai empat. Sebab dia nak pastikan bahawa bila dia analisis data itu, memang terjawab empat-empat soalan tersebut. Kalau contohnya “Menghasilkan buku panduan penulisan skrip animasi cerita rakyat”. Contohnya, kalaulah pelajar itu buat ada empat objektif. Jadi sejauh manakah buku panduan penulisan skrip animasi cerita rakyat dihasilkan. Apakah cara untuk menghasilkan buku panduan skrip animasi cerita rakyat? Jadi, yang ini memang ini akan jadi kebaharuan. Yang nombor ketiga, keempat kebaharuan bagi awak punya tesis. Benda baharu yang kita nak sebarkan ke seluruh dunia. Jadi yang ini kita akan ada dua persoalan di sini. Sejauh manakah buku panduan dihasilkan? Apakah cara dia? Jadi bila buat ini memang kita pastikan bila kita analisis data, kita pastikan data kita terjawab 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 untuk satu objektif. Ini ada tiga soalan. Ini ada ini. Tapi soalan dia memang berkisarkan tentang objektif ini tadi. Tak lari. Tak lari. Tetapi memang ini sebagai penyelidik yang bagus, memang akan persoalkan supaya nanti bila kita macam ini “Dibina repertoir, sejauh mana repertoi dibina?” Lepas itu, apakah cara perbualan dia. Cara perbualan dia itu kita kena huraikanlah. Apakah kategori? Sebab kita nak kategorikan repertoir tersebut. Untuk objektif ketiga ini. Jadi kita pastikan kita jawab semua soalan ini ya. Jadi, pelajar semua, harap bila kita dah lihat apakah objektif kita, kita pastikan bahawa persoalan kita itu menjawab soalan. Menjawab melalui objektif kita. Dan kita kena pastikan bahawa semula saya katakan bahawa apa yang kita analisis akan terjawablah soalan-soalan yang kita tanya. Pada diri kita. Persoalan ini. Dan pemeriksa bila dia baca, oh okay. Soalan dia begini, memang saya dapati ada dalam bab 4. Okay soalan dia begini, okay kita memang dapati bahawa memang pelajar tulis dalam kategori. Kategori repertoir itu. Dah bagi repertoir. Bermakna memang tesis ini berjaya. Sebab dia boleh menjawab persoalan daripada objektif yang telah dia cadangkan untuk tesis dia. Jadi pastikan bahawa, 1.4 persoalan kajian, 1.5 objektif. Perkataan ini. 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. Kejap. Saya ada cadangkan ia di sini. Cadangan senarai kata kerja. Ini ya. Kata kerja operasional taksonomi Bloom. Jadi, kita pastikan objektif satu itu rendah. Okay. Kalau C1 itu, dia rendah. Rendah. Macam tadi mengenal pasti ada ya. Mengenal pasti. Kemudian, bila objektif 2, kita nak analisis. Kena yang tinggi. Kena