BBN3402SATU2020: MINGGU TERJEMAHAN VIDEO(8)

TEKS ASAL

Okay kita dah masuk ke bab 3 ya. Bab 3 ini bab metodologi, metodologi ini memang kita bila salah huraian, kalau salah huraian memang slaah semuanya ya. Jadi, kalau kita lihat dalam bab 3, okay, kita ada banyak subtopik, tujuannya supaya kita sendiri faham dan pemeriksa juga pun faham, orang lain dimana-mana sahaja berada dalam Malaysia, luar negara bila baca pun faham kerana kita huraikan cara kita menjalankan kajian. Itulah namanya metodologi. Jadi disini kita lihat, kita ada banyak subtopik ya, banyak subtopik disini iaitu pengenalan, reka bentuk kajian, kaedah kajian. Kaedah kajian dibahagi kepada sampel, jika perlulah maknanya kalau ada kita menggunakan sampel. Dan juga kita ada lokasi, kalau kita menggunakan responden untuk kat sekolah ke, dekat mana-manalah, orang kampung ke. Kemudian kita ada bahan ataupun instrumen kajian, kita ada prosedur, analisis kerangka teori, kerangka konseptual dan juga kesimpulan. Okay seperti biasa pengenalan kita, pengenalan kita tadi dalam satu perenggan, itu tak ada masalahlah iaitu 3.1 pengenalan. Kemudian kita ada reka bentuk, okay reka bentuk, dalam reka bentuk huraian itu pendek je sebenarnya, dalam satu perenggan sahaja, kita jangan keliru ya. Kita cuma, dalam reka bentuk ni kita cuma nak jelaskan bahawa adakah kita menggunakan kualitatif atau kuantitatif. Jadi itu, kalau kita guna kedua-duanya kita jelaskanlah. Okay jadi kalau misalnya awak nak buat rujukan sikit dekat sini, menurut siapa-siapa. Tapi adalah wajar untuk tidak beri definasi. Nak buat apa kita bagi definasi, definasi kuantitatif la kemudian kualitatif la, nak buat apa? Tak perlu beri ni. Cuma kita memberikan bahawa sebab ingat ya bab 3 ni huraian tentang kajian kita, kajian kita yang nak jalankan ni . Jadi dalam satu perenggan cerita pasal kualitatif atau kuantitatif atau kedua-duanya. Kemudian kita masukkan ke 3.3 baru kaedah kajian. Kaedah kajian ni barulah yang kita nak jalankan kajian ini ya, apa kaedah yang kita gunakan. Jadi kalau disini, kalau kita gunakan sampel kita letaklah siapa. Okay kita bagi contoh ya kalau sampel kajian saya menggunakan 20 orang pelajar, jadi saya kena pastikan bahawa saya kena huraikan dengan terperinci iaitu, ni saya pakai sekolah rendah, lelaki berapa, perempuan berapa, umur 9 tahun kena spesifik ya, kena spesifik. Yang laki perempuan tu kena tulis berapa lelaki, berapa perempuan. Sekolah rendah ini, Pelajar sekolah rendah kita dah cakap sekolah rendah kan kemudian ada satu lagi subtopik iaitu lokasi. Lokasi ini kita kena letaklah, contoh saya, contoh ya Sekolah Kebangsaan Serdang. Masalahnya sekarang saya tahu sekolah tu kat mana, okay, pemeriksa tak tahu. Okay, pemeriksa tu mungkin 3 negeri lain mungkin dia tak tahu kat mana. Mungkin kita kena letak koordinat, okay, dan lebih bagus letak peta. Peta daripada google map ke, daripada apa yang jelas menunjukkan lokasi sekolah ini daripada jalan besar daripada apa supaya “oo sekolah ni kat sini”. Dan juga awak kena tahulah sekolah ini luar bandar ataupun bandar, kena jelas, terperinci. Itu yang saya kata dalam metodologi ini kena terperinci. Jadi lokasi. Kemudian kita ada bahan, tadi kita punya apanamani kajian ini tadi tentang wacana tekstula skrip animasi. Jadi sekarang ini saya ada sampel, saya ada lokasi, kajian ini memang, em sampel tu, kita ambil yang pelajar sekolah, kita nak temubual pasal skrip animasi. Saya juga ada bahan. Okay, ataupun instrumen yang saya gunakan. Jadi yang ini instrumen yang saya pakai tadi animasi kan, animasi cerita rakyat. Jadi sekarangni ceritalah tentang bahan ni cerita tentang Animasi Cerita Rakyat terbitan Dewan Bahasa Pustaka yang ditulis oleh Normaliza Abd Rahim pada tahun ni. Ini animasi cerita rakyat ni saya yang tulis ya dan lagu, lirik lagu, skrip semua saya yang buat ya. Dan diterbitkan oleh dewan bahasa pustaka dan kalau nak tengok boleh tengok dekat google store memang saya dah ada di google store. Ada 33 buah cerita dan 33 buah lagu, ni promosi tiba-tiba. Okay ni sekarang ini bolehlah kalau sape sape nak tunjuk kepada anak sedara ataupun jiran punya anak sedara atau jiran punya jiran punya jiran punya anak sedara atau pun anak dia cucu diapun boleh. Murah je sebenarnya kita jual dan semua itu, animasi itu saya yang buat, memang saya yang buat dan dewan bahasa dan pustaka yang terbitkan maknanya bahasanya bagus dan cerita rakyat ialah cerita rakyat melayu kita turun temurun.silalah tengok kat google ya, google store dekat apple takde. Ya ampun. Okay, jadi sekarang yang bahan ini tadi kita masukkan ini kemudian disini juga kita akan letak, ape, sinopsis cerita rakyat, contohnya tajuk cerita rakyat nombor 1 iaitu cenderawasih. Contoh ni. Contoh ya. Saya letak la sinopsis dekat sini. Saya perlu letak sinopsis sebab sekarang kita perlu ingat, kita tahu cerita ni tapi pemeriksa taktahu  apa nama orang yang nak baca tesis kita tak tahu, jadi kita letak lah sinopsis . Kalau misal cerita ni saya ambil 20 cerita rakyat jadi amik 20 cerita rakyat letak kat sini , dalam ni mesti letak . perlu letak kemudian kita pergi ke. Tadi bahan apa. Bahan prosedur . Jadi prosedur kita ini kita kena letak kekadang ada, terpulang kepada pelajar dan juga penyelia ya, ada prosedur yang dia letak dalam bentuk poin 1, 2, 3, 4, 5 sampai 10. Ada yang letak dalam bentuk perenggan bermakna kalau ada lima prosedur, letak lima perenggan. Boleh takde masalah. Asalkan kita tau bahawa prosedur pertama ada kaitan dengan prosedur kedua , ada kaitan dengan ketiga , keempat. Adalah kaitan. Janganlah nombor 1 awak kata , awak ambil, awak panggil pelajar ataupun tadi ikut objektif 1 dia kenalpasti skrip wacana tekstual. Awak ambil skrip animasi tersebut kemudian awak analisis dengan menggunakan…Tiba-tiba prosedur kedua awak dah panggil pelajar, untuk beri pendapat. Bilanya panggil budak tu membaca skrip tu , bila pulaktu macam seolah langkah itu, prosedur itu, tiap-tiap langkah tu dah melompat-lompat . Jadi salah. Jadi pastikan ini ni terpulang bentuk poin atau perenggan tetapi pastikan ia mengikut macam mana awak jalankan kajian . Itu penting. Langkah -langkah bagaimana jalankan kajian tu awak je yang tahu, orang lain semua taktahu. Jadi kena langkah, satu satu. Okay balik kepada 3.5 merupakan analisis. Analisis ni penting ya sebab sekarang ini kita ada 2 objektif. Jadi awak huraikan mengikut objektif pun boleh. Jadi awak huraikan analisis pertama digunakan dengan cara macam ni. Jadi disinilah awak akan letak awak buat coding tadi. Ingat tak coding yang saya cerita kat dalam , dekat dalam bab 4 tadi. Macam contoh, jap ye. Okay, contohnya awak dah buat coding SK1 hingga SK30 merupakan skriplah, skrip 1 