Adila Riza: BBN3402SATU2020: MINGGU TERJEMAHAN VIDEO(3)

TEKS ASAL

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. Perlulah sejajar kerana ia berkaitan, ya. Jadi sekarang ini kita ambil contoh yang ini…persoalan kajian…tengok dari beza di sini ya. 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 persoalannya.. dia satu. Jadi persoalannya,,,teruslah…maknanya kita boleh fahamlah. 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 sekolah rendah? Bagaimanakah pelajar boleh memberi pendapat melalui skrip animasi cerita rakyat Melayu? Jadi kedua-dua soalan ini sebenarnya akan menjawab objektif dua…ya…kena ingat ya…apa sahaja dekat dalam objektif ini kita memang persoalkan semula. Sebab kita hendak tahu bahawa, sejauh mana kesan itu? Bagaimana cara dia? Jadi, itu akan menjawab objektif ini. Bila kita analisis data ini, memang ini akan terjawab. Okay?

Serupa juga, macam contohnnya menghasilkan repertoire perbualan melalui animasi cerita rakyat Melayu dalam kalangan pelajar sekolah rendah. Ini sebenarnya ada temu bual.Temu bual dalam kalangan pelajar sekolah rendah tentang skrip animasi tersebut. Jadi dia bagi pendapat. Jadi persoalannya, sejauh manakah repertoire dibina melalui ini ini ini…bahgaimana? dan apakah cara perbualan? Jadi ini terjawablah dalam itu. Apakah cara perbualannya? Adakah cara perbualannya memang berdua, atau bertiga, atau berempat, atau pun memang dia duduk dia seorang? Tapi kalau dia seorang, dia berbual dengan siapa pula? Okay, mungkin dengan penyelidik. Soalan ketiga, apakah kategori repertoire? Jadi maknanya dia hasilkan repotir…. ada tiga soalan di sini…sejauh manakah? Apakah cara perbualan? Apakah kategori dia?

Memang setelah itu nanti, bila kita analisis 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 menganalisis data, memang akan terjawab ketiga-tiga soalan ini. Macam yang nombor 2 menganalisis kesan skrip animasi…akan ada 2 persoalan. Bila kita analisis memang …Oh la…meang kita jawablah kedua-dua soalan ini. Kita dapati memang kita menjawab dua2 soalan ini. Bila objektif satu; mengenal pasti wacana teks itu, memang kita akan ada satu. Boleh juga nak buat dua. Tapi kita tengoklah cara kita analisis data tu, terjawab tak soalan ini? Bila kita buat analisis kita tgk balik soalan. Terjawab tak? Jadi bila sudah terjawab itu, memang betullah. Jadi janganlah kita letak semua ketiga2 objektif atau semua kedua-dua objektif semuanya ada satu sahaja soalan. Jadi kita boleh letak dua atau tiga. Kadang-kadang ada pelajar, ada sampai empat. Sbb dia nak pastikan bahawa bila dia analisis data itu, memang terjawab 4 soalan tersebut.

Kalau contohnya, menghasilkan buku panduan penulisan skirp animasi cerita rakyat, contohnya kalaulah pelajar itu buat ada 4 objektif. Jadi sejauh manakah buku panduan penulisan skrip animasi certia rakyat dihasilkan? Apakah cara untuk menghasilkan buku panduan animasi certia rakyat? Jadi, yang ini …memang ini akan menjadi kebaharuan, ya. Yang nombor 3 kebaharuan…nombor 4 kebaharuan bagi awak punya tesis. Benda baharu yang kita nak disebarkan kepada seluruh dunia. Jadi yang ini kita akan ada 2 persoalan di sini. Sejauh manakah buku panduan dihasilkan? Apakah caranya? Jadi bila buat ini, memang kita pastikan bila kita analisis data, kita pastikan kita jawab kedua-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 objek. Ini ada dua soalan, satu objektif ini ada 3 soalan…ini ada…tapi memang soalan dia berkisarkan tentang objektif yang ini. Tak lari.Tak lari. Tetapi memang sebahagian penyelidik yg bagus…ya…memang akan persoalankan, supaya nanti bila kita, macam ini ya…dibina repertoire..sejauh mana repertoire dibina? Lepas itu, apakah cara perbualannya? Cara perbualan, kita kena huraikanlah. Apakah kategorinya? Sebab kita nak kategorikan repertoire 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 pastikan bahawa, semula saya katakan..bahawa apa yang kita analisis terjawablah soalan2 kita tanya pada diri kita. Persoalan ini…dan pemeriksa bila dia baca…”oh okay. Soalan ini memang saya dapati ada dalam bab 4…okay soalannya begini…okay kita memang dapati bahawa memang pelajar tulis kategori, kategori repertoire itu…dah bagi repertoire…bermakna memang tesis ini berjaya…ya. Sbb dia boleh menjawab persoalan daripada objektif yang telah di...yang dia cadangkan untuk tesis ini ya…pastikan bahawa 1.4; Persoalan kajian…1.5 Objektif.

