Internet e-journals
1. Kata kunci - Identify key terms – key-words (kata kunci) 2. Lokasi - Locate literature - cari bahan bertulis yang terkini berkaitan dengan apa yang hendak dikaji. 3. Nilai - Critically evaluate and select the literature - baca abstrak /ringkasan untuk menentukan kesesuaian bahan 4. Kenal pasti: objektif, tujuan, kaedah kajian, dapatan, perbincangan, kesimpulan & implikasi. 5. Susun - Organize the literature 6. Tulis - Write a review - buat rumusan sorotan kajian lepas untuk membentuk masalah kajian. Langkah-langkah Melaksanakan Sorotan Kajian Kaedah Penulisan Literatur
Write a preliminary “working title” for the project and select two or three key words that capture the essence of the project 1 Pose a short general research question that you would like to answer in the study 2 Look in a thesaurus of terms to find words that match your topic 3 Scan the contents in your library stacks and the table of contents of educational journals 4 Identifying Key Terms
• Is it a good, accurate source? • National journal? • Reviewed source? • Research study? • Is the source worthy of inclusion? • Topic relevance: Is the literature on the same topic as your proposed study? • Individual and site relevance: Does the literature examine the same individuals and sites you want to study? • Problem relevance: Does the literature examine the same research problem as you propose in your study? • Accessibility relevance: Is the literature available in your library or can it be downloaded from a Web site? Critically Evaluate and Select the Literature
Identify key terms for the topic and put them at the top of the map Sort studies into topical areas or “families of studies” Provide a label for each box which will become a heading for the review Develop the map on as many levels as possible Draw a box toward the bottom of the figure that says “my proposed study” Draw lines connecting the proposed study with other branches of the literature Organize the Literature: Constructing a Literature Map
• Use consistent style manual approach • End-of-text references • Within-text references • Tables/figures Writing a Literature Review
Possible Improvements Martin, Rohrlich , 1991; Stachowski, 1991 Sample Hierarchical Literature Map The Need for Teaching Programs to Be Culturally Responsive Bennett, 1995; Eastman, Smith, 1991; Grant 1994; Noel, 1995 Study Abroad Programs Attitudes Toward Study Abroad King, Young,1994 Personal Insights of Preservice Teachers Friesen, Kang McDougall, 1995; Mahan, Stachowski, 1991 Personal Insights of Preservice Teachers Cockrell, Placier, Cockrell, Middleton, 1999; Goodwin, 1997; Kea, Bacon, 1999 Predominately English Speaking Cultures Mahan, Stachowski, 1990; Quinn, Barr, McKay, Jarchow, Powell, 1995; Vall, Tennison, 1992 Need for Further Study: Non-English Speaking Cultures Question: Do short-term study abroad programs in non-English speaking cultures help create cultural responsiveness in preservice teachers? Conventional Programs Colville-Hall, Macdonald, Smollen, 1995; Rodriguez, Sjostrom, 1995; Vavrus, 1994 Cross-Cultural Programs Cooper, Beare, Thorman, 1990; Larke, Wiseman, Bradley, 1990 U.S. Programs
Circular Literature Map U.S. Programs Study Abroad Programs Attitudes Toward Study Abroad (King, Young 1994) Personal Insights of Preservice Teachers (Friesen, Kang, McDougall, 1995) Predominately English Speaking Cultures (Mahan, Stachowski, 1990) Cross-Cultural Programs (Cooper, Beare, Thorman, 1990) Personal Insights of Preservice Teachers (Cockrell, Placier, Cockrell, Milleton, 1999 Need for Further Study: Non-English Speaking Cultures Question: “Do short term study abroad programs in non-English speaking cultures help create cultural responsiveness in preservice teachers? Conventional Programs Colville-Hall, Macdonald, Smolen, 1995)
Susun secara sistematik. Secara kronologi. Perincian tajuk dan penerangan isi ikut urutan logik. Susun daripada umum kepada khusus. Susun dapatan mengikut tema/tajuk, bincangkan dapatan yang menyokong dan yang berlawanan serta rumuskan dapatan tersebut supaya boleh dikaitkan dengan kajian yang dibuat. Teknik Mencatat, Menulis Dan Menyusun Sorotan Kajian
• Mencatat masalah atau isu yang menjadi asas kajian • Mengenalpasti perbincangan meliputi konsep-konsep utama, teori, dan model berkaitan. • Kekuatan dan kelemahan reka bentuk kajian dari segi kaedah, instrumen, persampelan, pengumpulan data, analisis data, dapatan dan tafsiran dapatan. • Maklumat pengarang, tarikh, tajuk, penerbit, tempat diterbitkan, petikan, muka surat dan sumber dicatatkan dengan tepat dan jelas. • Berhenti apabila dirasakan sudah mencukupi (sorotan literatur sebagai sebahagian proses, bukannya hasil penyelidikan) Teknik Mencatat, Menulis Dan Menyusun Sorotan Kajian
