BBN3402SATU2020: MINGGU11 TERJEMAHAN VIDEO(11)

 

MINGGU 11- TERJEMAHAN VIDEO (11)

Teks asal:

Keputusan dan Perbincangan (Bab 4)- Analisis Bentuk Jadual-1#JomTulisTesis (28.25)

 

Okey sekarang kita pergi kepada bab 4 ya. Bab 4 ini kalau kita lihat, bab 4 ni sebenarnya kita buat analisis. Inilah yang dikatakan bab atau pun kajian awak, penulisan awak sendiri. Apa yang awak kaji selama bertahun-tahun, inilah hasilnya. Jadi dalam bab 4 ini, kalau kita lihat dalam buku ini, sebenarnya bab 4 ini ada pengenalan, kemudian kita ada analisis objektif 1, kemudian analisis objektif 2, analisis objektif 3, rumusan dan kesimpulan. Okey, kalau kita tengok sekarang ya, contohnya kita ada, kalau kita berbalik kepada kajian yang tadi, iaitu wacana tekstual skrip animasi cerita rakyat melayu. Jadi 4.1 pengenalan, seperti biasa pengenalan kita nak memperkenalkan apa ada dalam bab ini. Jangan keliru ya, biasanya pelajar ni dia pergi letak pengenalan ada rujukan lagi. Tak perlu, tak perlu ada rujukan. Pengenalan ni kita nak memperkenalkan apa yang ada dalam bab itu. Kita jangan bagi dia keliru. Kadang-kadang bila dia letak pula ada rujukan, dah jadi rupa macam bab 2 sorotan kajian pula ya. Jadi sekarang ini bahagian pengenalan satu perenggan, kita masuk 4.2 iaitu kita dah mula untuk melihat balik kepada objektif kita. Yang pertama, mengenalpasti tekstual skrip animasi cerita rakyat melayu. Jadi, tajuk kita ini, kita sebenarnya ambil daripada objektif. Jadi bila kita ambil objektif, perkataan ‘mengenalpasti’ dah tiada. Jadi kita terus kepada ‘wacana tekstual..’ sambung ‘skrip animasi cerita rakyat melayu’. Ini tajuk dia. Okey dalam tajuk ini, awak dah letak, makna kita, bila pemeriksa tengok kata “oh, ini dia merujuk kepada objektif 1”. Jadi sekarang ini  bila awak dah ambil tajuk ini, awak akan menggunakan teori. Teori itu kita dah bincangkan dalam bab 3 tadi, jadi kita nak menggunakan teori. Kita bila analisis, kita perlu guna teori. Jika tiada teori, macam seolah-olah kita tidak berpegang kepada apa sahaja, bermakna longgar. Bila longgar tu nanti, jadi kita punya huraian, analisis kita jadi salah.

Jadi sekarang ini kita akan merujuk kepada teori, contohnya wacan tekstual kita akan guna teori analisis wacana yang dicadangkan oleh, contohnya ya, sekejap saya tunjukkan.. Okey, contohnya kita ambil Teori Analisis Wacana Normaliza Abdul Rahim 2019, ya. Jadi sekarang, Teori Analisis Wacana Normaliza Abdul Rahim 2019 in terbahagi kepada tiga elemen, iaitu kandungan, konteks dan juga andaian. Okey, kandungan ini kita ada tema, yang ini kita ada tatabahasa, kemudian kita ada latar, kita ada emosi. Kemudian di sini kita ada pendapat, perujukan, dan juga persoalan.

Oleh kerana data yang kita nak analisis dalam bab 4 ini, kita nak menggunakan teori analisis wacana, jadi kena tulis beginilah. Setelah kita tulis tajuk ini, kita terus pergi ke 4.2.1 iaitu kandungan. Kita kena tulis apakah elemen dia terus kat dalam ini. Hal ini demikian kerana pemeriksa, bila dia tengok “oh, kajian ini memang merujuk kepada teori, jadi itu yang betul”. Jadi, dalam kandungan itu, maknanya sekarang, awak buat keputusan bahawa setiap elemen ini awak kena sediakan lima bukti. Jadi bukti itu kita dah dapat daripada skrip tadi. Kemudian, kadang-kadang daripada skrip awak dah ada data, data yang awak dah dapat tu tadi ya. Contohnya awak dah ada sistem coding. Macam contohnya sekarang awak ada skrip animasi cerita rakyat, awak ambil lebih kurang 30 skrip animasi. Dan awak nomborkan skrip animasi itu dengan menggunakan coding, ini terpulang ya, sk1 hingga sk30. Jadi awak ada sk1 hingga sk30. Jadi maknanya daripada 30 contoh itu tadi, awak cuma nak ambil 5 sahaja contoh. Sedangkan yang lain itu memang ada, tapi kita letak kat lampiran. Kita tak boleh nak hurai sampai 30. Saya rasa ada dalam 4 ke 5 jilid nanti awak punya tesis.