skrip ni . S1 hingga S30, sampel 1 hingga sampel 30 . Jadi itu, jadi analisis ini awak kena jelaskan dan huraian tadi awak jelas tu SK , ini biasa kadang-kadang orang buat dalam bentuk jadual, iaitu dalam maksud nya sini SK maknanya skrip okay bermakna sk1 maknanya skrip 1 . Sampel tadi awak nak pakai sampel 1 bermakna sampel 1 . Ini dia punya kotak . nanti huraian awak ceritala SK merujuk kepada apa-apa dia , hurai hurai hurai. Sebab ini ni coding ni penting. Sebab dalam data kalau takda coding coding kita nak letak ni kita tak faham , takkanla setiap kali kita nak taip perkataan skrip satu skip, dua skip tiga. Tak bolehlah macamtu kan . Dan juga  yang ini pula sebelum awak dah ni, kena ada la pulak satu lagi jadual yang menunjukkan  SK1 maknanya cerita apa? Cenderawasih. Okay SK2 cerita apa? Okay burung pipit, contoh dia. Ini tajuk-tajuk daripada skrip. Skrip yang awak dapati daripada cerita skrip animasi itu tadi. Kena letakni lah lepastu hurai, letak hurai. Kemudian bawah tu barulah awak ceritakan macam mana awak analisis data tersebut. Berikan contohmacam mana awak analisis. Jadi yang ini kadang-kadang pelajar pandai, dia tengokbab 4. Okay macam mana dia bawak tu bab 4 itu sikit kat sini, contoh analisis supaya pemeriksa faham. Oh begini cara dia analisis rupanya untuk objektif satu. Oh begini cara dia analisis untuk objektif dua. Asingkan cara awak nak huraikan tentang analisis objektif satu dengan objektif dua dan objektif ketiga. Disitulah yang pemeriksa akan faham cara analisis data ini ya. Seterusnya setelah dia buat macam mana analisis, kita ada 3.4 kerangka teori. Jadi kerangka teori ini 3.4 kerangka teori ya. Ini dah betul-betul tulisan Dr., saya sendiri tak faham . Okay kerangka teori ni, pemilihan teori awak, teori apa. Jadi sekarang tadi kita memilih teori analisis wacana Normaliza Abd Rahim 2019. Jadi lukislah kerangka, nama pun kerangka kan. Jadi rangka, jadi tulis sini teoeri analisis wacana, kemudian awak letak tadi seperti yang awak tulis, yang dapat tadilah. Nanti kejap ya saya ambil, okay ini, jadi ini rangka dia. Okay ini rangka dia. Kemudian bawah ini, rajah 1 Teori Analisis Wacana Normaliza Abd Rahim 2019. Kemudian, bila dah ada yang ini. Ini tadi 3 point berapa? 3.4 . Okay ni kerangka teori, dah sudah ini barulah bawah ini huraikan tentang teori . Rajah 1 diatas … Dan dalam inilah awak hurai kan satu satu satu ni huraian-huraian ni tentang teori Normaliza Abd Rahim ini. Yang ini sahaja, lebih kurang 2 hingga 3 halaman, sebab ini penting kerana huraian tentang teori ini penting kerana macam saya katakan sebelum ini bahawa kita analisis data kita jalankan kajian mesti berpaksikan teori. Takda teori memang payah nak jalan. Jadi takkan kita nak pakai analisis je. Ada juga saya dapati bila saya jadi pemeriksa viva ya, ada juga pelajar yang bila dia bentang-bentang memang terkejutlah mata saya terbuntang sekejap, ternganga sekejap sebab dia kata tiada teori yang digunakan . Oh letih. Masatu memang terkejut, memang tak tahu apa nak buat. Macam mana boleh analisis data, tiada teori . Dia kata “Oo saya rasa”. Ini semua main saya rasa je ni memang tak kemana lah, rasalah sendiri. Jadi sekarang ni rajah 1 huraikan semuanya, tiap-tiap satu ini. Tapi ingat ya, huraian tentang teori janganlah salin bulat-bulat. Macam contohnya teori saya ada dalam buku saya ni, Kajian Wacana Strategi Komunkasi dan Aplikasi. Ada dalam ni teori disini. Adala budak yang salin bulat-bulat, dia ingatkan kita ni tak tengok ke. Saya rajin membaca ya. Jadi jangan ubah ayat, itu orang kata kena parafrasa (paraphrase), parafrasakan ayat-ayat itu. Jadi tapi, kena sebutlah, Normaliza Abd Rahim (2019), kandungan….. Jadi ceritakan, ceritakan tentang teori dan juga dalam teori ini awak boleh juga cerita tentang teori analisis wacana Normaliza Abd Rahim merujuk kepada teori yang dicadangkan oleh sape sape sape sebelum ini. Memperbaiki teori yang terdahulu sebab teori yang lama semua yang didapati 1980, 1977 terlalu lama sedangkan kita perlu tahu bahawa pada zaman dulu, kita manusia pun berbeza. Kita dah ada digital sekarang, manusia lebih banyak bercakap dan berani bercakap secara maya dan juga sebenarnya itu memang boleh buat kajian banyak ya. Dan juga bila bercakap sekarang kanak-kanak kecil kita tanya satu dia jawab 46. Jadi dulu memang zaman dulu memang orang tua-tua cakap, kita tanya satu soalan dia jawab 10 tapi sekarang zaman 2020 kita tanya satu soalan dia jawab 47 jawapan. Memang kita nak dengar sampai kita kata stop, tak berhenti-henti bagi jawapan. Siap kita pergi supermarket beli barang tak habis-habis lagi bagi jawapan. Itu sekarang, kanak kanak sekarang. Sebab itu kita tidak bolehlah, boleh pakai tetapi kadang-kadang tidak relevan dengan keadaan sekarang ini. Tambahan pula, jika kita nak buat kajian tentang interaksi, tentang ujaran, tentang penulisan, berbeza. Dulu punya tahun enam tatabahasa dia berbeza dengan sekarang yang tahun enam yang nak dekat sama dengan tingkatan lima zaman dulu. Jadi sangat berbeza, sebab itulah kita kalau jumpa teori yang baharu, kita pakai yang baharu. Sebab orang yang membuat kajian, nak melahirkan teoi ini dia telah membuat beratus-ratus kajian sebelum dia dapat satu kajian teori ini. Seperti juga teori analisis wacana Normaliza Abd Rahim ini, dia ni dah buat kajian nak dekat beratus baru dapat teori ini. Itupun jenuh, bertukar-tukar, cuba ni lagi, cuba eksperimen lagi, eksperimen yang itu tak jadi, tak jadi. Akhirnya dia dapat satu yang boleh sesuai dengan keadaan zaman digital kita sekarang ini. Okay setelah buat kerangka teori ini, kita ada 3.5 kerangka konseptual. Jadi kerangka konseptual ini mengikut penyelia masing-masinglah sebab ada penyelia yang mengatakan kerangka konseptual tu tatacara, ada yang mengatakan ini bukan kerangka konseptual. Saya dah jelaskan dalam buku ini, sebenarnya semua ini tertakluk kepada penyelia fakulti dan universiti, dia Cuma panduan je buku ni. Saya tak suruh pun beli buku ni tapi kalau nak carilah kat Shoppee pun ada jual. Saya pun terkejut UPM dia kata kat shoppee pun boleh beli. Okay sekarang ini kalau kita lihat contoh yang saya nak tunjukkan tentang kerangka ni, okay. Yang ini, yang sebelah kiri ni ya, ini menunjukkan kerangka konseptual. Ini untuk, ini saya. Macam saya katakan tadi mungkin penyelia lain berbeza. Dia akan kata ni bukan kerangka konseptual, ini macam tatacara, ini, itu, ada yang kata ini ada yang kata “oo cara lain”. Takpe. Jangan bimbang jangan gusar pelajar ye, pelajar ikut je cakap penyelia masing-masing. Ingat ya, ini panduan sahaja, saya nak ajar ni pun cara saya nak bagi supaya oo awak dapat bayangkan “oo ini cara dia”. Tapi bila awak buat mungkin lain, tidak