Deduktif Induktif
• ‘flow of ideas’ yang logik. • Rujukan semasa dan relevan dengan gaya yang konsisten dan bersesuaian. • Penggunaan terminologi yang sesuai. • Tidak bias dan pandangan yang konprehensif terhadap tajuk kajian yang lepas. Ciri-ciri sorotan literatur yang baik
A good literature review requires knowledge of the use of indexes and abstracts, the ability to conduct exhaustive bibliographic searches, ability to organise the collected data meaningfully, describe, critique and relate each source to the subject of the inquiry, and present the organised review logically, and last, but by no means least, to correctly cite all sources mentioned.
Writing a Literature Review: Types of Reviews
• Literature documents the theme identified by researcher • No study discussed in detail eg. Assessment for learning is based on a student-involved approach to classroom assessment and has been well documented by Guskey (2003), Stiggins (2002, 2001), and others. Thematic Review
• Detailed review of each study • Studies grouped by themes • Summaries linked by transitional sentences Eg. Black and Wiliam (1998) proposed that formative assessment was an essential component of classroom assessment based on the assumption that improved student learning is ultimately the responsibility of classroom teachers. Study-by-study review
To cite is simply to refer to someone's work in some way, naming one or more of their publications A citation refers, then, to the fact of referring to an author or their work. The reasons for referring to other authors relate more to attribution, and may reflect a need both to recognise other writers' work and to call upon their authority to support your own argument. Example Hefe, Altheide & Johnson (1994) Cite specific works by 3 authors: "Works and criteria suggested by Dingwall (1992), Hammersley (1990) and Guba (1990) have been particularly helpful" The writers make no direct evaluative and interpretive comments about Dingwall et al. They don't attribute any particular findings or opinions to them; they simply cite their work. Citation
To attribute an idea is to publicly associate an author with a particular opinion, finding or actual statement (perhaps quoted). In the examples given below, we can see not only the association of authors and ideas, but the strength or character of that association: Examples: Attributing an idea and an attitude: Henderson (1969) argues that universities are the guardians of intellectual freedom and the search for truth. Attribution
Generally, we use quotations when we either want to; a) acknowledge an author's idea or b) use their exact words. Quotations
Contoh artikel asal yang akan digunakan untuk membuat sorotan literatur (quotation dan paraphrase) Malaysia’s version of the national service is likely to be milder than that of the South Korean model. This is because Malaysia’s aims are different. The prospective trainees should look forward eagerly to the training being provided as this will help in building up their character and the will be mentally better prepared to face the future. It will also be a good thing if the graduate with a greater sense of loyalty in serving the country and their responsibilities as good citizens. But most importantly, national service help promote racial peace and harmony and the understanding to live as one people. Racial discord is the biggest threat to Malaysia’s peace and stability and this can destroy all the good work of years of independence. Without racial understanding, all will be last. Adapted from The Star, 14th November 2002, pg. 12. Article written by: VK Chin
Active Form: Chin (2002) suggests that the most important aspect of national service is that it”…helps promote racial peace And harmony and the understanding to live as one people.” Passive Form: It is suggested that national service is important because it”…helps promote racial peace and harmony and the understanding to live as one people.” (Chin, 2002) Quotation
Quotation “Teachers will need to change their role in the electronic classroom from being information provides to counselors to help students develop know how and judgment to select information sources. Key success in the Information Age will be making the right judgments between awesome array of choices” (Tun Mahathir Mohamed, 1996) (Perenggan yang menjelaskan cabaran semasa pendidikan abad ke-21 yang menekankan kepada perubahan peranan guru)…..Tun Mahathir dalam ucapannya ketika melancarkan MSC dua puluh dua tahun yang lalu. (Perenggan selepasnya adalah membincangkan idea yang lain tetapi berkaitan dengan perenggan di atas … pastikan continuity idea daripada peranggan ke peranggan berterusan..