Jadi sekarang ini contohnya ya, yang ini skrip, yang ini tema. Sebab tadi bawah kandungan ialah tema. Jadi sekarang, contonya awak letak skrip, sk10, sk13, sk20, sk23, sk25 sebab yang ini yang awak boleh letak jadual 1: tema kekeluargaan. Sebab awak sendiri sudah kenalpasti daripada 30 skrip ini, awak dah kenalpasti ada contohnya lima tema, lima tema yang menyerlah dalam skrip ini. Jadi daripada tema kekeluargaan dan ada tema-tema yang lain. Jadi daripada tema kekeluargaan awak dapati skrip yang lima ini yang nampak menyerlah. Jadi awak ambil skrip 10 kemudian awak letak tema apa. Memanglah kita letak tema kekeluargaan, bermakna kekeluargaan, kemudian kekeluargaan lagi. Tapi, walaupun semua ini kekeluargaan, awak kena pastikan bahawa dari segi macam mana ada yang tema kekeluargaan, kerana cerita rakyat ini kadang-kadang dari segi kekeluargaan itu, contohnya cerita pipit dengan cenderawasih. Burung cenderawasih itu dengan anak dia, bermakna 2 sahaja, jadi maknanya di sini kekeluargaan, awak letak dia punya watak; cenderawasih dan anaknya. Yang kekeluargaan sk13 pula, apa watak yang menunjukkan kekeluargaan tersebut, jadi awak senaraikan.  

Kemudian bawah jadual 1, di bawah inilah yang awak buat huraian iaitu; jadual 1 di atas menunjukkan tema kekeluargaan. Kemudian dari sini awak huraikan satu demi satu, jelaskan tentang tema kekeluargaan skrip ke-10 ini tentang watak oleh cenderawasih dan anaknya. Macam mana yang menunjukkan tema kekeluargaan. Sebab itulah awak kena ambil ayat daripada skrip itu, dan tunjukkan di sini sebagai bukti. Letak kat sini, “ayat ini menunjukkan kekeluargaan, yang mana cenderawasih telah memberi anaknya makan dengan penuh kasih sayang”, sebab ayat dalam skrip itu menunjukkan sebegitu. Kemudian awak jelaskan. Setelah awak dah kenalpasti tema kekeluargaan itu, berikan pendapat awak, apa yang awak dapati bahawa adakah ini menunjukkan kekeluargaan, macam mana contohnya yang menunjukkan kekeluargaan antara pemburu dengan anaknya di rumah, dengan isteri ataupun contohnya pengail ikan, serta dengan pendapat. Jadi pendapat ini biasanya pelajar boleh tulis “hal ini berkemungkinan”, sebab ini daripada pendapat awak. Jadi pendapat ini kita boleh gunakan perkataan “hal ini berkemungkinan”, “burung cenderawasih seekor burung yang sangat penyayang terhadap anaknya kerana burung cenderawasih didapati sentiasa berada di sisi anaknya”. Jadi itulah pendapat awak, awak huraikan sampai habis. Kemudian belum habis di situ lagi, kemudian jadual yang kedua pula.

Jadual kedua pula, tema lain. Tema lain pula, serupa juga, huraian. Yang bahagian huraian yang ini bukan dalam satu perenggan. Biasanya diletak dalam dua perenggan, kita pecahkanlah sebab kalau tidak nanti dia jadi terlalu panjang, dia akan pergi ke satu halaman, dua halaman, sampai macam tu. Dan jadual dua, untuk kandungan sahaja, untuk tema itu, awak dah ada 5 jadual. Ini dah 5 jadual dah, belum masuk lagi yang bahagian kedua iaitu yang kita nak huraikan mengikut teori ini iaitu konteks, ini baru bahagian ini. Jadi maknanya sekarang kita masuk 4.2.2  ini baru masuk konteks. Bila awak dah letak konteks ini, awak huraikan dulu apa itu konteks; “menurut Normaliza Abdul Rahim (2019)”. Serupa juga dengan tadi saya liupa nak bagitahu ya, di sini nanti awak kena huraikan apa maksud kandungan menurut Teori Analisis Wacana Normaliza Abdul Rahim, 2019. Huraikan sedikit di sini barulah masuk jadual. Serupa juga yang ini, maknanya masuk kat sini huraikan apa konteks menurut Teori Analisis Wacana Normaliza Abdul Rahim.

Kemudian barulah awak bahagikan kepada yang ini. Yang ini oleh kerana bawah elemen konteks ada 3 jadi menurut teori ini kalau tatabahasa sangat luas. Terpulanglah kepada pelajar, contoh memilih 3 tatabahasa, 3 latar, 3 emosi. Sebab tatabahasa besar, jadi terpulang kepada teks itu. Jadi sekarang dalam skrip itu awak rasa ini banyak ke? Yang itu banyak ke? Jadi itulah yang awak buat kajian. Kalau macam latar ini terbahagi latar masa, latar tempat dan latar masyarakat. Emosi; positif, negatif. Jadi yang ini awak boleh terus bahagikan. Yang ini ada banyak. Maknanya awak kena pastikan sistem penomboran dia biar betul. Jadi sekarang ini konteks kita dah ada apa itu konteks, jadi 4.2.2.1 kita masuk tatabahasa. Dalam tatabahasa huraikan dulu apa itu tatabahasa. Jadi menurut siapa siapa, tahun berapa.. Tapi kajian ini berfokus kepada 3 sahaja; apa dia. Jadi yang ini memang banyaklah, kalau tiada sistem penomboran, kita agak keliru.  Barulah kita pecahkan kepada apa di bawah tatabahasa ini. Jadi kita ambil 3 sahaja di bawah tatabahasa, awak kan fokus kepada apa sekarang ni kalau tatabahasa ya.

