BBN3402SATU2020: MINGGU11 TERJEMAHAN VIDEO(3)

 

TEKS ASAL

Bab 1, 1.4 kalau kita tengok kat sini 1.4 persoalan kajian dan objektif kajian 1.5. Jadi kita ambil persoalan kajian. Jadi persoalan kajian, dengan objektif kajian, perlulah sejajar. Ia berkaitan. Jadi contoh kita ambik yang ini, persoalan kajian. Mengenal pasti wacana tekstual skrip animasi cerita rakyat Melayu. Okay ini objektif dia. Apakah wacana tekstual skrip animasi cerita rakyat Melayu, jadi ini kalau misalnya objektif dia dan persoalan dia ada satu. Jadi, persoalan dia terus la makna kita boleh faham. Kalau contoh menganalisis kesan skrip animasi cerita rakyat Melayu  dalam kalangan pelajar sekolah rendah, kita boleh jadi dua persoalan daripada kata adjektif iaitu, sejauh manakah kesan skrip animasi cerita rakyat Melayu dalam kalangan pelajar sekolah rendah dan bagaimanakah pelajar memberi pendapat melalui skrip animasi cerita rakyat Melayu. Jadi kedua dua soalan ini sebenarnya akan menjawab objektif 2. Jadi kena ingat ye kita kena persoalkan semula kita nak tahu kesan dia , bagaimana cara dia. Jadi itu akan menjawab objektif ini. Bila kita menganalisis data ini, memang ini akan terjawab. Okay, sama juga contohnya menghasilkan repertoir perbualan melalui animasi cerita rakyat Melayu dalam pelajar sekolah rendah. Yang ini sebenarnya, ada temu bual. Temu bual dalam kalangan pelajar sekolah rendah tentang skrip animasi tersebut. Dia bagi pendapat. Persoalannya sejauh manakah repertoir dibina melalui... Bagaimana...Dan apakah cara perbualan tentang animasi . Jadi, ini terjawab lah. Apakah cara perbualannya ? Adakah cara perbualannya memang begini ? Atau pun memang dia sorang, tapi kalau nak kata sorang, dia berbual dengan siapa ? Soalan ketiga, apakah kategori repertoir . Ada tiga soalan di situ, sejauh manakah, apakah cara perbualan, apakah kategori repertoir. Memang setelah itu, nanti kita menganalisis data memang kita akan dapati akan terjawab soalan ketiga tiga ini. Jadi, bukan semestinya satu objetif, satu. Boleh juga satu objektif, tiga persoalan. Tapi analisis data memang akan terjawab ketiga tiga soalan ini. Macam yang nombor 2, mengalisis kesan skrip animasi, akan ada 2 persoalan. Kalau kita analisis, memang kita jawab kedua dua soalan ini. Macam itu. Kita dapati memang kita jawab dua soalan ini. Bila yang objektif satu, mengenal pasti wacana tekstual, kita akan ada satu contoh. Boleh hendak buat dua, tapi kena tengok cara analisis data , menjawab atau tidak soalan ini. Bila kita buat analisis, kita tengok menjawab atau tidak soalan. Kalau menjawab itu, memang betul. Jangan kita letak satu objektif. Jadi kita boleh letak dua atau tiga. Kadang kadang letak sampai empat, bila menganalisis data itu memang menjawab keempat empat . Kalau contohnya menghasilkan buku panduan penulisan skrip animasi cerita rakyat, kalau kita buat ada empat objektif, jadi sejauh manakah  buku panduan skrip animasi cerita rakyat dihasilkan. Apakah cara untuk menghasilkan buku panduan penulisan skrip menghasilkan cerita rakayat. Jadi, yang ini akan jadi kebaharuan. Benda baru yang kita nak sebarkan, jadi yang ini kita akan ada dua persoalan sejauh manakah buku panduan, apakah cara dia. Jadi, apabila membuat ini, kita pastikan menjawab dua dua persoalan ini. Jadi bila kita nak tulis objektif, kita pastikan kita persoalkan. Apa benda yang kita dapati, apabila kita menganalisis data. Oleh sebab itu kita ada beberapa soalan untuk satu objektif. Ini ada dua soalan untuk objektif . Ini ada dua soalan, tiga soalan. Tapi soalan dia memang berkisarkan tentang objektif ini tadi. Tetapi memang apabila kita sebagai penyelidik yang bagus tu, memang dia mempersoalkan supaya nanti bila kita tahu semua persoalan itu. Jadi pastikan kita jawab semua soalan ini. Jadi pelajar semua diharap bila kita lihat apakah objektif kita, kita pastikan persoalan kita menjawab objektif kita dan harus memastikan bahawa apa yang kita analisis itu akan terjawab. Pemeriksa bila membaca , okay soalan dia memang begini, didapati ada dalam bab 4, okay soalan ini didapati betul. Bermakna memang berjaya kerana boleh menjawab soalan daripada objektif yang telah dicadangkan. Jadi, pastikan 1.4 persoalan kajian dan 1.5 objektif . Perkataan ini yang diambil seperti mengenal pasti, menganalisis, menghasilkan, terdapat dalam ini, harus pastikan bahawa objektif yang dipilih itu haruslah dari ...