mengapa, takde masalah ya. Jadi sekarang ini bila kerangka konseptual tu ada, ni letak dalam satu halaman ya. Bila kerangka konseptual tu ada, bila kita lihat sekali sedangkan awak dah hurai semua ni dalam bab 3. Tapi bila sekali saya tengok, baru saya faham alur diatu, oo gunakan ini, instrumen, oo bahan dia ini. jadi kita dapat lihatlah dengan lebih jelas ini. Kalau saya nak terperinci, saya patah balik tengok dia punya huraian bagi tiap-tiap satu subtopik itu. Bagi saya itulah kerangka konseptual . Jadi bagi pelajar terpulanglah macam mana tapi ini bagi saya ini jelas. Okay kalau nak tengok bahan, okay macamni, nak tengok lebih terperinci tengok dekat dalam bab 3. Jadi ini letakkan di akhir, jadi yang ini 3.5 ini tidak perlu huraian, langsung tak perlu huraian kerana huraian sudah pun dibuat, letak je kat atas ni satu halaman memang habis. Kemudian, 3.6 terus masuk kesimpulan. Jadi dalam kesimpulan ini macam biasa awak simpulkan dalam satu perenggan. Ingat ya, macam saya katakan tadi semua bab ada kesimpulan kecuali bab 5. Semua bab ada pengenalan takda kecuali. Jadi kena ada. Setiap bab pengenalan tu memang huraikan apa dalam bab. Okay untuk bab 3, okay, biasanya tanya “Prof, berapa halaman ya bab 3”. Jadi bab 3 ni kita sebenarnya tak, sebab kita cuma, benda-benda semua huraian kita punya jadi tak perlu banyak. Bukanlah sampai 40 halaman. Dalam ni pun diaada nyatakan. Biasanya yang ini saya kata tak perlu banyak 10 hingga 12 macam tu , jangan sampai 20 halaman .Kalau 20 halaman, bendala awak nak buat. Mungkin yang banyak tu disini. Sinopsis cerita, mungkin itu yang banyak, tetapi yang lain-lain tu semua sebab kita jelas macam kita cerita sampel, ini, ini dia . bahan; ini dia. Kalau contoh kita buat kajian tentang Instagram, contohnya kan. Kita letak bahan kita boleh screencapture satu contoh letak dekat situ. Okay contoh yang Instagram tulah, kita boleh letak dekat situ. Tapi ni tak perlulah sebab kita ada sinopsis bagi 20 cerita itu. Itu jadi lebih panjang dapatlah 10 hingga 12 halaman. Sebab ini bukan bab analisis ini bab metodologi cara kita menjalankan kajian. Okay selain daripada itu saya rasa untuk bab 3 kalau lihat semua saya dah jelaskan dengan terperinci dan juga huraian bagi setiap satu tu kena panjang ya (sampel, lokasi, bahan) kena panjang. Kadang-kadang ada juga pelajar yang letak data rintis, contohnya, dalam prosedur ke lepas prosedur tentang rintis, kajian rintis . Boleh juga sebab kita nak dimaklumkan bhawa kajian rintis dijalankan. Kadang kadang, dia letak bab 3, boleh juga nak diletakkan disitu. Kadang-kadang yelah kajian rintis ni melibatkan soal selidik. Soal selidik kadang-kadang dirintiskan sebanyak dua tau tiga kali pun tak betul jugak lagi. Cuba lagi banyak kali sehinggalah soal selidik itu betul-betul sempurna. Jadi itu kita boleh jelaskan dalam ini. Tapi jika tidak melibatkan soalan takpe. Kalau contohnya tadi, mana tadi ya? Okay, dalam bahan ini tadi, ini bahan sebab kajian ini melibatkan skrip, skrip kan. Jadi kalau melibatkan soalan temubual maknanya dalam sini kena ada. Kena adalah satu lagi instrumen. Okay. Sebab ni tadi sebab tak pakai . Kalau yang melibatkan soal selidik adalah instrumen. Jadi disinilah awak kena huraikan instrumen apa; soal selidik. Okay. Jadi dalam soal selidik biasanya awak letak jelah. Kadang orang letak dekat lampiran, boleh juga letak kat lampiran. Tapi, jelaskan apa yang ada, okay. Bahagian A mengandungi lima soalan, apa dia. Bahagian B apa dia. Bahagian C apa dia, apa dia. Jumlah soalan apa ni ni ni. Ini 3.4.1, lepastu awak ada pulak soalan temubual. Temubual pulak macam mana jalan temubual, temubual dijalankan dan juga soalan temubual letaklah soalan 1 apa dia 2, 3, 4, 5, 6, 7. Disinilah kalau awak nak letakkan tentang kajian rintis. Jadi adalah semuanya disini. Itu kalau awak pakai instrumen, kalau takde tak perlu letaklah. Jadi sekarang kena ada. Jadi kalau misalnya soal selidik tu taknak letak kat sini, biasa orang letak dalam lampiran. Temubual, soalan temubual boleh letak sebab tak banyak biasa soalan. Jadi biasanya kajian kita jalankan kita perlu adalah triangulation. Maknanya sekarang dalam bahagian ni memang kita ada temubual, kita ada soal selidik. Dan juga mungkin lagi satu dia ada buat pemerhatian. Yelah kalau dia nak jumpa pelajar itu dan juga dia ni kena ada pemerhatian. Okay, pastikan bahawa bila ada pemerhatian itu kita kena jelaskan dengan pelajar macam mana cara dia. Okay, adakah awak pasang video letak kat tepi? Awak perhatikan dia temubual, antara awak dengan pelajar tu atau dua orang pelajar kat depan, awak kena letaklah video itu. Kena ceritakan, ceritakan itu cara-caranya disini, cara-cara pemerhatian itu dijalankan. Lepastu masa analisis prosedur tu awak jelaskan step by step tadi. Step by step daripada mula sampai habis. Kalau nak asingkan ikut objektif pun tak apa sebab objektif 1 awak tadi berbeza dengan objektif 2. Okay boleh faham tak ni? Jadi saya harap, yang ini saya ulang balik kita ada pengenalan, rekabentuk, kaedah, kita ada sampel, lokasi, bahan/instrumen. Ini memang ada nyata disini, saya tertinggal, maaf ya. Jadi bahan, kita jelaskan bahan. Kalau kita ada bahanla lepastu kita asingkan dengan instrumen. Instrumen yang kita gunakan. Jadi kalau ada kedua-duanya, bubuh dua-dua sekali tapi pastikan penomboran itu berbeza. Kita ada prosedur, analisis kemudian kita ada kerangka teori dan kerangka konseptual dan akhirnya kesimpulan. Jadi dalam bab ini lebih kurang 10 hingga 12. Paling banyak pun 15. Jadi biasanya jarang pelajar dia buat sampai 15 halaman sebab takde apa yang kita boleh jelaskan dengan panjang lebar. Jadi ingat ya, bab 3 ni sangat penting, bab 3 ni untuk kajian kita. Makna huraian tentang bagaimana cara kita nak menjalankan kajian. Jadi yang dalam ini ya ingat ya, tak perlulah bila awak tulis sampel kemudian awak buatlah definisi sampel. Nak buat apa? Kita tak mahu nak baca tentangnya. Lepastu, lokasi, ada juga pelajar letak “definisi lokasi menurut kamus dewan….”. Memanglah nak kena garis dengan pen merahla tu. Tak perlu definisi. Definisi-definisi ini semua tak perlu. Sebab yang ini semua ni kita punya, pelajar punya. Kecuali yang ini je yang mungkin awak nak cerita sedikit, adalah definisi, bukanlah definisi tapi adalah rujukan, bolehlah. Kalau takde rujukan takde masalah. Sebab, ingat bab 3 ni kita punya kecuali teori. Teori bukanlah kita punya. Itu sahaja, teori tu bukan kita punya, yang lain tu memang kita punya sebab kita nak bagi pemeriksa faham tentang macam mana kajian dijalankan. Kita nak bagitahu bahawa kalau misalnya pelajar lain bila baca, merujuk tesis kita, mereka akan faham terus tentang bagaimana kajian kita ni dijalankan.