Seperti biasa, ada subtopik huraikan sedikit. Apa makna tu. Kemudian yang ini barulah awak masukkan data. Ingat ya, bila dah masukkan data, semua jadual dalam tesis perlu ada garisan yang melintang sahaja, yang menegak tidak perlu ada. Letak kat sini jadual, hurai.  Jadual ini nombor dia sambung dari tadi. Tadi jadual dah sampai 5, sekarang 6. Jadi untuk tatabahasa ni, oleh kerana awak kena ambil 3; tatabahasa ni subtopiknya ada 3, jadi awak boleh sediakan 3 jadual. 3 jadual untuk tatabahasa, 3 jadual untuk.. Makna ni latar ada 3 ni. 3 untuk masa, 3 untuk tempat, 3 untuk ni. Emosi pun sama, 3 untuk positif, 3 negatif, jadi huraikan. Ingat bila perlu kita tulis, kita tulis. “jadual 6 di atas..”. Sebab ada pelajar yang tulis “jadual 6 menunjukkan..”. Dah kita pula sebagai pemeriksa, kita tercari-cari, “mana pula pergi jadual dia? Kat atas ke kat bawah ke?” Jadi, tak boleh. Kena tulis, kalau di bawah, di bawah. Kalau di atas, di atas. Dan huraian. Sebab itulah, bab 4 sistem penomboran ini penting kerana kita nak tahu samada ia adalah subtopik atau subsubtopik. Macam ni, subtopik ini, ini anak kepada ini jadi  susbsubtopik.macam ni, jadi anak dia subsubtopik. Anak kepada ni, jadi subsubsubtopik. Jadi bila ada nombor, kita tahu sebenarnya “ohh ini ebenarnya bawah kategori yang ini,”. Ini contoh huraian. Jadi kalau contoh ni sekarang yang lain tu sama.

Jadi sekarang objektif kajian ini, kita ada 2. Nombor 1 tadi, mengenalpasti wacana tekstual. Jadi dia ambil 2 ini, dengan manggunakan 2 elemen pertama dengan elemen kedua, teori analisis wacana. Kemudian objektif 3, menggunakan teori elemen ketiga daripada analisis wacana iaitu andaian. Yang mana dia temu bual pelajar dan beri komen tentang skrip animasi cerita rakyat. Jadi pecahkan yang ini sahaja. Makna ini tak perlu lagi, ini untuk objektif 1, ini untuk objektif kedua, jadi lebih jelas ya.

Jadi sekarang ini kalau kita lihat, habis je dia.. Tadi kandungan dah siap, bermakna konteks dah siap; bermakna dah siap objektif 1. Jadi setelah itu bermakna awak kena letak rumusan. Rumusan untuk objektif 1, iaitu rumusan untuk kandungan dan konteks. Jadi tulis rumusan sini dalam 1 perenggan.  Dalam ini sangat penting, yang mana perlu sokong kajian dalam bab 2. Sebab bab 2 tadi ialah sorotan kajian yang berkaitan dengan kajian kita. Kemudian kita kena sokong dengan teori, contohnya analisis yang awak buat tadi disokong dengan Teori Analisis Wacana Normaliza Abdul Rahim, 2019. Jadi apa yang awak rumuskan tengok sama tak? Jadi contohnya perkataan selari, kajian ini hampir sama, kajian ini .. Apa lagi? Jadi perkataan-perkataan ini yang awak kena pilih. Pilih yang bersesuaian, bertepatan dengan hasil kajian yang dilakukan oleh bla bla bla.. Iaitu dalam bab 2. Jadi kena letak sokongan ini, letaklah kajian. Tapi sokongan kajian haruslah daripada kajian 5 tahun terkini sahaja. Pastikan 5 tahun terkini sahaja. Kalau sekarang ni contoh, 2020 jadi 5 tahun ke belakang bermakna habis sampai 2016 sahaja. Jangan sokong kajian yang 2010, 2009, 1980-an. Sebab kita kena kenalpasti bahawa kajian memang dah tentang wacana, contohnya telah banyak dilakukan sejak dulu lagi. Animasi pun banyak, cerita rakyat pun banyak, tetapi cerita rakyat yang luar negara yang banyak. Jadi kita kena yang terkini supaya tesis kita adalah lebih berkualiti dan up to date. Jadi itu sangat penting.