Cadangan senarai kata kerja operasional taksonomi bloom, jadi kita kena pastikan objektif satu, rendah. Apabila objektif dua, kita analisis, semua yang tinggi, mana yang bersesuaian. Kita baca dahulu. Yang mana bersesuaian untuk objektif kedua. Kalau untuk aplikasi apa , untuk analisis apa , dan ini kita pilih untuk analisis kedua. Maknanya, kita analisis secara mendalam. Maknanya kita nak letakkan menghasilkan itu diletakkan pada C6. Jadi ini pastikan, bahawa jangan objektif satu diambil dari C5, tiba tiba objektif dua rendah pula. Itu salah. Dia mesti daripada kecil dan mudah sehingga sukar. Pastikan pemilihan perkataan ini bersesuaian objektif dan ikut tahap rendah ke tinggi. Objektif satu rendah, objektif dua tinggi, dan objektif tiga sangat tinggi. Jangan objektif satu rendah, anda letak tinggi C 6 kemudian turun C3. Salah. Kena ikut turutan. Macam kita naik tangga, rendah ke tinggi. Jadi ambik daripada ini. Dan lagi satu, bila kita tulis objektif ini, ada pelajar nombor dua mengenal pasti juga kemudian nombor tiga mengenal pasti lagi. Jadi itu tidak boleh sebab tahap yang rendah. Tahap yang rendah tidak bersesuaian.

TERJEMAHAN INGGERIS

Chapters 1, 1.4 if we look at here 1.4 research questions and research objectives 1.5. So we take the research question. So the research question, with the objective of the study, needs to be aligned. It is related. So our example of this ambiguity, the research question. Identifying the textual discourse animation script Malay folklore. Okay this is her objective. Is animation script textual discourse Malay folklore, so if for example the objective question him and he got one. So, the question he continues is the meaning we can understand. If the sample to analyze the effect of the script animation folklore Malay among primary school students, we can be two issues of adjectives that is, the extent of the effect of the script animation folklore Malay among primary school students and how students express an opinion through the script animation folklore Malay. So these two questions will actually answer objective 2. So we have to remember that we have to question again we want to know the effect of him, how he works. So that will answer this objective. If we analyze this data, indeed this will be answered. Okay, same repertoire example produces animated conversation through the Malay folklore in primary school. This one is actually, there is an interview. Interviews among primary school students about the animated script. He shared his opinion. The question is to what extent the repertoire is built through ... How ... And what is the way of conversation about animation. So, this is the answer. What is the way of conversation? Is this the way he talks? Or he is alone, but if you want to say alone, who is he talking to? The third question, what is the category of repertoire. There are three questions there, to what extent, what is the way of conversation, what is the category of repertoire. Indeed, after that, later we analyze the data we will find that these three questions will be answered. So, not necessarily one objective, one. Can also be one objective, three questions.

But data analysis will indeed answer these three questions. As with number 2, analyzing the effects of animated scripts, there will be 2 questions. If we analyze, we do answer these two questions. Like that. We find that we do answer these two questions. When objective one, identifying textual discourse, we will have an example. You can do two, but you have to look at how to analyze the data, answer or not this question. When we do an analysis, we look at answering or not questions. If you answered that, it is true. Let's not set an objective. So we can put two or three. Sometimes it is up to four, when analyzing the data it does answer all four. For example, if we produce a guidebook for writing an animated script for folklore, if we make four objectives, then to what extent is the guidebook for the animation script for folklore produced. What is the way to produce a script writing guidebook to produce folk tales. So, this one will be a novelty. The new thing we want to spread, so this one we will have two questions as to how far the guidebook is, what is his method. So, when making this, we are sure to answer these two questions. So when we want to write an objective, we make sure we ask questions. What do we find, when we analyze the data. Therefore we have several questions for one objective. Here are two questions for the objective. Here are two questions, three questions. But his question really revolves around this objective just now. But indeed when we as a good researcher, he did question so that later when we know all the questions. So make sure we answer all these questions. So students are all expected when we see what our objectives are, we make sure our questions answer our objectives and should ensure that what we analyze will be answered. Examiner when reading, okay question he is like this, found in chapter 4, okay this question is found to be correct. Meaning it is successful because it can answer questions from the objectives that have been proposed. So, make sure 1.4 research questions and 1.5 objectives. These words taken as identifying, analyzing, producing, are present in this, should ensure that the chosen objective should be from ...

Proposed list of operational taxonomic verbs bloom, so we have to make sure objective one, low. When objective two, we analyze, all high, whichever is appropriate. We read first. Which is appropriate for the second objective. If for what application, for what analysis, and this we choose for the second analysis. That is, we analyze in depth. This means that we want to put the produce is placed on C6. So this make sure, that do not objective one is taken from C5, suddenly objective two is low anyway. That's wrong. He must be from small and easy to difficult. Make sure the selection of these words fits the objective and follows the low to high level. Objective one is low, objective two is high, and objective three is very high. Do not objective one low, you place high C 6 then go down C3. Wrong. Must follow. Like we go up the stairs, low to high. So ambiguous from this. And one more thing, when we write this objective, there is student number two identifying also then number three identifying again. So that should not be the reason for the low level. Low levels are not suitable.

RUJUKAN: Youtube Channel Prof. Dr. Normaliza - https://youtu.be/lTV4bXMeYcw

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