 

 

TERJEMAHAN INGGERIS

Okay we've got to chapter 3 yes. Chapter 3 is a methodology chapter, this methodology is ours if we misinterpret it, if we misinterpret it, everything will work out. So, if we look at chapter 3, okay, we have a lot of subtopics, the purpose is for us to understand and the examiners also understand, other people everywhere in Malaysia, abroad when reading also understand because we describe the way we conduct research. That is the name of the methodology. So here we see, we have many subtopics, yes, many subtopics here namely introduction, study design, research methods. The research method is divided into samples, if necessary, it means if we use a sample. And also, we have a location, if we use the respondents to go to school or near anywhere or the villagers. Then we have research materials or instruments, we have procedures, theoretical framework analysis, conceptual framework and even conclusions. Okay as usual our introduction, our introduction earlier in one paragraph, that there is no problem that is 3.1 introduction. Then we have a design, okay design, in the design the description is short je actually, in one paragraph only, we do not confuse yes. We just, in this design we Just want to explain that we use qualitative or quantitative. So that, if we use both, we explain. Okay so for example you want to make a little reference near here, according to anyone. But it is natural not to give a definition. What do we want to do for definition, quantitative definition and then qualitative, what do we want to do? No need to give this. Only we give that reason remember yes chapter 3 is a description of our study, our study that wants to do this. So in one paragraph the story is qualitative or quantitative or both. Then we insert into the new 3.3 study method. This is the only method we want to conduct this study, yes, what method do we use. So here, if we use our sample, who is it? Okay let's give an example yes if my study sample uses 20 students, so I have to make sure that I have to describe in detail that is, I use primary school, how many boys, how many girls, 9 years old is specific yes, specific. The man and woman have to write how many men, how many women. This primary school, our primary school students have said primary school then there is another subtopic that is location. We have to put this location, for example, for example, Serdang National School. The problem now is I know where the school is, okay, the inspector does not know. Okay, the inspector may be 3 other countries may not know where. Maybe we have to put the coordinates, okay, and better put the map. Map from google map to, from what clearly shows the location of this school from the main road from what so that ‘oo this school is here”. And also, you have to know this school is rural or urban, it has to be clear, detailed. That is what I said in this methodology needs to be detailed. So, location. Then we have the material, just now we have this study just about the textual discourse of the animated script. So now I have a sample, I have a location, this study is indeed, the sample, we take the school students, we want to interview about the animated script. I also have ingredients. Okay, or the instrument I used. So, this is the instrument I used to animate, right, animated folklore. So now tell me about this material, a story about the animation of folk tales published by the library language library written by Normaliza Abd Rahim this year. This is the folklore animation I wrote yes and the songs, song lyrics, scripts are all I made. And published by the library language hall and if you want to see it, you can look near the google store, I already have it in the google store. There are 33 stories and 33 songs, this is a sudden promotion. Okay, now it is possible if anyone wants to show it to a conscious child or a neighbor has a conscious child or a neighbor has a neighbor has a neighbor has a conscious child or even his child is a grandchild. It actually cheap and cost us all that, it's I who created the animation, which indeed I made and board language and literature derive meaning good language and folklore is folklore wither we look down by decades. Go to google, google apple store nearest. Oh my gosh. Okay, so now that we have included this material, then here we will also put, ape, synopsis of folklore, for example the title of folklore number 1 which is paradise. Here is an example. Example yes. I have a synopsis near here. I need to put a synopsis because now we need to remember, we know this story but the examiner does not know the name of the person who wants to read the thesis we do not know, so we put the synopsis. If for example this story, I took 20 folk tales so take 20 folk tales are placed here, in this must be placed. need to park then we go to. What a material. Procedural material. So, we have to put our procedure sometimes, it depends on the student and also the supervisor, yes, there are procedures that he puts in the form of points 1, 2, 3, 4, 5 to 10. Some put in the form of paragraphs meaning if there are five procedures, place five paragraphs. No problem. As long as we know that the first procedure has something to do with the second procedure, it has to do with the third, fourth. Is the connection. Do not number 1 you say, you take, you call the student or just follow objective 1 he identifies the textual discourse script. You take the animated script and then you analyze it using… Suddenly the second procedure you called the students, to give an opinion. When he called the boy to read the script, when it seemed like the step, the procedure, every step jumped. So wrong. So, make sure this depends on the form of points or paragraphs but make sure it depends on how you conduct the study. That is important. Steps on how to conduct the study you know, everyone else does not know. So, step by step, one by one. Okay back to 3.5 is an analysis. This analysis is important because now we have 2 objectives. So, you describe according to the objective can also. So, you describe the first analysis used in this way. So, this is where you will put yourself for coding earlier. Remember the coding that I told you in, close in chapter 4 earlier. What an example, jap ye. Okay, for example you have coded SK1 to SK30 is a script, script 1 is this script. S1 to S30, sample 1 to sample 30. So that, so this analysis you have to explain and the description earlier you are clear SK, this is common sometimes people do in the form of a table, that is in the meaning here SK means script okay means sk1 means script 1. The sample you want to use sample 1 means sample 1. Here he has a box. Later your description SK story refers to anything he, explain description explain. This is why coding is so important. Because in the data if we do not have coding coding, we want to put this we do not understand, not every time we want to type the word script one skip, two skip three. It can't be that way. And also, this one before you, there must be another schedule that shows SK1 what does the story mean? Paradise. Okay SK2 what story? Okay sparrows, for example him. These are the titles from the script. The script you got from the animated script story earlier. It has to be placed after the description, place the description. Then down there you tell me how you analyzed the data. Give an example of how you analyze. So, this one is sometimes a smart student, he looks at chapter 4. Okay how did he bring chapter 4 a little here, an example of analysis so that the examiner understands. Oh, this is how he analyzes apparently for objective one. Oh, this is how he analyzes for objective two. Separate the way you want to describe the analysis of object one with objective two and objective three. That is where the examiner will understand how to analyze this data. Next, after he did some analysis, we have 3.4 theoretical framework. So this theoretical framework 3.4 theoretical framework yes. This is exactly what Dr. wrote, I myself do not understand. Okay this theoretical framework, the selection of your theory, what theory. So now we have chosen the theory of discourse analysis Normaliza Abd Rahim 2019. So draw a framework, the name of the framework right. So skeleton, so write here discourse analysis discourse, then you put it just like you wrote, which can be. I'll take it later, okay, so this is this skeleton. Okay this is the research framework. Then below, figure 1 of Normaliza Abd Rahim discourse analysis theory 2019. Then, when there is this one. How many points was this 3? 3.4. Okay this is the theoretical framework, it’s already here and then below describe the theory. Figure 1 above… And in this you explain one by one these descriptions of this theory of Normaliza Abd Rahim. This one alone, about 2 to 3 pages, this reason is important because the description of this theory is important because like I said before that we analyze the data, we conduct the study must be centered on theory. No theory is really hard to walk. So we do not want to use je analysis. There are also I found when I became a viva examiner yes, there are also students who when he stretched out really surprised my eyes widened for a moment, gaped for a moment because he said no theory was used. Oh tired. That time was really surprised, he really did not know what to do. How can data analysis, no theory? He said "Oo I guess". This is all I think, this je is not going anywhere, feel it for yourself. So now figure 1 describes everything, each one. But remember, the description of the theory should not be completely copied. For example, my theory is in my book, Discourse Study of Communication Strategies and Applications. It is in this theory here. As a boy who copied completely, he reminded us not to look. I am diligent in reading yes. So do not change the verse, that people say paraphrase (paraphrase), paraphrase those verses. So but, it should be mentioned, "Normaliza Abd Rahim (2019), content… ..". So tell, tell about the theory and also in this theory you can also tell the story about the theory of discourse analysis Normaliza Abd Rahim refers to the theory proposed by anyone who was before. Improving previous theories because the old theories all found in 1980, 1977 are too old whereas we need to know that in ancient times, we humans were different. We have digital now, people talk more and dare to speak virtually and in fact that can do a lot of research. And also, when talking now small children we ask one he answered 46. So, in the old days it was the old people said, we asked one question he answered 10 but now in 2020 we ask one question he answered 47 answers. Indeed, we want to hear until we say stop, do not stop for answers. We are ready to go to the supermarket to buy endless items for answers. That now, children now. That is why we cannot, can wear but sometimes not relevant to the current situation. Furthermore, if we want to do research on interaction, on speech, on writing, it is different. He used to have a six-year grammar, he is different from now, a six-year-old who wants to be close to the form five of the past. So, it is very different, that is why we if we find a new theory, we adopt a new one. Because the person who did the research, wanted to produce this theory he had done hundreds of studies before he got a study of this theory. Like Normaliza Abd Rahim's discourse analysis theory, he has done research to get hundreds of new people to get this theory. That one saturated, exchanged, tried this again, tried the experiment again, that experiment did not happen, did not happen. Finally, he got one that can fit the current state of our digital age. Okay after creating this theoretical framework, we have 3.5 conceptual frameworks. So, this conceptual framework is according to their respective supervisors because some supervisors say that the conceptual framework is a procedure, some say this is not a conceptual framework. I have explained in this book, in fact all this is subject to faculty and university supervisors, he is just a guide for this book. I did not even tell you to buy this book, but if you want to look for it at the Shopee, there is a sale. I was also surprised that UPM said that Shopee can also buy. Okay now if we look at the example I want to show about this framework, okay. This one, the one on the left, yes, this shows the conceptual framework. This is for, this is me. Like I said earlier, maybe other supervisors are different. He will say this is not a conceptual framework, this is like a procedure, this, that, some say this some say oo the other way. It’s okay. Do not worry do not worry students, students follow je say their respective supervisors. Remember, this is just a guide, I want to teach this is also the way I want to share so that oo you can imagine oo this is his way. But if you do something else, it doesn't matter, it doesn't matter. So now when the conceptual framework exists, it is located in one page. When the conceptual framework exists, when we look at it once while you have described all this in chapter 3. But when I look at it once, I only understand the flow there, oo use this, the instrument, oo this material. So, we can see this more clearly. If I want to be detailed, I look back and see that he has a description for each of the subtopics. For me that is the conceptual framework. So, for students it depends on how but this for me is clear. Okay if you want to see the material, okay like this, want to look in more detail look closely in chapter 3. So put this at the end, so this 3.5 does not need a description, there is no need for a description because the description has already been made, put it on top of this one page is finished. Then, 3.6 continues to enter the conclusion. So, in this conclusion as usual you conclude in one paragraph. Remember yes, like I said earlier all chapters have conclusions except chapter 5. All chapters have no introduction except. So, there must be. Each introductory chapter does describe what is in the chapter. Okay for chapter 3, okay, usually ask "Prof, how many pages is chapter 3". So, chapter 3 we actually do not, because we just, the things all the descriptions we have so do not need much. Not up to 40 pages. In this there is also a statement. Usually, this one I say does not need many 10 to 12 like that, not up to 20 pages. If 20 pages, you want to make a flag. Maybe that's a lot here. Synopsis of the story, maybe that's a lot, but the others are all because we are clear like we are a sample story, this, this is him. material; this is it. If for example we do a study on Instagram, for example. We put the material we can screen capture an example put near there. Okay example that Instagram plague, we can put near there. But this is not necessary because we have a synopsis for the 20 stories. That should be 10 to 12 pages longer. Because this is not a chapter of analysis this chapter of methodology the way we conduct research. Okay apart from that I think for chapter 3 if you look at everything I have explained in detail and also the description for each one has to be long yes (sample, location, material) had to be long. Sometimes there are also students who put the pilot data, for example, in the post-procedure procedure about the pilot, the pilot study. It could also be because we want to be informed that a pilot study is being conducted. Sometimes, he puts chapter 3, can also be placed there. Sometimes this pilot study involves questionnaires. Questionnaires are sometimes pioneered two or three times, but they are not correct anymore. Try again and again until the questionnaire is completely perfect. So that we can explain in this. But if it does not involve no matter questions. If for example, where was it? Okay, in this material just now, this is the material because this study involves scripts, scripts right. So, if it involves interview questions, the meaning here must be there. It is another instrument. Okay. Because this was the reason, I did not wear it. If the questionnaire involves instruments. So, this is where you have to describe what instrument; questionnaire. Okay. So, in the questionnaire you usually put it clearly. Sometimes people place near the attachment, can also place near the attachment. But, explain what is there, okay. Part A contains five questions, what is he. Part B is what he is. Part C is what he is, what he is. The number of questions is what this is. This is 3.4.1, then you have an interview question. Interviews how the interview process, interviews are conducted and also the interview questions put question 1 what is he 2, 3, 4, 5, 6, 7. This is where you want to put about a pilot study. So it is all here. That is if you use an instrument, if you do not need to put it. So now there must be. So, if for example the questionnaire does not want to be placed here, people usually put it in the appendix. Interviews, interview questions can be placed because there are not many common questions. So usually, the study we run we need is triangulation. This means that now in this section we do have an interview, we have a questionnaire. And maybe another one he has for observation. If he wants to meet the student and also, he has to have an observation. Okay, make sure that when there is an observation, we have to explain to the student what kind of way he is. Okay, did you put a video on the side? You watched him interview, between you and the student or two students in the future, you have to put the video. Need to tell, the story is the ways here, the ways of observation are carried out. Then during the analysis of the procedure, you explained step by step earlier. Step by step from start to finish. If you want to separate follow the objective, it doesn't matter because your objective 1 was different from objective 2. Okay, can you understand this? So, I hope, this one I repeat we have an introduction, design, method, we have a sample, location, material / instrument. This is real here, I was left behind, sorry. So material, we explain the material. If we have the material then we separate it with the instrument. The instrument we use. So, if you have both, put them both at once but make sure the numbering is different. We have procedures, analysis then we have theoretical frameworks and conceptual frameworks and finally conclusions. So, in this chapter about 10 to 12. At most 15. So usually, his students rarely make up to 15 pages because there is nothing we can explain at length. So, remember, chapter 3 is very important, chapter 3 is for our study. The meaning of the description of how we want to conduct research. So deep in this yes remember yes, there is no need when you write a sample then you make a sample definition. What do you want to do? We do not want to read about it. Then, location, there are also students put "location definition according to the “Kamus Dewan"”. Of course, I want to draw a line with that red pen. No definition required. These definitions are all unnecessary. Because this is all we have, students have. Except for this one, maybe you want to tell a little story, it is a definition, not a definition but a reference, okay. If there is no reference there will be no problem. Because, remember this chapter 3 we have except theory. The theory is not ours. That alone, the theory is not ours, the other is that we do have a reason we want the examiner to understand how the study is conducted. We want to tell you that if for example other students when reading, refer to our thesis, they will understand directly about how our study is conducted. 