Sekarang ini baru rumusan untuk objektif 1. Kalau kita masuk rumusan intuk objektif 2 pula, bermakna kita masih ada 4.3 ialah rumusan objektif 2. Objektif 2 tadi, menganalisis kesan skrip animasi cerita rakyat. Jadi maknanya kat sini jangan tulis perkataan analisis ya, kesan skrip bla bla bla.. Ayat yang awak dapat daripada atas tu. Kemudian barulah awak letak “andaian” , huraikan sikit dulu apa maksud andaian menurut Normaliza Abdul Rahim, 2019. Kemudian dah masuk andaian tu barulah kita nak masuk kepada yang ini, pendapat. Ini ialah subtopik untuk pendapat, jadi huraikan dulu. Huraikan menurut Normaliza Abdul Rahim, pendapat… beri definisi menurut Normaliza Abdul Rahim.

Setelah ni baru ada jadual ini. Jadi tiap-tiap satu tu awak boleh bagi bukti daripada perbualan kanak-kanak tadi. Di sini juga awak kena pakai sistem coding ya. Coding bahasa ya, bukan coding computer science. Tadi kita dah ada coding untuk skrip, sekarang kita kena ambil coding untuk sampel. Sampel kajian sebab kita dah temu bual pelajar sekolah rendah, contohnya kita ambil 30 orang. Adakah kita nak tulis s1 sehingga s30. Jadi ini yang awak kena letak kat dalam analisis bab 3 macam mana sistem coding awak ini. Yang ini awak buat keputuan sendiri, ini cuma cadangan. Jadi awak letaklah sini; s1 ke.. Daripada apa yang awak dapati. Semua data-data peroleh ni kita kena letak kat belakang, kat lampiran. Namun yang kita letak kat sini cuma yang berkaitan sahaja sebab ada ayat yang tidak menunjukkan kepada pendapat. Ada ayat yang tidak menunjukkan perujukan. Ada ayat yang tidak menunjukkan persoalan, iaitu bertitik tolak daripada Teori Analisis Wacana Normaliza Abdul Rahim, 2019. Jadi awak pilih mana yang sesuai sahaja. Jadi di akhirnya juga jangan lupa kita akan letak rumusan, nombor tu 4.3.2. Rumuskan balik tentang dapatan atau keputusan kajian yang awak dapat daripada objektif 2, dan ingat seperti yang tadi juga, rumusan itu kena sokong dengan kajian 5 tahun ke belakang sahaja. Kemudian sokong dengan teori. Bermakna di sini yang kita akan sokong, daripada keputusan kajian ini, kita akan sokong.

Kemudian akhirnya 4.4 barulah kesimpulan. Dalam kesimpulan, saya jelaskan lagi sekali, ayat akhir mestilah kita cerita tentang apa yang ada dalam bab seterusnya. Ini adalah supaya ada kesinambungan antara 2 bab; bab 4 dan 5. Contoh ayat akhir, “bab seterusnya…” apa dia… dan sambungnya. Yang ini tentang rumusan yang saya kata habis daripada huraian, rumusan. Ini sebenarnya terpulang kepada pensyarah, ada pensyarah dia tak mahu letak rumusan di akhir setelah kita analisis, dia sekadar adanya sokongan kajian pada tiap-tiap huraian dia sokong. Itu terpulang kepada pensyarah. Sebab bagi saya mudah sahaja. Apa kita rumuskan, kita ulang balik, kemudian kita sokonglah. Sama juga kalau kita letak dalam tu. Kalau kita dah letak dalam tu juga, kadang-kadang saya dapati ada pelajar yang dia memang sokong, setiap kali dia hurai tentang pendapat contohnya, dia sokong. Lepas tu dia huria perujukan, dia sokong lagi. Saya tengok ayat dia sama. Apa yang dia sokong pun irang yang sama. Jadi macam seolah-olah tiada usaha sangat untuk dia membuat ayat yang berbeza. Jadi pastikan di sini ayat mestilah berbeza dengan ayat di atas, sebab yang ini penting ialah kita nak merumuskan apa keputusan kajian yang kita peroleh daripada sini.

Okey, untuk bab 4 ini, oleh kerana kita ada 2 objektif; objektif 1.. Ingat ya bab 4 ni kita yang punya. Kita yang analisis, ini yang kita punya, memang beza dengan orang lain. Ini yang kita usaha selama ini, ini yang kita temu bual orang, kita usaha pergi cari budak-budak sekolah, tunggu luar pagar, walaupun sepatutnya ambil kebenaran dengan cikgu sekolah tapi kena keluar daripada sekolah sebab bawa salah surat, jadi kita tunggu pula luar sekolah, mak bapa halau pula, bertabah je jadi penyelidik.