Perkataan ini ..yang dia ambil…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 dari sini ya….kejap….saya ada cadangan ..ya ..di sini…cadangan senarai kata kerja …ini ya…kata kerja operasional teks…teksonomi Bloom. Kita pastikan objektif 1 itu rendah…kalau C1 itu rendah…ya ..macam mengenal pasti itu ada ya....kemudian, bila objektif 2, kita nak analisis, kenalah yang tinggi. Kita tengoklah mana yang bersesuaian. Kita baca dulu, yang mana yang sesuai untuk objektif kedua…kalau untuk aplikasi, apa dia? Utk analisis apa dia? Yang ini kita pilih tadi utk objektif kedua…analisis…itu dah tinggi, dah C4..maknanya kita memang analisis secara mendalam…secara mendalam ya..kemudian kita nak letakkan menghasilkan itu..kita letak C6…kita nak hasilkan tadi kena….ingat tadi kita nak hasilkan repertoire..ataupun nak hasilkan buku panduan dan sebagainya…ini perkataan-perkataan dia.

Jadi ini, pastikan bahawa janganlah objektif satu awak C5…awak nak nilai tiba-tiba objektif dua rendah pula..awak masuk mengenal pasti…dah salah..ya …dia mesti daripada kecil…daripada yang mudah..ini dikira mudah..hinggalah kita naik, naik sehinggalah ke C6.Jadi pastikan pemilihan perkataan-perkataan ini, bersesuain objektif, bersesuaian dan ikut tahap dia…rendah atau tinggi. Objektif 1 rendah…objektig 2 tinggi sedikit..objektif 3 lagi tinggi. Janganlah objektif 1 rendah, objektif 2 awak letak…okay..tinggi betul.. C6 tadi...kemudian objektif3…oh turun pula balik. Salah!. Kena ikut peringkat…macam kita naik tangga. Mula rendah…naik,naik. Jadi ambil daripada sini. Pastikan bahawa perkataan itu bersesuaian dengan objektifi kita…jadi kena bersesuaian..dan lagi satu…lagi satu…bila kita tulis objektif ini…contoh mengenalpasti…adalah pulak pelajar tulis nombor 2 mengenal pasti jugak kemudian nombor 3 mengenal pasti lagi… nombor 4 mengenal pasti…dah keempat-empat mengenal pasti. Jadi itu tak boleh. Itu semua nya tahap yang rendah..tahap yg rendah tidak bersesuaian. Asyik nak mengenalpasti sahaja…dah kenapa kan?…kita nak juga nak analisis. Jadi takboleh.

Jadi macam ini saya bagi contoh ini..kalau dia buat 4 objektif..biasanya ada objektif tiga sahaja. Kalau ada empat pun..kalau ini…dia hasil repertoire..ini buku panduan..ini bebeza..jadi bolehlah dia nak tukar.. contohnya menghasilkan ..jadi dia boleh tukar..kalau kita tengok di sini ada banyak.Kita ada…..mengatur, kategorikan, menyusun, membangun, ada banyaklah. Rencana, merumuskan pun boleh. Kita letak ini merumus. Jadi kalau ini misalannya dah C6 bolehlah C6 ini.. C6 yang ini…jadi boleh rujuk dalam buku ini..kalau tiada pun boleh rujuk dlm internet. Kalau jumpa. Pastikan ye...ingat...saya katakan tadi..saya ulang balik...pastikan kategori dia mesti dari rendah..kemudian tinggi sikit..kemudian tinggi lagi.Okay? Supaya nampak dia punya perbezaan... cara kita nak menganalisis data tersebut. Jadi pemilihan perkataan ini amat peting dalam penulisan objektif kajian.

TERJEMAHAN INGGERIS

Chapter 1. 1.4, if we look up here… 1.4…research question and research objective, 1.5. So, we take research question, Okay? So, the research question and research objective must be aligned. It must be aligned because they are related. So now, we take this one as an example… research question…look at the difference here, alright. To identify the textual discourse on the Malay-animation folk’s stories. This is the objective, what is the textual discourse on the Malay-animation folk’s stories? So here, if the example of objective and it’s question…they are one. So the question…obviously…we understand it. But, if the example is analysing the effect of the script in Malay animation folks stories among the student in schools, we could make that two from one of the objective. Which is how far is the impact of the script in Malay animation folk stories among the primary students? How can the students give their opinion based on the script on the Malay animation folks stories? So with these two question it will answer the two objectives…alright…remember…whatever was in these objectives, we surely will have ask again. Because we need to know, how much does the effect will be? How does it go? So, that will give the answer to the objectives here. When we analyse it, this is definitely will be answered. Okay?