RUJUKAN:

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

Berikut adalah bukti kehadiran Minggu 11

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BBN3402SATU2020: MINGGU TERJEMAHAN VIDEO(7)

TEKS ASAL

Bab 2 ya sorotan kajian. Dalam sorotan kajian, 2.1 pengenalan. Seperti biasa dalam pengenalan kita nak huraikan apa ada dalam bab ini. Kita jelaskan juga dalam bab ini juga terdiri daripada 2 subtopik yang berkaitan. Pastikan subtopik itu berkaitan dengan tajuk kita. Jadi, dicadangkan kalau biasanya Master, Bacelor dan Diploma kita boleh ada 2 subtopik sebab terpulang berapa pemboleh ubah tiap-tiap tajuk itu. Kemudian, PhD kadang-kadang ada 3 subtopik ataupun 2. Kita tengok juga apa pemboleh ubah dalam subtopik ini. Contohnya 2.2 ini, kajian tentang, kita ambil yang besar atau menyeluruh dahulu. Mungkin kita ambil kajian tentang wacana sahaja. Jadi kajian tentang wacana ini kita letak dalam ini kajian-kajian, pastinya satu kajian yang 5 tahun kebelakang. Ini sahaja dah jelaskan banyak kali bahawa 5 tahun kebelakang maknanya tahun yang awak hantar tesis tolak belakang 5 tahun, bukan tahun awak daftar. Kalau kita daftar 2020, kemudian awak nak tolak pula dengan 5 tahun kebelakang ini dah salah. Maknanya jangkaan awak nak hantar tesis, 2023 mungkin. Jadi kalau awak hantar tesis 2023, maknanya sorotan kajian tentulah 5 tahun kebelakang yang terakhir 2019. Jadi dalam ini mesti 5 tahun terkini. Jadi sebagai pelajar, awak tidak boleh katakan tiada kajian yang saya jumpa. Semua kajian ada walaupun paling hampir sikit-sikit pun boleh. Pastikan ambil 1 kajian yang menyerlah tentang wacana bermakna awak huraikan tentang kajian tersebut kemudian sokong. Jadi dalam sorotan kajian ini perlu cari persamaan dan perbezaan. Itulah kritis dalam sorotan kajian. Ada pelajar yang tulis 2, 3 halaman contohnya kajian Normaliza Abd Rahim (2019), dia letak 2,3 halaman semua nama Normaliza sampai tidak ada rujukan langsung, jadi itu salah dan tidak kritis. Seterusnya, awak boleh menjurus kepada kajian tentang animasi. Jadi secara menyeluruhnya animasi dari segi macam mana?. Contoh, animasi dari segi skrip sahaja ke, animasi cerita biasa ke, cerita rakyat biasa ke semua masuk disini dan ambil 5 tahun terkini. Dan kita kalau buat sorotan kajian bukan hanya Malaysia sahaja, barat pun perlu diambil, Jepun, Korea, China, semua kita perlu ambil supaya sorotan meluas. Terutamanya animasi ini memanglah ada banyak kajian dari Jepun yang paling terkenal dengan animasi, huraikan pastikan kritis. Kemudian, jurang penyelidikan. Jurang penyelidikan pastikan bahawa jelaskan apa jurang yang ada dalam ini yang berkaitan dengan kajian awak sendiri. Kajian ini berfokus kepada contohnya bla bla... Jadi kajian itu awak senaraikan yang ada dalam kajian ini. Ada jurang dalam kajian tersebut. Itu bermakna bila kita nak jelaskan jurang itu, senarai nama dalam ini kaitkan balik dengan kajian kita. Serupa juga dengan nombor 2, senarai itu apa jurang dan persamaan dengan perbezaan dan kaitkan dengan kajian awak sendiri. 2.5 kesimpulan, jadi kita kena pastikan rujukan 5 tahun kebelakang. No.2 tulisan dalam sorotan kajian perlu mencari persamaan dan perbezaan iaitu kritis. Hampir sama, berbeza, tidak bersetuju. Jadi cari perkataan yang bersesuai, ada banyak. Penyusunan ayat itu menunjukkan sama ada ia persamaan atau perbezaan. Di sini juga memerlukan penanda wacana, sangat penting kalau  tidak penulisan awak seperti karangan biasa tanpa penanda wacana. Ini harus kita lihat sebagai perkara penting. 5 tahun kebelakang, persamaan dan perbezaan penulisan secara kritis, mempunyai penanda wacana dan juga jurang penyelidikan penyelidikan perlu ada dalam satu subtopik iaitu kaitan kajian dalam sorotan kajian ini dengan awak sendiri. Jadi, seperti biasa kesimpulan itu kita simpulkan seperti bab-bab yang lain, ayat akhir dalam kesimpulan haruslah letak bab-bab seterusnya iaitu bab 3 bla bla... Jadi untuk halaman pelajar Bacelor, Diploma dan Master biasanya sama iaitu 2.2, 2.3 kita letak 15 halaman. Untuk PhD banyak kajian secara mendalam untuk 2.2, 2.3 30 halaman kalau kurang pun 25 halaman. Kalau kurang sorotan, nampak pelajar tak membaca. Tujuan sorotan untuk kita dapat lihat perbezaan kajian yang ada dan mencari jurang penyelidikan tersebut dan kita kaitkan dengan  kajian kita. Sangat perlu dan penting memerlukan jumlah halaman yang bersesuai. Ada juga pelajar Phd dan Master ada sorotan 14 halaman sahaja. Kemudian, pelajar Phd buat 25 halaman sahaja dan tidak bersesuaian dengan kajiannya. Semua bab-bab penting, jangan terlalu sedikit sehingga tidak dapat mencari jurang penyelidikan, bagaimana kita menulis, ada persamaan tak, ada perbezaan tak, adakah penulisan awak kritis, adakah awak menggunakan penanda wacana yang bersesuaian, adakah awak sorot kajian 5 tahun kebelakang. Ini semua penting dalam sorotan kajian.