Jadi contohnya daripada objektif 1 ini, 40 halaman untuk objektif 1 sahaja, objektif 2, 40 halaman, ini untuk Master. Kalau Phd kita masuk lagi 40, bermakna 120. Yang ini ngat ya, dalam tiap-tiap halaman tak boleh awak letak “ala objektif 1 20 je la.. Tapi objektif 2 kan saya analisis banyak, saya letak 70 lah..” Tak boleh la. Lepas tu tiba-tiba objektif 3 “alah sikitnya.. Tak laratla jari nak tekan laptop, 10 je lah”. Dah salah dah. Nampak sangat bahawa objektif 1 ni lebih daripada objektif 2 dan 3. Jadi dah salah di sini. Mesti sama supaya setiap objektif kita ini mesti sama taraf pentingnya. Jadi jangan la tiba-tiba objektif 3 jadi tak penting. Biasanya objektif yang akhir tu la yang penting, itulah yang menunjukkan kebaharuan. Jadi memang penting. Kalau nak lari sikit pun boleh. Macam contohnya objektif 1; 41, objektif 2; okeylah 39, objektif 3;  alamak terlebih, 43. Bolehlah. Tapi jangan ketara sampai macam ni. Bila macam ni kita dah nampak kepentingan tu sangat berbeza. Jadi macam seolah-olah baik tak payah wujud je objektif 1, objektif 3 buang je lah, tak payah ada. Tiba-tiba kajian ada 1 je objektif, prof. Itu saya tak tahu nak cakap apa, saya kata buatlah universiti sendiri.

Okey sekarang ini pastikan bab 4 dan ingat ya, kita punya. Bila kita punya kita rasa bangga. Penulisan kena cantik. Dalam bab ini ya, semua bab dalam tesis, saya akan ulang untuk semua bab, perlu ada penanda wacana. Penanda wacana ini kalau tiada dah tak jadi penulisan akademik. Ini sangat penting ya, penanda wacana kalau tengok dalam buku ini, saya ada senaraikan penanda wacana yang awak boleh pakai. Pelajar suka sangat, nak tahu apa tau, dia suka sangat perkataan ‘oleh itu’. ‘oleh itu’ je memanjang yang saya jumpa dalam sepanjang-panjang. Ni nampak ni, penanda wacana, ada beratus penanda wacana. Silalah gunakan semuanya. Kita boleh gunakan berlainan menunjukkan ia penulisan akademik, dan bila kita baca tesis tu kita rasa alah sejuknya lah hati baca tesis ni, kan?  Jadi, gunakan penanda wacana tetapi ada masalah pula.

Adalah pelajar ni tesis dia saya baca, memang dia pakai penanda wacana, sangat bagus. Bukan daripada buku saya kot dia ambil penanda wacana ni, daripada internet ke apa ke. Tetapi saya tengok memang tak jadi. Maksud saya penanda wacana tu tak kena dengan ayat tu. Memang perkataan tu tak pernah didengar oleh masyarakat. Memang jarang lah, pernah dengar jarang digunakan. Saya ambil contoh, “namun demikian, suatu hakikat yang tidak boleh dikesampingkan ialah .. bla bla..”. Tu penanda wacana untuk ayat pertama, okeylah tu, cantik lah tu. Tiba-tiba ayat yang seterus tu jadi tak betul dah.  Apa benda lah yang dia buat. Tak kena dengan pemilihan penanda wacana. Maka adalah wajar untuk pelajar menggunakan penanda wacana yang betul, dan pelbagaikan. Jangan guna perkataan ‘oleh itu’ daripada halaman 1 sampai halaman akhir. Ini penanda wacana saya akan ulang untuk semua bab juga ya, dalam video ini saya akan ulang semua sekali supaya jadi peringatan kepada pelajar. Jadi saya rasa bab 4 ni dah okey, saya dah terangkan dengan jelas, dan juga penggunaan jadual-jadual. Jadi ingat ya jadual ini jangan ya, kalau boleh lah, ada pelajar suka buat macam ni, jadual ini oleh kerana bab 4, dia buat jadual 4.1. Jadual 4.2. Jadual 4.3.  Boleh, tiada masalah, itu terpulang kepada pelajar dan juga terpulang kepada persetujuan pensyarah.  Jadi, itu pelbagai. Tetapi pastikan bahawa, macam ni; bila kita buat macam tu, memang pensyarah bersetuju, awak punya penyelia, awak pun rasa macam cantiknya, letak 4.1, tetapi pemeriksa yang lihat atau baca tesis awak adalah orang yang berbeza. Itu yang kata, sekolah yang berlainan, school of thought.  Jadi bila school of thought itu berbeza, mungkin cara saya adalah begini begini. Cara pensyarah tu begini begini begini. Cara pelajar lagilah, bukan sahaja begini, begini begitu dan sebagainya, sebab pelajar kan kreatif sikit kan. Jadi, terpulang. Yang penting ialah, bila kita buat, kita nak pastikan bahawa mudah untuk pemeriksa tu baca dan mudah untuk pemeriksa tu faham apa yang kita nak cakapkan. Kita jangan bagi dia susah. Kalau dia susah nanti kita kena buat tesis ni lagi sekali. Alamat lah kita bergraduat lagi 5 tahun akan datang. Jadi jangan. Ingat ya, memang kita seboleh-boelhnya terlalu lama buat tesis ya, tulis menulis ni, kerana kita akan rasa sangsi, betul ke yang saya buat selama ni? Ke saya ni berpura-pura ke angan-angan ke pura-pura pandai ke dah tak pasti dah. Saya rasa ini sahaja untuk bab 4.

