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 jualdan 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 poin 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 a 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. Perrito actually 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
temurun. Go to google, google apple store neareast. 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 can not, 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 teoi 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. Itupun
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 shoppee, there
is a sale. I was also surprised that UPM said that Shoppee 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 screencapture 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) has 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 takpe
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:
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Channel Prof. Dr. Normaliza - https://youtu.be/_gYhOl8KEMQ
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