It is the same as… for example, creating a repertoire of conversation through the animation of Malay folks’ stories among the primary students at school. There was actually an interview. An interview of the primary students about the script on the animation. They give their opinion. So, the question is, how far does the repertoire that created from here, here, and here? How? And how does the conversation conduct? So, these will be the answer for that the question. How many participants are they? Was it one to one? Or one to two persons? Or three? Or was it just the participant alone? If it is, to whom will he or she talks to then? Okay, probably with the researcher. Third question, which category is the repertoire? So that means, he made a repertoire…there are 3 questions here…. How far? What are the ways it was made? Which category?

After all of that, when we analysed the data, we definitely will have, the answers for all these three questions. So, it is not always have to be one objective…one questions. We may also make one objective, with 3 questions… but the main idea, is that when we analyse the data, all three questions will be answered. Like this number 2 here, analysing the effect of animation script…there will be two questions. When we analyse it…oh.. we definitely had answered the two questions. We really do realise that we answered these two questions here. When there is one objective; identify the textual discourse, we certainly will have one. You may also do two. But we must know if what we analysed, will answer the question. The moment you analyse it, tell yourself…will it answer the question? If it does, then you are doing it right. So don’t just simply write to many objectives, with just one question. Just give a couple or three each. Sometimes students, wrote four because they want to be certain, that when they analyse it, it answered each one of them.

For example, to write a booklet of animation script writing of Malay folks’ stories, let say, if the students wrote 4 objectives. How long is the booklet was written? How does the booklet was created? So, for this one here… there will definitely a new finding. Right? Number 3 here, new finding, number 4, also a new finding of your thesis. New things that we want share to the whole world. So, this one here, we will get 2 question. How long is the booklet was written? How was it written? So, when we do this, we will make sure, that it will answer these two questions here, as we analysed. So, when we want to write the objective, we make sure, we ask ourselves… what will we get after we analyse it later… was it this or was it that? That is why we several questions for one objective. This one has two, this one objective has three questions… this one has… but all of them will related to this objective. Still the right track. But there are some good researchers…right…will ask themselves back so..like this one here…right…repertoire was listed… how many? And then, how was it interviewed? We explained the method. What are the categories? Because we want to categorise their repertoire… for our third objective here. So, we must make sure that we can answer all these questions. Alright? So, student…I hope, when we’ve looked back at our objectives, make sure the questions will be answered...through our objectives. And make sure, I repeat... that what find in our studies will provide the answer that we asked ourselves back then. This research question…the examiner will find that….” Oh, okay. The answer is here in chapter 4…Oh that’s it! We now know that this student state the categories, the repertoire categories…it is all given…which shows that the thesis was a success. Alright. All the research questions are answered that… the student had stated in the thesis…alright…make sure that 1.4; Research Question…1.5 Objective.

The words here…. that we picked…. like these…to identify, to analyse, to create…this one as well…here…if we look here, you will have to make sure that the first objective you chose must be from…if we look here, alright…just a moment…I’ve suggested…yes…here…list of suggestion for nouns….here…operational tax…Bloom’s taxonomy. We make sure the first objective is low…alright…like ‘to identify’ is here for sure...yes…then...for the second objective, we want to analyse, it needs to be high. We’ll see what suits best. We go through it firsts, which is the best for our second objective…what about for application, how about that? Analysis, what is it for? What we chose before is for the second objective…analysis… that one is high already, it goes with the c4…that means we must go deeper…deeper, alright…remember about the repertoire that we discussed earlier?..or to write a book and something like that…these are the words.

So this, make sure that your first objective is not c5…you want to analyse, but your second objective is low… you put it ‘to identify’, it is wrong…right..it must be something lower…from one of these easy part here…this considered as easy...gradually we go higher, and higher all the way to c6. So, make sure the words you chose here, is suitable for the objective, suitable and follow its level…low or high. Objective 1 is low…objective 2 a bit higher…objective 3 even higher. Don’t put the first one low while the second one the highest, then the third goes back to low. Wrong! Follow its level, like how we walk up the stairs. From the bottom, to the top. So, choose from here. Make sure those words are the right one for our objective… it must be suitable…and one more thing…one more…when we write the objective…for example to identify…there are some students wrote number 2 as ‘to identify’ as well as the number 3, and number 4…now all of them are ‘to identify’. That is not right. These are all from the low level... the low is not suitable. If we stick only to identify, then when will be analyse? So that is not right.

As you can see the example given here…let say the fourth objective…usually it will be three. If there is four on any chance…say…he or she list down the repertoire…this is booklet…this one different. So we may go ahead change it…for example ‘to create’…so it can be changed. If we look back here, there’s a lot of them. We have…to organise, to categorise, to build... a lot. Plan, to conclude would be fine as well. Let say we use the word to conclude. So, this one here is on the c6, that should do it... c6 here…go ahead a look up on this book here, if you don’t, you could search it on the web. If there is one. Do make sure…take note…like I said earlier…I repeat…do make sure you start from the lowest…then you go for the higher level...then the highest. Okay? That will show the differences…how we analyse the data. So, pick the right word, is crucial to write your research objective.

RUJUKAN:

Normaliza Abd Rahim (2019). Jom Tulis Tesis. Selangor: Penerbit UPM.