 

 

Teks terjemahan:

Results and Discussion (Chapter 4) - Table-1 Form Analysis # JomTulisTesis (28.25)

 

Okay now we go to chapter 4 yes. This chapter 4 if we look, this chapter 4 we actually do analysis. This is what we say your chapter, or your own writing. What you have studied over the years, this is the result. So in this chapter 4, if we look in this book, in fact this chapter 4 has an introduction, then we have objective analysis 1, then objective analysis 2, objective analysis 3, summary and conclusion. Okay, so now if we look, for example we have, if we revert to the earlier study, textual discourse of Malay folklore animation script. So 4.1 introduction, as usual the introduction we want to introduce what is in this chapter. Don't get me wrong, usually student write an introduction with references. No need, no need for a reference. This introduction we want to introduce what is in the chapter. Let's not confuse it. Sometimes when he puts there is a reference, it looks like chapter 2 of the study highlights. So now this is the introductory part of a paragraph, we enter 4.2 i.e. we have started to look back at our objectives. First, identify the textual script animation Malay folklore. So, this is our title, we actually take from the objective. So when we take the objective, the word 'identify' is gone. So we continue to textual discourse.' continue with 'script animation Malay folklore'. This is the title. Okay in this title, you have placed, our meaning, when the examiner looks at the words "oh, this he refers to objective 1". So now that you have taken this title, you will use theory. We have discussed that theory in chapter 3 earlier, so we want to use theory. When it comes to analysis, we need to use theory. If there is no theory, as if we do not adhere to anything, it means loose. If it is loose later, so we have a description, our analysis becomes wrong.

 

So now we will refer to the theory, for example textual reading we will use the discourse analysis theory proposed by, for example yes, for a moment I show .. Okay, for example we take Normaliza Abdul Rahim Discourse Analysis Theory 2019, yes. So now, Normaliza Abdul Rahim Discourse Analysis Theory 2019 is divided into three elements, namely content, context and also assumptions. Okay, this content we have a theme, this one we have grammar, then we have a background, we have emotions. Then here we have opinions, references, and even questions.

Since the data we want to analyze in this chapter 4, we want to use the theory of discourse analysis, so it should be written like this. Once we write this title, we proceed to 4.2.1 which is the content. We have to write down what elements he continues to include in this. This is because the examiner, when he sees "oh, this study does refer to theory, so that's right". So, in that content, it means now, you decide that each of these elements you have to provide five proofs. So we got that proof from the script earlier. Then, sometimes from your script there is data, the data you got just now. For example, you already have a coding system. For example, now that you have an animated script for folklore, you take about 30 animated scripts. And you number the animated script using coding, this is up to you, sk1 to sk30. So you have sk1 to sk30. So the meaning of the 30 examples just now, you only want to take 5 examples. While the others are indeed there, but we put them in the appendix. We can't explain until 30. I think in the thesis will end up in 4 to 5 volumes.

So now for example yes, this is a script, this is a theme. Because just below the content is the theme. So now, for example you put the script, sk10, sk13, sk20, sk23, sk25 because this is where you can put table 1: family theme. Because you yourself have identified from these 30 scripts, you have identified there are for example five themes, five themes that stand out in this script. So from the family theme and there are other themes. So from the family theme you find these five scripts that seem to stand out. So you take script 10 then you put what theme. Of course we put the theme of family, meaning family, then family again. But, despite all this family, you have to make sure that in terms of how there is a family theme, because these folk tales are sometimes in terms of the family, for example the story of sparrows with bird of paradise. The bird of paradise and its fledglings, meaning only 2, so the meaning here is family, you put her has a character; bird of paradise and its fledglings. The sk13 family, what character shows the family, so you list.

Then under table 1, below is what you make a description of; table 1 above shows the family theme. Then from here you describe one by one, explain about the family theme of this 10th script about the character by bird of paradise and its fledglings. How does that show the family theme? That's why you have to take a sentence from the script, and show it here as proof. Put it here, "this verse shows family, which bird of paradise has fed its fledglings with love", because the verse in the script shows so. Then you explain. Once you have identified the theme of the family, give your opinion, what you find that does this indicate family, what is the example that shows the family between the hunter and his son at home, with his wife or for example the fisherman, and with the opinion. So this opinion usually students can write "this is possible", because this is from your opinion. So in this opinion we can use the words "this is possible", " bird of paradise is a bird that is very loving to its fledglings because bird of paradise is always found by the side of their fledglings". So that's your opinion, you explain to the end. Then it doesn't end there yet, then the second schedule.

The second table, another theme. Another theme, similarly, is the description. Which part of this description is not in one paragraph. Usually placed in two paragraphs, we break it because otherwise it will be too long, it will go to one page, two pages, until that kind of thing. And table two, for content only, for that theme, you already have 5 tables. This is 5 tables already, not to mention the second part which we want to describe according to this theory that is the context, this is just this part. So that means now we enter 4.2.2 this just entered the context. Once you have set this context, you first describe what the context is; "According to Normaliza Abdul Rahim (2019)". Similar to earlier, I forgot to tell you, here you will have to explain what the content means according to Normaliza Abdul Rahim's Discourse Analysis Theory, 2019. Explain a little here before entering the schedule. Similar to this one, the meaning of entering here is to explain what the context is according to Abdul Rahim's Theory of Discourse Analysis.

