TEKS ASAL:
4. Persoalan Kajian / Objektif
Kajian (Bab 1)
Bab
1, 1.4 kalau kita tengok kat sini 1.4 persoalan kajian dan objektif kajian 1.5.
Jadi kita ambil persoalan kajian. Jadi persoalan kajian, dengan objektif
kajian, perlulah sejajar. Ia berkaitan. Jadi contoh kita ambik yang ini,
persoalan kajian. Mengenal pasti wacana tekstual skrip animasi cerita rakyat
Melayu. Okay ini objektif dia. Apakah wacana tekstual skrip animasi cerita
rakyat Melayu, jadi ini kalau misalnya objektif dia dan persoalan dia ada satu.
Jadi, persoalan dia terus la makna kita boleh faham. Kalau contoh menganalisis
kesan skrip animasi cerita rakyat Melayu
dalam kalangan pelajar sekolah rendah, kita boleh jadi dua persoalan daripada
kata adjektif iaitu, sejauh manakah kesan skrip animasi cerita rakyat Melayu
dalam kalangan pelajar sekolah rendah dan bagaimanakah pelajar memberi pendapat
melalui skrip animasi cerita rakyat Melayu. Jadi kedua dua soalan ini
sebenarnya akan menjawab objektif 2. Jadi kena ingat ye kita kena persoalkan
semula kita nak tahu kesan dia , bagaimana cara dia. Jadi itu akan menjawab
objektif ini. Bila kita menganalisis data ini, memang ini akan terjawab. Okay,
sama juga contohnya menghasilkan repertoir perbualan melalui animasi cerita
rakyat Melayu dalam pelajar sekolah rendah. Yang ini sebenarnya, ada temu bual.
Temu bual dalam kalangan pelajar sekolah rendah tentang skrip animasi tersebut.
Dia bagi pendapat. Persoalannya sejauh manakah repertoir dibina melalui...
Bagaimana...Dan apakah cara perbualan tentang animasi . Jadi, ini terjawab lah.
Apakah cara perbualannya ? Adakah cara perbualannya memang begini ? Atau pun
memang dia sorang, tapi kalau nak kata sorang, dia berbual dengan siapa ?
Soalan ketiga, apakah kategori repertoir . Ada tiga soalan di situ, sejauh
manakah, apakah cara perbualan, apakah kategori repertoir. Memang setelah itu,
nanti kita menganalisis data memang kita akan dapati akan terjawab soalan
ketiga tiga ini. Jadi, bukan semestinya satu objetif, satu. Boleh juga satu
objektif, tiga persoalan. Tapi analisis data memang akan terjawab ketiga tiga
soalan ini. Macam yang nombor 2, mengalisis kesan skrip animasi, akan ada 2
persoalan. Kalau kita analisis, memang kita jawab kedua dua soalan ini. Macam
itu. Kita dapati memang kita jawab dua soalan ini. Bila yang objektif satu,
mengenal pasti wacana tekstual, kita akan ada satu contoh. Boleh hendak buat
dua, tapi kena tengok cara analisis data , menjawab atau tidak soalan ini. Bila
kita buat analisis, kita tengok menjawab atau tidak soalan. Kalau menjawab itu,
memang betul. Jangan kita letak satu objektif. Jadi kita boleh letak dua atau
tiga. Kadang kadang letak sampai empat, bila menganalisis data itu memang
menjawab keempat empat . Kalau contohnya menghasilkan buku panduan penulisan
skrip animasi cerita rakyat, kalau kita buat ada empat objektif, jadi sejauh
manakah buku panduan skrip animasi
cerita rakyat dihasilkan. Apakah cara untuk menghasilkan buku panduan penulisan
skrip menghasilkan cerita rakayat. Jadi, yang ini akan jadi kebaharuan. Benda
baru yang kita nak sebarkan, jadi yang ini kita akan ada dua persoalan sejauh
manakah buku panduan, apakah cara dia. Jadi, apabila membuat ini, kita pastikan
menjawab dua dua persoalan ini. Jadi bila kita nak tulis objektif, kita
pastikan kita persoalkan. Apa benda yang kita dapati, apabila kita menganalisis
data. Oleh sebab itu kita ada beberapa soalan untuk satu objektif. Ini ada dua
soalan untuk objektif . Ini ada dua soalan, tiga soalan. Tapi soalan dia memang
berkisarkan tentang objektif ini tadi. Tetapi memang apabila kita sebagai
penyelidik yang bagus tu, memang dia mempersoalkan supaya nanti bila kita tahu
semua persoalan itu. Jadi pastikan kita jawab semua soalan ini. Jadi pelajar
semua diharap bila kita lihat apakah objektif kita, kita pastikan persoalan
kita menjawab objektif kita dan harus memastikan bahawa apa yang kita analisis
itu akan terjawab. Pemeriksa bila membaca , okay soalan dia memang begini,
didapati ada dalam bab 4, okay soalan ini didapati betul. Bermakna memang
berjaya kerana boleh menjawab soalan daripada objektif yang telah dicadangkan.
Jadi, pastikan 1.4 persoalan kajian dan 1.5 objektif . Perkataan ini yang
diambil seperti mengenal pasti, menganalisis, menghasilkan, terdapat dalam ini,
harus pastikan bahawa objektif yang dipilih itu haruslah dari ...