kita tinggi. Kita tengoklah mana yang bersesuai. Kita baca dulu. Yang mana kita bersesuai untuk objektif kedua. Kalau untuk aplikasi, apa dia. Untuk analisis, apa dia. Ini kita tadi pilih untuk objektif kedua, analisis. Itu dah tinggi. Dah C4. Maknanya kita memang analisis, analisis secara mendalam. Secara mendalam. Kemudian, kita nak letakkan menghasilkan itu. Kita letak C6. Kita nak hasilkan tadi kan. Ingat tak kita nak hasilkan repertoir atapun kita nak hasilkan buku panduan ke apa ke. Itu perkataan-perkataan dia. Jadi, ini pastikan bahawa janganlah objektif 1 satu awak ambik C5, awak nak nilai. Tiba-tiba objektif 2 rendah pula. Awak masuk pula mengenal pasti. Dah salah. Dia mesti daripada kecil, daripada mudah. Ini dikira mudah. Hinggalah kita naik-naik sehinggalah ke C6. Jadi pastikan pemilihan perkataan-perkataan ini, yang bersesuaian dengan objektif. Bersesuai. Dan juga ikut tahap dia. Rendah ke tinggi. Objektif 1 rendah, objektif 2 tinggi sikit, objektif 3 lagi tinggi. Janganlah objektif satu rendah, objektif 2 awak letak okay tinggi betul. C6 tadi. Kemudian objektif tiga awak 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 bersesuai. Dan lagi satu. Lagi satu, bila kita tulis objektif ini. Contoh mengenal pasti. Ada pula pelajar nombor 2 mengenal pasti juga. Kemudian nombor 3, mengenal pasti lagi. Nombor 4 mengenal pasti. Dah empat-empat mengenal pasti. Jadi itu tak boleh. Itu semuanya tahap yang rendah. Tahap yang rendah ini tidak bersesuaian. Asyik nak mengenal pasti saja. Dah kenapa kan. Kita nak juga analisis. Jadi tak boleh. Jadi macam ini, yang saya bagi contoh ini kalau dia buat empat objektif. Biasanya objektif ada tiga sahaja. Kalau ada empat pun, kalau yang ini dia hasilkan repertoir, ini buku panduan. Ini berbeza. Jadi, bolehlah dia nak tukar. Contohnya menghasilkan. Jadi dia boleh nak tukar. Kalau kita tengok sini. Ada banyak. Kita ada. Mengatur, mengkategorikan, menyusun, membangun. Ada banyaklah. Merencana, merumuskan pun boleh. Kita letak ini merumus. Jadi kalau misalnya ini sudah C6. Bolehlah C6 ini, C6 yang ini. Jadi boleh rujuk dalam buku ini. Kalau tidak ada pun boleh rujuk dekat internet. Kalau jumpa. Okay. Pastikan ya. Ingat. Saya katakan tadi. Saya ulang balik. Pastikan kategori dia daripada rendah, kemudian tinggi sikit, kemudian tinggi lagi. Okay. Supaya nampak dia punya perbezaan. Cara kita nak menganalisis data tersebut. Jadi pemilihan perkataan ini amat penting dalam penulisan objektif kajian.