Then you divide it into this one. This is because under the context element there are 3 so according to this theory if the grammar is very broad. It is up to the students, for example to choose 3 grammars, 3 backgrounds, 3 emotions. Because grammar is great, so it depends on the text. So now in that script do you think this is a lot? Which is a lot? So that's what you did research. If this kind of setting is divided into time setting, place setting and community setting. Emotions; positive, negative. So this one you can continue to divide. This one has a lot. That means you have to make sure his numbering system is correct. So now our context is what the context is, so 4.2.2.1 we enter grammar. In grammar first describe what grammar is. So according to who, how many years .. But this study focuses on only 3; what is it. So this is a lot, if there is no numbering system, we are a bit confused. Only then do we break into what is below this grammar. So we take only 3 under grammar, you will focus on what it is now if it is grammar yes.

As always, there are subtopics elaborate a bit. What does that mean? Only then do you enter the data. Remember yes, once you enter the data, all the tables in the thesis should have a horizontal line only, the vertical should not be there. Put a table here, explain. This table is the number he connected from earlier. Earlier the schedule was 5, now 6. So for this grammar, because you have to take 3; This subtopic grammar has 3, so you can prepare 3 tables. 3 tables for grammar, 3 tables for .. This means there are 3 backgrounds. 3 for time, 3 for place, 3 for this. Emotions are the same, 3 for positive, 3 negative, so describe. Remember when we need to write, we write. "Table 6 above ..". Because some students wrote "table 6 shows ..". As for us as examinors, we are looking around, “where did he go on his schedule? Above or below? ” So, no way. Must write, if below, below. If above, above. And description. That is why, chapter 4 of this numbering system is important because we want to know whether it is subtopic or subsubtopic. Like this, this subtopic, this is the child of this so susbsubtopic. Like this, so the child is subsubtopic. Son of this, so subsubsubtopic. So when there is a number, we know the truth "ohh this is actually under this category,". Here is an example of a description. So if this example is now the other is the same.

So now the objective of this study, we have 2. Number 1 just now, identify the textual discourse. So it took these 2, using the first 2 elements with the second element, the theory of discourse analysis. Then objective 3, using the theory of the third element of discourse analysis i.e. assumptions. Which he interviewed students and commented on the animated script of folklore. So break this one only. This meaning is no longer necessary, this is for objective 1, this is for the second objective, so it is clearer yes.

So now if we look, it's over .. The content was ready, meaning the context is ready; means you have completed objective 1. So after that means you have to put a conclusion. Summary for objective 1, i.e. summary for content and context. So write a summary here in 1 paragraph. In this is very important, which should support the study in chapter 2. Because chapter 2 earlier is the highlight of the study related to our study. Then we have to support the theory, for example the analysis you made earlier is supported by the theory of discourse analysis normaliza abdul rahim, 2019. So what do you formulate look the same? So for example the word parallel, this study is almost the same, this study .. What else? So these are the words you have to choose. Choose the appropriate one, coinciding with the results of the study done by blah blah blah .. That is in chapter 2. So to place this support, place the study. But the support of the study should be from the last 5 years’ study only. Keep the latest 5 years only. If now this is an example, 2020 so 5 years later means until 2016 only. Do not support the 2010, 2009, 1980s studies. Because we have to identify that research is already about discourse, for example a lot has been done since long ago. There are many animations, there are many folk tales, but there are many foreign folk tales. So we got the latest so that our thesis is more quality and up to date. So that is very important.

Now this is just a summary for objective 1. If we enter the summary for objective 2, it means that we still have 4.3 is the summary of objective 2. Objective 2 earlier, analyze the effect of the animated script of folklore. So the meaning here is do not write the word analysis yes, the effect of the script blah blah blah .. The sentence you got from above. Then you put the "assumption", explain a little first what is the meaning of the assumption according to Normaliza Abdul Rahim, 2019. Then we entered the assumption then we want to enter into this one, opinion. This is a subtopic for an opinion, so describe it first. Explain according to Normaliza Abdul Rahim, opinion… give a definition according to Normaliza Abdul Rahim.

After this there is only this schedule. So every single one you can give evidence from the child's conversation earlier. Here, too, you have to use a coding system. Coding language yes, not coding computer science. Earlier we had coding for the script, now we have to take coding for the sample. Sample study because we have interviewed primary school students, for example we take 30 people. Do we want to write s1 to s30. So this is what you have to put in the analysis of chapter 3 of how your coding system is. This one you make your own decision, this is just a suggestion. So you put it here; s1 to .. From what you found. All the data obtained here we have to put in the back, in the attachment. However, what we put here is only relevant because there are sentences that do not show an opinion. There are verses that do not show reference. There are sentences that do not show the question, which is based on the Theory Of Discourse Analysis Normaliza Abdul Rahim, 2019. So you choose which one is suitable only. So in the end, don't forget we will put the formula, the number is 4.3.2. Summarize back on the findings or results of the study that you got from objective 2, and remember as before, the conclusion must be supported by the study 5 years back only. Then support with theory. Meaning here that we will support, from the results of this study, we will support.