Cadangan
senarai kata kerja operasional taksonomi bloom, jadi kita kena pastikan
objektif satu, rendah. Apabila objektif dua, kita analisis, semua yang tinggi,
mana yang bersesuaian. Kita baca dahulu. Yang mana bersesuaian untuk objektif
kedua. Kalau untuk aplikasi apa , untuk analisis apa , dan ini kita pilih untuk
analisis kedua. Maknanya, kita analisis secara mendalam. Maknanya kita nak
letakkan menghasilkan itu diletakkan pada C6. Jadi ini pastikan, bahawa jangan
objektif satu diambil dari C5, tiba tiba objektif dua rendah pula. Itu salah.
Dia mesti daripada kecil dan mudah sehingga sukar. Pastikan pemilihan perkataan
ini bersesuaian objektif dan ikut tahap rendah ke tinggi. Objektif satu rendah,
objektif dua tinggi, dan objektif tiga sangat tinggi. Jangan objektif satu
rendah, anda letak tinggi C 6 kemudian turun C3. Salah. Kena ikut turutan.
Macam kita naik tangga, rendah ke tinggi. Jadi ambik daripada ini. Dan lagi
satu, bila kita tulis objektif ini, ada pelajar nombor dua mengenal pasti juga
kemudian nombor tiga mengenal pasti lagi. Jadi itu tidak boleh sebab tahap yang
rendah. Tahap yang rendah tidak bersesuaian.
Chapters 1, 1.4 if we
look at here 1.4 research questions and research objectives 1.5. So we take the
research question. So the research question, with the objective of the study,
needs to be aligned. It is related. So our example of this ambiguity, the
research question. Identifying the textual discourse animation script Malay
folklore. Okay this is her objective. Is animation script textual discourse
Malay folklore, so if for example the objective question him and he got one.
So, the question he continues is the meaning we can understand. If the sample
to analyze the effect of the script animation folklore Malay among primary
school students, we can be two issues of adjectives that is, the extent of the
effect of the script animation folklore Malay among primary school students and
how students express an opinion through the script animation folklore Malay. So
these two questions will actually answer objective 2. So we have to remember
that we have to question again we want to know the effect of him, how he works.
So that will answer this objective. If we analyze this data, indeed this will
be answered. Okay, same repertoire example produces animated conversation
through the Malay folklore in primary school. This one is actually, there is an
interview. Interviews among primary school students about the animated script.
He shared his opinion. The question is to what extent the repertoire is built
through ... How ... And what is the way of conversation about animation. So,
this is the answer. What is the way of conversation? Is this the way he talks?
Or he is alone, but if you want to say alone, who is he talking to? The third
question, what is the category of repertoire. There are three questions there,
to what extent, what is the way of conversation, what is the category of
repertoire. Indeed, after that, later 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 data analysis will
indeed answer these three questions. As with number 2, analyzing the effects of
animated scripts, there will be 2 questions. If we analyze, we do answer these
two questions. Like that. We find that we do answer these two questions. When
objective one, identifying textual discourse, we will have an example. You can
do two, but you have to look at how to analyze the data, answer or not this
question. When we do an analysis, we look at answering or not questions. If you
answered that, it is true. Let's not set an objective. So we can put two or
three. Sometimes it is up to four, when analyzing the data it does answer all
four. For example, if we produce a guidebook for writing an animated script for
folklore, if we make four objectives, then to what extent is the guidebook for
the animation script for folklore produced. What is the way to produce a script
writing guidebook to produce folk tales. So, this one will be a novelty. The
new thing we want to spread, so this one we will have two questions as to how
far the guidebook is, what is his method. So, when making this, we are sure to
answer these two questions. So when we want to write an objective, we make sure
we ask questions. What do we find, when we analyze the data. Therefore we have
several questions for one objective. Here are two questions for the objective.
Here are two questions, three questions. But his question really revolves
around this objective just now. But indeed when we as a good researcher, he did
question so that later when we know all the questions. So make sure we answer
all these questions. So students are all expected when we see what our
objectives are, we make sure our questions answer our objectives and should
ensure that what we analyze will be answered. Examiner when reading, okay
question he is like this, found in chapter 4, okay this question is found to be
correct. Meaning it is successful because it can answer questions from the
objectives that have been proposed. So, make sure 1.4 research questions and
1.5 objectives. These words taken as identifying, analyzing, producing, are
present in this, should ensure that the chosen objective should be from ...
Proposed list of
operational taxonomic verbs bloom, so we have to make sure objective one, low.
When objective two, we analyze, all high, whichever is appropriate. We read first. Which is
appropriate for the second objective. If for what application, for what
analysis, and this we choose for the second analysis. That is, we analyze in
depth. This means that we want to put the produce is placed on C6. So this make
sure, that do not objective one is taken from C5, suddenly objective two is low
anyway. That's wrong. He must be from small and easy to difficult. Make sure
the selection of these words fits the objective and follows the low to high
level. Objective one is low, objective two is high, and objective three is very
high. Do not objective one low, you place high C 6 then go down C3. Wrong. Must
follow. Like we go up the stairs, low to high. So ambiguous from this. And one
more thing, when we write this objective, there is student number two
identifying also then number three identifying again. So that should not be the
reason for the low level. Low levels are not suitable.
RUJUKAN: Youtube
Channel Prof. Dr Normaliza - Link: https://youtu.be/lTV4bXMeYcw
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