 

TERJEMAHAN INGGERIS

Chapter 2 is the focus of the literature review. In the literature review, 2.1 is introduction. As usual in the introduction we want to describe what is in this chapter. We explain also in this chapter also consists of 2 related subtopics. Make sure the subtopic is relevant to our topic. So, it is suggested that usually our Master, Bachelor and Diploma can have 2 subtopics because it depends on how many variables each title is. Then, PhD sometimes has 3 subtopics or 2. We also look at what variables are in this subtopic. For example 2.2 this, the study of, we take large or comprehensive first. Maybe we take the study of discourse only. So the study of this discourse we put in these studies, is definitely a study that 5 years ago. This alone has explained many times that the last 5 years means the year you submit your thesis minus 5 years, not the year you registered. If we register 2020, then you want to minus it with the last 5 years is wrong, your expectations to submit a thesis in 2023 maybe. So if you submit a thesis 2023, it means that the highlight of the study must be the last 5 years of 2019. So in this must be the latest 5 years. So as a student, you cannot say no study I found. All studies are available, even the smallest ones are possible. Make sure to take 1 study that stands out about the discourse means you describe the study then support. So in the highlights of this study it is necessary to look for similarities and differences. That is critical in the literature review. There are students who write 2, 3 pages for example Normaliza Abd Rahim (2019) study, he placed 2.3 pages of all Normaliza names until there is no direct reference, so it is wrong and not critical. Next, you can lead to the study of animation. So overall animation in terms of what kind?. For example, animation in terms of script only, animation of ordinary stories to, ordinary folk tales to all come in here and take the last 5 years. And if we do research highlights not only Malaysia, the west also needs to be taken, Japan, Korea, China, we all need to take so that the highlights are wide. Especially this animation of course there are many studies from Japan that are best known for animation, describe makesure it critical. Then, the research gap. Research gaps make sure that explain what gaps are in this related to your own research. This study focuses on for example blah blah ... So you list that study in this study. There is a gap in the study. That means when we want to explain the gap, the list of names in this is linked back to our study. Similar to number 2, the list is what gaps and similarities are with the differences and relate to your own study. 2.5 is conclusion, so we have to make sure the reference 5 years ago. No.2 writing in the study highlights need to find similarities and differences that are critical. Almost the same, different, disagree. So find the right word, there are many. The sentence structure shows whether it is a similarity or a difference. Here you also need discourse markers, it is very important if your writing is not like a regular essay without discourse markers. This we should see as important. The last 5 years, the similarities and differences of critical writing, having discourse markers as well as research gaps should be in one subtopic that is the relevance of the study in the highlights of your study. So, as usual we conclude the conclusion like the other chapters, the last sentence in the conclusion should be the next chapters which are chapter 3 bla bla ... So for the pages of Bachelor, Diploma and Master student are usually the same that is 2.2, 2.3 we put 15 pages. For PhD, a lot of depth study for 2.2, 2.3 30 pages if less than 25 pages. If there are slightly highlights, it seems that students do not read. The purpose of the highlight is for us to be able to see the differences of existing studies and find the research gap and we relate to our study. It is very necessary and important to require the appropriate number of pages. There are also Phd and Master students with 14 page highlights only. Later, Phd students made only 25 pages and did not fit into their study. All the important chapters, do not be too small so as not to find the research gap, how we write, there are no similarities, there are no differences, is your writing critical, do you use appropriate discourse markers, did you highlight the study 5 years ago. These are all important in the literature review.

RUJUKAN:

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

Berikut adalah bukti kehadiran Minggu 11

Jangan lupa subscribe Youtube channel Prof N!

BBN3402SATU2020: MINGGU TERJEMAHAN VIDEO(6)