Then finally 4.4 is the conclusion. In conclusion, I explain again, the last sentence we must tell about what is in the next chapter. This is so that there is continuity between the 2 chapters; chapters 4 and 5. Example of final sentence, “next chapter…” what he… and continued. This one is about the formula I said ran out of description, summary. This is actually up to the lecturer, there are lecturers he does not want to put a conclusion at the end after we analyze, he just has the support of the study on every description he supports. That is up to the lecturer. The reason for me is simple. What we formulate, we repeat, then we support. It's the same if we put it in there. If we put it in there too, sometimes I find there are students that he does support, every time he explains about his opinion for example, he supports. Then he changed the reference, he supported again. I see the sentences are the same. What he supports is the same. So it seems like there is not much effort for him to make a different sentence. So make sure here the sentence must be different from the sentence above, the reason this is important is that we want to formulate what research results we get from here.

Okay, for this chapter 4, since we have 2 objectives; objective 1 .. Remember yes chapter 4 is ours. We are the one who analyze, this is what we have, it is different from others. This is what we have been trying to do all this time, this is what we are interviewing people, we are trying to go and look for school children, wait outside the fence, even though we should take permission from the school teacher but have to leave school because we brought the wrong letter, so we wait outside the school, parents expelled, persevered as a researcher.

 

So for example from this objective 1, 40 pages for objective 1 only, objective 2, 40 pages, this for Master. If for Phd adds another 40, it means 120. This one is yes, in every page you can not put "alah objective 1 is only 20 pages .. But objective 2 I analyze a lot, I put 70 lah .." Can not la . Then suddenly the objective 3 "a little bit .. my fingers are too tired to type on the laptop, 10 is enough". It's wrong. It seems that objective 1 is more than objectives 2 and 3. So it is wrong here. Must be the same so that each of our objectives must be of equal importance. So do not suddenly objective 3 so it does not matter. Usually the last objective is important, that is what shows the novelty. So it really matters. If you want to run a little, you can. For example, objective 1; 41, objective 2; allright 39, objective 3; oops over, 43. All right. But do not be so obvious as this. When like this we see that the importance is very different. So as if it seems good, there is no need to exist for objective 1, objective 3, throw it away, there is no need for it. Suddenly the study has only 1 objective, prof. That I do not know what to say, I said make your own university.

Okay now make sure chapter 4 and remember yes, this is our own. When it belongs to us we feel proud. Writing must be beautiful. In this chapter yes, all the chapters in the thesis, I will repeat for all the chapters, there must be a discourse marker. The marker of this discourse, if it does not exist, will not be academic writing. This is very important, yes, discourse markers if you look in this book, I have a list of discourse markers that you can use. Students like it very much, want to know what you know, he really likes the word 'therefore'. ‘Therefore’ only elongated that I found in all-long. As you can see, there are hundreds of discourse markers. Please use everything. We can use it differently to show that it is academic writing, and when we read the thesis we feel calming, right? So, use discourse markers but there is a problem anyway.

There this student’s thesis I read, indeed he uses discourse markers, very good. It is not from my book that he took this discourse marker, from the internet or what. But I see it does not work. I mean the discourse marker does not fit with that sentence. Indeed, the word has never been heard by the community. It is rare, never heard of rarely used. I take the example, "however, a fact that can not be ignored is ..bla bla ..". That's the discourse marker for the first sentence, that's okay, that's beautiful. Suddenly the next sentence became incorrect. What a thing he made. It has nothing to do with the selection of discourse markers. It is therefore appropriate for students to use the correct discourse markers, and diversify. Do not use the word 'therefore' from page 1 to the last page. This is a discourse marker I will repeat for all chapters as well yes, in this video I will repeat all at once so as a reminder to students. So I think this chapter 4 is okay, I have explained clearly, as well as the use of tables. So remember yes this schedule do not yes, if you can, there are students who like to do this, this schedule because of chapter 4, he made table 4.1. Table 4.2. Table 4.3. Yes, no problem, it is up to the student and also up to the consent of the lecturer. So, that's various. But make sure that, like this; when we do that, the lecturer agrees, you have a supervisor, you also think it is nice, put 4.1, but the examiner who sees or reads your thesis is a different person. That said, a different school, a school of thought. So when the school of thought is different, maybe my way is like this. The way the lecturer is like this is like this. The way students do it again, not only like this, like this and so on, because students are a little creative. So, it depends. The important thing is, when we do, we want to make sure that it is easy for the examiner to read and easy for the examiner to understand what we want to say. Let's not make it difficult for him. If he finds it difficult, we will have to do this thesis again. Then we will graduate in the next 5 years. So don't. Remember, we are indeed too long to do the thesis, write this, because we will feel skeptical, did I do it right all this time? Or I’m just pretending? Or just imagining, pretending to be clever, I'm not sure anymore. I think this is all for chapter 4.

RUJUKAN :

    Normaliza Abd Rahim. (2019).  Jom Tulis Tesis. Serdang: Penerbit Universiti Putra Malaysia.

Youtube Channel Prof. Dr Normaliza - https://youtu.be/EQSL1RPfhtk

    

   

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