Active Form: Chin (2002) suggests that the most important aspect of national service is that it can help enhance racial unity and thus help the people of Malaysia to live as one nation. Paraphrase Berdasarkan artikel yang dibaca, sorotan literatur boleh dilakukan dalam bentuk ‘paraphrase Passive Form: It is suggested that the most important aspect of national service is that it can help enhance racial unity and thus help the people of Malaysia to live as one nation. (Chin, 2002). Theme: opening the sentence: Theme position means the first word in the sentence. Whatever is placed there is what you are talking about & has some importance in the sentence. Putting authors here gives them far more significance than just putting them in brackets at the end of the sentence.
Kata kunci dalam penulisan sorotan literatur yang boleh digunakan semasa anda menulis…
Examine - memeriksa Min-Zhan Lu (1992) has examined the differences between ... L1 composition pedagogies ... (Severino, 1993) Address - ???? Kuno (1992) specifically addressed the distribution of these two particles and concludes that ... Develop - membentuk Maltz and Borker (1982) developed lists of what they described as men's and women's features of language. (Pennycook, 1993)
use [X to do Y] – menggunakan x untuk menyatakan y Barone (1989; 1993), for example, has used educational criticism to focus attention on how schools fail to meet the needs of underachieving students. (Flinders & Eisner, 1994) Stress - menekankan In 1970, Foucault began to stress the connection between reason and power. (Poster, 1994) Suggest - mencadangkan Lakoff's pioneering work suggested that womens' speech typically displayed a range of features ... which marked it as inferior and weak. (Pennycook, 1994)
Propose - mencadangkan Sheetz-Brunetti and Johnson (1983) have proposed the use of simple diagrams ... to teach ESL compositions skills ... Argue - bersetuju Mies argues that the domestication ... of women in the metropolitan nations is dependent on the exploitation of the Third World. (1986)
Demonstrating a Case
Demonstrate - ??? As Tollefson (1989) demonstrates, it is often the case that U.S. policies ... have contributed to their immigration to the U.S. in the first place [Severino, 1993] Show - menunjukkan Meyer's research (1975) has shown that the hierarchical content structure of a text plays an important role in reading comprehension. (Carrell, 1987) Johnson et al (1985) showed that on average there was actually more Cantonese spoken than English ... (Bruce, 1990)
Percaya Berkata Menurut Abdul Shukor (2005)…. De Vries (2002) memberi penekanan.. Arfan (20010 mendapati… Menjelaskan Mencadangkan … Membangunkan Solomon (2003 menyatakan … Bentuk Aktif
References usually come at the end of a text (essay or research report) and should contain only those works cited within the text. Bibliography is any list of references at the end of a text, whether cited or not. It includes texts you made use of, not only texts you referred to in your paper, but your own additional background reading, and any other articles you think the reader might need as background reading. References vs Bibliography What are they?
Both Refs. & Bibliog. must be in alphabetical order; and each entry must be laid out in a strictly ordered sequence. Examples: • Cuba, L. (1988) A Short Guide to Writing in the Social Sciences. London: Scott Foresman. • Friedman, S. & S. Steinberg (1989) Writing and thinking in the Social Sciences. Englewood Cliffs: Prentice Hall References vs Bibliography ….