TEKS ASAL

Bab 1 seterusnya, kita pergi 1.8 iaitu definisi operasional. Ok ini agak sukar ye, kadang-kadang pelajar ni dia agak keliru. Operasional bermakna tentang definisi kajian yang kita jalankan. Bukan definisi konsep, bukanlah definisi macam contoh pelajar buat, apa makna wacana, 1. Apa makna skrip 1, tekstual 1, animasi 1, cerita 1, rakyat 1, Melayu 1. Itu salah ya, kita bukan nak definisi itu. Kalau definisi tiap-tiap satu, pelajar akan rujuk kamus dewan sahaja dan semua jenis kamus. Jangan! Jadi operasional ialah tentang kajian kita. Biasanya definisi operasional ini minimum 2 dan paling maksimum 3, tentang bagaimana kita nak jalankan kajian ini supaya bila pembaca baca baru faham , ohh ini maksud dia. Jadi kalau kita tengok tajuk ini, kita boleh ambil 1 wacana tekstual, lagi 1 skrip animasi cerita rakyat Melayu. Kalau kita nak ambil bezakan skrip animasi tiada kaitan pula. Jadi kita boleh teruskan, untuk tajuk ini mungkin ada dua. Tajuk yang lain mungkin ada tiga. Kalau kita ambil tajuk daripada kejuruteraan contohnya, mungkin operasional ada banyak sebab banyak pemboleh ubahnya. Kalau daripada tesis Sains pun begitu, ada banyak pemboleh ubah yang membolehkan kita membuat definisi operasional supaya pemeriksa faham apa kaitan itu dengan tesis tersebut. Kalau kita tengok tesis dalam bentuk ekonomi juga begitu. Ada banyak  pemboleh ubah, mungkin lebih dari 3. Jadi untuk yang ini, kita fokus kepada 2, awak boleh buat begini kemudian letak contohnya, wacana tekstual tetapi wacana tekstual yang awak nak buat definisi operasional ini mesti berkaitan dengan kajian. Pastikan bahawa ambil dan perlu ada rujukan. Ada satu cara, 1 maknanya awak buat wacana tekstual, berkaitan dengan kajian awak. Wacana tekstual yang berfokus kepada skrip animasi, wacana tekstual ini akan dianalisis dengan menggunakan 3 elemen. Contoh 3 elemen ini iaitu kandungan, konteks dan andaian. Jadi menurut Normaliza Abd Rahim (2019), wacana tekstual apa dia apa dia, bolehlah ada rujukan dan juga 1.8.2 iaitu skrip animasi cerita rakyat Melayu. Ini perlulah berkaitan dengan kajian awak, huraikan serba ringkas. Skrip animasi cerita rakyat Melayu terdiri daripada 20 cerita, sebab dalam tesis yang dianalisis 20 cerita. Jadi skrip animasi ini berbentuk apa dia, huraian. Mungkin yang ini skrip animasi cerita rakyat Melayu awak huraikan berkaitan dengan kajian kita, tak ada pula rujukan, tak apa boleh diterima sebab definisi ini berkaitan dengan kajian awak. Jadi ada 2 cara, satu cara, mempunyai rujukan, ini ada rujukan, ini ada rujukan. Yang kedua, tiada rujukan, maknanya awak buat huraian. Huraian wacana tekstual itu dari segi konteks awak punya tesis. Jadi tiada rujukan, dua-dua boleh diterima. Tetapi macam saya katakan sebelum ini, rujuk penyelia. Kalau penyelia kata ada rujukan, letak rujukan. Kalau penyelia kata tak apa, saya percaya kalau tak ada rujukan pun saya faham dan ini sebenarnya tidak perlu rujukan kerana berkaitan dengan rujukan awak. Pun boleh diterima. Kita berbeza pendapat, berbeza sekolah jadi different school of taught jadi pemikiran kita berbeza. Jadi kalau ada 1 juta penyelia, ada 1 juta pemikiran yang berbeza. Terpulang kepada  penyelia. Macam saya kalau saya kata tak perlu kerana berkaitan dengan kajian bagaimana awak nak jalankan kajian nama pun operasional, operation. Kalau ada rujukan, pastikan tidak boleh rujuk kamus. Dah kenapa nak rujuk kamus. Kena rujuk kajian-kajian, bukan kamus. Menurut Kamus Bahasa Dewan Edisi Keempat, wacana tekstual ialah blab la bla tak boleh, itu kita pun tahu. Jangan rujuk kamus. Jadi, kita rujuk kajian daripada orang lain. Satu boleh rujukan, kedua ada rujukan pun boleh diterima, terpulang kepada penyelia masing-masing. Kalau penyelia kata ada, terimalah, perlu akur kata penyelia. Jadi kita lihat, kita teruskan iaitu 1.9 iaitu organisasi kajian. Organisasi kajian ini sebenarnya terpulang kepada individu/pelajar/penyelia. Selalunya saya akan suruh pelajar PhD untuk letak organisasi kajian, kadang-kadang pelajar Master pun boleh, tak letak pun boleh, jika perlu. Organisasi kajian ini awak buat dalam bentuk perenggan. Jadi perenggan pertama, apa ada dalam bab 1, kemudian perenggan kedua apa ada bab 2, kita nak buat secara ringkas organisasi kita supaya apabila penyelia baca, ohh bab 1 ada ini rupanya. Penyusunan tesis kita secara teratur, jadi perenggan-perenggan dalam ringkasan sahaja. Kerana tiap-tiap pengenalan dalam bab dah katakan dah, tetapi dalam organisasi kajian ini kita kena nyatakanlah secara ringkas apa yang ada. Pelajar PhD memang saya wajibkan supaya dia sendiri boleh faham kajian dia tiap-tiap bab. Kalau pelajar Master nak buat boleh, tak buat pun tak pe. Bacelor pun sama, pelajar Diploma pun tiada masalah jika nak buat terpulang kepada penyelia. Akhir sekali, 1.10 baru masuk kesimpulan, semua bab mesti ada kesimpulan. Tidak ada kesimpulan tidak boleh, kita nak simpulkan apa yang ada dalam bab tersebut. Saya dapati ada tesis yang tidak ada kesimpulan, tergantung tiba-tiba dah masuk bab 2. Jadi tidak ada kesinambungan bab 1 dengan bab 2. Macam bab 1 ada bab lain , macam ada entiti lain pula. Tidak ada kaitan pula dengan bab 2. Kita kena ada kesimpulan, simpulkan apa yang ada dalam bab 1. Ingat ayat akhir, kita kena letak kaitkan dengan bab seterusnya iaitu bab 2 akan membincangkan sorotan kajian... barulah kita lihat ada kesinambungan antara bab 1 dengan bab 2. Serupa juga dengan bab-bab lain. Akhir kesimpulan mesti nyatakan apa ada dalam bab seterusnya. Kadang-kadang ada penyelia kata tidak perlu kerana pemikiran berbeza. Bila berbeza kita redha dan terima. Kita dah habis bab 1, lupa nak cakap halaman. Berapa halaman bab 1 ya Prof? Halaman bab 1 lebih kurang 8-10 sahaja. Itu yang saya kata bahaya kerana ada pelajar letak sampai 30 sebab masalah kajian sahaja sudah 15 halaman. Masalah kajian kita ambil yang betul-betul penting sahaja. Masalah kajian terlalu panjang lebar bersemangat sangat sampai 15 halaman, dah jadi salah. Permasalahan kajian fokuskan ikut objektif. Objektif ada 2, 2 perengganlah permasalahan kajian tetapi padat walaupun ringkas. Yang selebihnya sorotan dan jurang pada bab 2. Paling lebih pun 12, tetapi jangan kurang 8. Tetapi jangan lebih 15 takut seperti bab 2 sebab pemeriksa akan potong-potong. Jadi, kita ingat ya dalam bab 1 ini.

 

TERJEMAHAN INGGERIS

Next, in chapter 1 we go to 1.8 which is the operational definition. Ok this is a bit difficult, sometimes student is a bit confused. Operational means about the definition of the study we conduct. Not the definition of the concept, not the definition of a sample of students do, what the meaning of the passage, 1. What does 1 script, 1 textual, 1 animation, 1 story, 1 people. Its worng, we do not want that definition. If the definition of each one, students will refer to the whole dictionary only and all types of dictionaries. Don't! So operational is about our study. Usually this operational definition is minimum 2 and maximum 3, about how we want to conduct this study so that when the reader just reads, ohh this is what he means. So if we look at this topic, we can take one of textual discourse, yet one animation script Malay folklore. If we want to differentiate the animated script, it has nothing to do. So we can go on, for this title there may be two. Other titles may have three. If we take a title from engineering for example, maybe operational there are many reasons for many variables. Even if it is from a Science thesis, there are many variables that allow us to make an operational definition so that the examiner understands what it has to do with the thesis. If we look at the thesis in economic form, so is it. There are many variables, maybe more than 3. So for this one, we focus on 2, you can do this then put for example, textual discourse but the textual discourse you want to make this operational definition must be related to the study. Make sure that take and there should be a reference. There is one way, 1 means you create a textual discourse, related to the study you. Textual discourse that focuses on animated script, this textual discourse will be analyzed using 3 elements. Examples of these 3 elements are content, context and assumptions. So according Normaliza Abd Rahim (2019), textual discourse what  is it, there may be references 1.8.2 and also the animation script Malay folklore. This should be related to your study, describe briefly. Malay folklore animation script consists of 20 stories, because the thesis analyzed 20 stories. So this animated script is what it looks like, description. Perhaps this animation script you describe Malay folklore related to our study, there was no reference, not acceptable because the definition of what is related to the review body. So there are 2 ways, one way, have a reference, this has a reference, this has a reference. Secondly, there is no reference, it means you make a description. The description of the textual discourse in terms of the context you have a thesis. So no reference, both are acceptable. But like I said before, consult a supervisor. If the supervisor says there is a reference, place a reference. If the supervisor says it's okay, I believe if there is no reference I understand and this actually does not need a reference because it is related to your reference. Even acceptable. We have different opinions, different schools so different schools of taught so our thoughts are different. So if there are 1 million supervisors, there are 1 million different thoughts. It is up to the supervisor. Like me if I say it is not necessary because it is related to the study of how you want to conduct a name study is operational, operation. If there is a reference, make sure not to refer to the dictionary. Why do you want to refer to the dictionary. Refer to the studies, not the dictionary. According to the Fourth Edition Hall Language Dictionary, textual discourse is.... cannot, that we also know. Do not refer to the dictionary. So, we refer to studies from others. One can be a reference, the second there is a reference can be accepted, it depends on the respective supervisor. If the supervisor says yes, accept, it is necessary to comply with the supervisor's words. So we see, we proceed to 1.9 which is the study organization. The organization of this study is actually up to the individual / student / supervisor. Often I will ask PhD students to place a study organization, sometimes even Master students can, not even place, if necessary. The organization of this study you made in the form of paragraphs. So the first paragraph, what is in chapter 1, then the second paragraph is what is chapter 2, we want to make briefly our organization so that when the supervisor reads, ohh chapter 1 there is this apparently. Organize our thesis regularly, so the paragraphs are in summary only. Because every introduction in the chapter has already been said, but in the organization of this study we have to state briefly what is available. PhD student I do compel so that he himself can understand his study every chapter. If the Master student wants to do it, he can't do it. Bachelors also, even Diploma students have no problem if they want to do it to the supervisor. Finally, 1.10 just came to a conclusion, all chapters must have a conclusion. There is no conclusion cannot, we want to conclude what is in the chapter. I found that there is a thesis that has no conclusion, depending on the sudden entry of chapter 2. So there is no continuation of chapter 1 with chapter 2. Like chapter 1 there is another chapter, like there is another entity. It has nothing to do with chapter 2. We have to have a conclusion, summarize what is in chapter 1. Remember the last sentence, we have to put it in relation to the next chapter which is chapter 2 will discuss the highlights of the study ... then we see there is continuity between chapter 1 with chapter 2. Similar to the other chapters. The end of the conclusion must state what is in the next chapter. Sometimes there are unnecessary word supervisors because of different thoughts. When different we are satisfied and accept. We finished chapter 1, forgot to talk about the page. How many pages of chapter 1 is Prof? Chapter 1 pages are about 8-10 only. That is what I say is dangerous because there are students up to 30 because the study problem alone is already 15 pages. The problem of the study we take is really important only. The problem of the study is too long, it is very enthusiastic up to 15 pages, so it is wrong. The problems of the study focus on the objectives. The objective is to have 2, 2 paragraphs of the study problem but concise even concise. The rest are highlights and gaps in chapter 2. At least 12, but do not be less than 8. But do not be more than 15 afraid like chapter 2 because the examiner will cut it. So, we have to remember this chapter 1.