Teks Terjemahan

Chapters 1, 1.4. If we look here, 1.4 Research questions and objectives of study 1.5. So we take the research question. Okay. So the research questions with the research objectives need to be aligned because it is related. Let's take this example on research questions. Look at the difference here. Identifying the textual discourse animation script Malay folklore. This is the objective. Is animation script textual discourse Malay folklore. So this is if for example his objective and his question there is one. So the question he continues. That means we can understand. But if for example "analyze the impact of the animation script Malay folklore among schoolchildren", we can be two objectives, namely the question of "How much effect 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. Remember. Whatever is in this objective we have to question again because we want to know the extent of the effect. So that will answer this objective. So if we analyze this data, indeed this will be answered.

Similarly, the example of "Produce repertoire animated conversation through the Malay folklore among elementary school students. This one is actually an interview. Interviews among primary school students about the animated script. So, he shared his opinion. So, the question is "To what extent is the repertoire built through this and this". How? And what is the way of conversation? So this is answered in there. How. How does he talk? Is he the way he talks he is indeed two or three or four or indeed he is sitting, he is alone. But one person wants to say, he wants to talk to someone else. Probably with researchers. The third question is "What is the category of repertoire?" So that means he created a repertoire, there are three questions here. How far? What is the way of conversation? What is the category? Indeed, after that when we analyze the data, we will find that these three questions will be answered. So, not necessarily, one objective, one. Can also be one objective, three questions. But in fact, when we analyze the data, these three questions will be answered. As in number 2, the analysis of the effects of the animated script will have two questions. When we analyze, we answer these two questions. We find that we do answer these two questions. When the objective of one is "Identifying textual discourse" we will have one. For example, we can also want to make two. But let's look at the way we analyze the data to answer this question. When we do analysis, we look back at the question. Did you answer? So when it is answered, it is true. So, let's not put all three objectives or all two objectives, all there is only one question. So we can put two or three. Sometimes there are students up to four. Because he wants to make sure that when he analyzes the data, the four questions are answered. If for example "Produce a guidebook for writing animated scripts of folk tales". For example, if the student makes four objectives. So to what extent are folklore animated script writing handbooks produced. What is the way to produce a folklore animated script guidebook? This one is indeed going to be a novelty. The third number, the fourth novelty for you to 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 the way? So when we do this we make sure when we analyze the data, we make sure our data is answered these two questions. So when we want to write, objective, we make sure, we question. What things will we find. When we analyze the data later. Is it this? Is it that? That is why we have several questions for one objective. Here are two questions for one objective. But the question really revolves around this objective just now. But indeed this as a good researcher, will indeed question so that later when we are like this "Built repertoire, how far is repertoire built?" After that, what is the way he talks. We have to explain the way he talks. What is a category? Because we want to categorize the repertoire. For this third objective. So we make sure we answer all these questions yes. So, all students, please when we have seen what our objectives are, we make sure that our questions answer the questions. Answer through our objectives. And we have to make sure that again I say that what we analyze will answer the questions we ask. On ourselves. This question. And the examiner when he reads, oh okay. His question is like this, indeed I found it in chapter 4. Okay his question is like this, okay we did find that indeed students write in categories. The repertoire category. Already for the repertoire. Meaning this thesis is successful. Because he can answer questions from the objectives he has proposed for his thesis. So make sure that, 1.4 research questions, 1.5 objectives. This word. This word is taken. Here. Like this. Identify, analyze, produce. It's in here. If we can see, you have to make sure that the objective one you choose, must be from. If we look here. Wink. I have suggested it here. Suggested verb list. Bloom's taxonomic operational verbs. So, we make sure the objective one is low. Okay. If it's C1, he's low. Like just identifying there is yes. Identify. Then, when objective 2, we want analysis. Hit high. We have to be tall. Let's see which one fits. We read first. Which we fit for the second objective. If for the application, what is he. For analysis, what is he. This we just chose for the second objective, analysis. That's high. Dah C4. That means we are indeed analysis, in-depth analysis. Deeply. Then, we want to put that produce. We are located C6. We want to produce just now, right? Remember we do not want to produce a repertoire or we want to produce a guidebook to what. Those are his words. So, this makes sure that you do not have objective 1 one you ambiguous C5, you want value. Suddenly objective 2 is low anyway. You go in and identify. Wrong. He must be from small, from simple. This is considered easy. Until we go up and down all the way to C6. So make sure the selection of these words, which corresponds to the objective. Suitable. And also follow his level. Low to high. Objective 1 low, objective 2 slightly higher, objective 3 more high. Don't let objective one be low, objective 2 you place okay high right. C6 earlier. Then the objective of the three of you goes back down. Wrong. Must follow the level. Like we went up the stairs. So take it from here. Make sure that the word fits our objective. It have to adapt. One more thing, when we write this objective. Examples identify. There are also number 2 students identifying as well. Then number 3, identify again. Number 4 identifies. The four have identified. So that can't be. That's all low level. This low level is not appropriate. It's fun to identify. Why? We also want analysis. So you can't. So like this, I give this example if he makes four objectives. Usually there are only three objectives. If there are four, if this one he produced repertoire, this is a guidebook. This is different. So, let him change. For example produce. So he can change. If we look here. There are many. We have. Organize, categorize, menyusun, build. There are many. Planning, formulating is also possible. We put this formulated. So if for example this is already C6. Let this C6, this C6. So can refer in this book. If there is none, you can refer to the internet. See you. Okay. Make sure yes. Remember. I said earlier. I repeat. Keep her category from low, then a little high, then high again. Okay. To see that he has a difference. The way we want to analyze the data. So the selection of these words is very important in writing the objectives of the study.

Rujukan: https://www.youtube.com/watch?v=lTV4bXMeYcw

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