Kaedah Penulisan Literatur Kajian literatur bukan hanya sekadar kita memberikan laporan ringkasan hasil kajian lepas sahaja seperti Ahmad (2012) berhujah…, Ahmad (2012) menyatakan…, Ahmad (2012) berpendapat…, Ahmad (2012) membincangkan… dsb. Malah, sebagai seorang pengkaji, kita seharusnya menguasai penulisan tesis kita dengan identiti kita sendiri melalui perbincangan kajian literatur yang kritis dan kritikal. Perlu diingatkan juga kepada penyelidik kajian tentang isu etika dalam penulisan. Jangan mengamalkan budaya copy & paste. Setiap apa dan siapa yang kita rujuk perlu kita hargai dengan meletakan citation dan rujukan. Boleh rujuk format rujukan seperti APA style, Chicago, gaya UKM dsb. Barulah kajian tesis kita nampak ilmiah
Kerangka Teori Theoretical Framework
Kerangka konseptual • Setiap kajian akan bermula dengan kerangka teoretikal terlebih dahulu, kemudian kerangka konseptual dan baru boleh meletakkan operasional pengukurannya. • Teoretikal boleh dijelaskan melalui penggunaan teori-teori dan model kajian yang sesuai serta yang boleh menjelaskan konsep abstrak kajian. • Kemudian barulah kerangka konseptual boleh dibentuk. • Kerangka konseptual boleh dijelaskan dalam bentuk hipotesis konseptual dalam kajian kuantitatif.
Sebagai contohnya kajian mengenai Kesan televisyen kepada tingkah laku kanak-kanak. Kerangka teoretikal ialah menggunakan teori kesan media yang sesuai seperti teori kognitif sosial. Kerangka teori
Kerangka konseptual • Peringkat kerangka konseptual ialah menjelaskan perhubungan antara konsep-konsep abstrak dalam bentuk hipotesis. •Jadi, konsep kesan penontonan televisyen boleh dijelaskan dalam beberapa bentuk seperti kesan terhadap tingkah laku, kesan terhadap pemikiran, kesan terhadap emosi dan perasaan.
Kerangka konseptual
Kerangka konseptual • Selalunya penyelidik menggunakan kedua-dua kerangka teoretikal dan juga kerangka konseptual. • Sebagai contohnya, daripada beberapa teori kajian yang digunakan boleh membentuk kerangka konseptual dalam menjelaskan beberapa pilihan variabel hipotesis. • Manakala kajian kualitatif tidak menitik beratkan hipotesis dan variabel kajian.
Kerangka konseptual • Kerangka konsep (yang dikemukakan di akhir bab satu atau sesetengah penyelidik meletakkannya pada akhir bab 2) menggambarkan keseluruhan elemen dalam penyelidikan yang dijalankan? • Atau dengan ertikata lain keseluruhan teori dan pembolehubah dipersembahkan dalam kerangka kajian dengan mempamerkan hubungkait antara satu dengan yang lain.
Kerangka konseptual • Secara umumnya, kerangka konsep mempunyai peranannya tersendiri. • Ia bertindak sebagai sumber panduan kepada penyelidik dalam meneliti elemen-elemen yang terlibat dalam kajiannya. • Misalnya, kerangka konsep mengandungi faktor-faktor penyebab kepada fenomena yang dikaji, pembolehubah, teori yang mendasari kajian serta bagaimana elemen-elemen ini berkiatan antara satu sama lain. • Oleh kerana itu, anda biasa melihat kerangka konsep diilustrasikan dalam bentuk diagram atau rajah yang mengandungi anak panah ke sana sini. • Hal ini bertujuan untuk memberi gambaran secara visual kepada pembaca akan hubung kait antara katakunci yang terdapat dalam rajah tersebut.
“Either you run the day, or the day run you” - Jim Rohn