RUJUKAN:

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

Berikut adalah bukti kehadiran Minggu 11

Jangan lupa subscribe Youtube channel Prof N!

BBN3402SATU2020: MINGGU TERJEMAHAN VIDEO(5)

TEKS ASAL

Bab 1…1.6 kepentingan kajian. Okay kepentingan kajian ini memang kita kena ceritakan atau jelaskan dengan terperinci ya. Kerana di sini biasanya kita dalam borang pemeriksa, kita ada satu bahagian yang menunjukkan, apakah kepentingan kajian ini?. Iyalah…kalau kajian ini tidak penting kenapa pula kita kena jalankan kajian. Jadi sebab itulah…sebab itulah, adalah kepentinganlah yang kita jalankan  dalam kajian. Jadi untuk bahagian ini kita akan tulis dengan gunakan subtopik. Jadi subtopik kepentingan kajian ini di bawahnya kita ada lagi subtopik yang lain. Jadi dalam bahagian ini...kita kena ambil,ya. Kalau contohnya sekarang, kajian kita tentang wacana tekstual skrip animasi cerita rakyat. Jadi apa…okay… kajian ini penting kerana apa? untuk siapa? Jadi kita kena nyatakan. Tapi dalam kepentingan kajian ini kita kena jelaskan mengikut yang besar dahulu. Jadi kalau daripada kajian ini…kita lihat mungkinlah…mungkin, ya...kepentingan masyakarat. Jadi apa dia? Kena huraikan bawah ini.

Jadi masyarakat itu besar, jadi, bila besar itu kita huraikan dalam satu perenggan. Kemudian kita kecilkan lagi…1.6.2…apa yang kecil lagi… contohnya kementerian…okay…kementerian pelajaran atau pendidikan contohnya. Jadi letak tajuk ini, maknanya kajian ini penting untuk yang ini. Jadi huraikan bawah dia. Kenapa dia penting. Tapi pastikan bila kita nak hurai itu kita kaitkan balik dengan kajian kita. Makna tajuk kita itu kajian kita dari segi mana, dari sudut mana yang penting. Jadi kemudian…turun lagi…l.ebih kecil lagi, mungkin sekolah…Okay.

Sekolah itu dari sudut mana, dari segi mana yang pentingnya kajian ini. Jadi adakah ia penting kepada cikgu sahaja, guru besar ataupun pelajar. Jadi itu yang lain pula. Jadi itu kita boleh letak pelajar. Daripada yang besar hinggalah yang kecil.okay. jadi sekarang ini pelajar. Dari segi mana yang pentingnya. Huraikan pula dalam satu perenggan. Kemudiannya di sini…mungkinlah…guru. okay. Sebab guru perlu menyediakan bahan untuk pengajaran dan pembelajaran. PMP, ya. Jadi kita huraikan dari segi apa. Jadi dalam ini…kadang-kala…okay, ada penyelia yang mengatakan bahawa setiap huraian dalam ini, setiap huraian yang awak sudah jelaskan subtopik ini perlu disokong dengan sarjana lain, ataupun kajian-kaijian lain. Boleh juga, sebenarnya macam yang saya katakan, terpulang kepada penyelia, kerana saya ulang lagi sekali, iaitu kita ini penyelia,ya. Semua mempunyai, ‘different school of thought’ okay, Pemikiran kita berbeza. Jadi mungkin ada penyelia kata…okay awak letak sokong, sokongan untuk tiap satu. Kenapa pentingnya kepada masyarakat, kenapa penting kepada kementerian. Kenapa sekolah, kenapa guru. Jadi perlu ada sokongan. Jadi macam saya, bagi saya, kalau dihuraikan disini, sebab bagi saya ialah, kepentingan kajian ini, menurut kajian ya, menurut kajian awak sendiri. Jadi bila kita buat huraian di sini, berkait rapat dengan dengan kajian kita. makna huraikan. Dari sudut mana pentingnya. Jadi bila kita buat huraian, kalau bagi saya kalau tiada rujukan, pun tidak mengapa. Kerana huraian yang awak tulis dalam ini sudah cukup jelas untuk setiap satu, betapa pentingnya tiap-tiap satu ini..betapa pentingnya kajian ini kepada..ni..masyarakat kementerian, sekolah dan guru. Okay . jumlah kepentingan ini, biasanya, iyalah takkan lah kita nak letak satu kepentingan sahaja. Nampak sangat tak penting kajian ini, ya. Jadi kita biasanya kita akan letakklah minima tiga…okay..maksima lima…ini biasalah. Kalau misalannya nak lebih dari lima boleh. Tetapi kalau terlampau banyak sangat mungkin yang banyak itu dalam kategori yang sama. Jadi tak perlulah kita nak letak banyak sangat sub-subtopik. Kita boleh cantumkan dia, supaya ianya jadi satu subtopik yang lain. Hal ini kerana, apabila terlalu banyak, kadang-kadang sebagai pemeriksa kita lihat..okay…kenapa ini sama dengan yang ini. Ini sama dengan yang ini. Ini sama dengan yang itu.kenapa awak perlu huraikan, nak pecah-pecahkan ia pula. Jadi kalau minima tiga…okay. Jadi kita boleh kumpulkan. Jadi ingat ya. Bila buat penyusunan kepentingan kajian ini mestilah daripada besar, masyakarat itu luas,ya…kecil, kecil, kecil…akhirnya individu,ya, pelajar, guru

TERJEMAHAN INGGERIS 

Chapter 1…1.6 significant of study. Okay, we must explain and elaborate in depth about the significant of study, alright. Because usually here, we have the examiner form, we have one section that for what the significant of this study? Of course, if this study is not important, then what is the reason we carried out this study? For that reason, we conducted the study because it has its significance. So, in this section here we will write down with subtopics. So the subtopic for this chapter here, we will write down another subtopic. So in this part…we have to, alright. For example, give now here, our study is about the textual discourse of the script in the animation of folks stories. Then what?okay…this study is important because of what? For whom? We need to state it. But in this study…we need to explain from the biggest point first. So, in this case, we say…maybe…for community. Then what? Explained it down here.

So, the community is big, so, when it comes to big things we elaborate it in one paragraph. Then toned it down more….1.6. 2.. what comes after that?...let say the government….okay…the government of education for example. So, we write the title here, it means that this study is important to this. Then explain under here. Why is it important. But make sure when we explain it we connect it with what our study all about. That means your study is important it what way? Which perspective? Then...we go down further more... to something smaller, which is school…okay.

School in what way? What way does it matter to this study? So, it is only matter to the teacher? Headmistress or student? That’s a different story. So, in that way we could put the student. From the biggest to something much smaller. Okay. So now students. What way is it important? Explain it in another paragraph. Then here…maybe…the teacher. Because teachers need materials to prepare for teaching. So, we elaborate it, in what angle? So here, sometimes…okay …some supervisor will say that each explanation here, every single explanation you have justified in the subtopic here must be supported with scholars, or other studies. Actually, that is fine, like I’ve said, it is up to the supervisor, because for me, I repeat, it is up to supervisors, alright. They all have different school of thought, okay…we think differently. So, maybe some supervisor says…okay, add in your support, a support for each one. Why is it important to society, to government, why school, why teachers? So, you will need support. Like me, like I said earlier, if it explained here, for me, this significant of study, based on the study, it is on you study. So, when it is explained here, it iis related to our study. Meaning, elaborate. In what way it is important, for me, it is fine. Because what you explained here is quite clear for each one, how important each on of them here are. How important it is to..here…society, government, school and teacher. Okay. The total of this significance here, usually, well we can’t just state one only. That would clearly mean this study isn’t that important, right? So usually, we put minimum three…okay. Maximum five… this is quite common. Let say we put more than five…that’s fine. But if it is too many, that would probably in the same categories. So, no need to put to many subtopics. We can simply combine them all together, to be in another subtopic. This is because, to many of them, will sometimes examiners will see…okay. Why is this one the same with this one. And this one with that one? Why do you need to expand it, divide it? So minimum, three. Okay. so, we can gather them. So, remember, when we organize the importance of the study, start from the biggest perspective, society is big, yes. Then to smaller and smaller to individual, alright, students, teacher.

 

RUJUKAN:

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

Berikut adalah bukti kehadiran Minggu 11

Jangan lupa subscribe Youtube channel Prof N!