1. EDU 5900 KAEDAH PENYELIDIKAN
SOROTAN LITERATUR

2. Objektif
Mengenai maksud sorotan literatur dan menjelaskan kepentingannya.
Dapat mengenalpasti bahan rujukan yang sesuai untuk membuat sorotan literatur
Mengetahui langkah-langkah untuk memulakan sorotan literatur
Menulis sorotan literatur

3. Apakah sorotan literatur?
Is like a summary of all the other researches that have the same topic interest

4. Ringkasan penulisan daripada rujukan
Menjelaskan maklumat semasa dan selepas kajian
Disusunkan menjadi tajuk-tajuk
Laporan bahan rujukan berdasarkan tema atau kajian individu
Dokumen yang diperlukan untuk melaksanakan kajian anda
Mengkaji kajian-kajian berkaitan bagi mengenalpasti sejauh mana sesuatu masalah yang diminati telah dikaji.
Meninjau semula sesuatu sumber bahan bertulis, termasuk laporan-laporan hasil kajian yang lepas yang telah dilakukan sebelum ini.

5. is a body of text that aims to review the critical points of current knowledge on a particular topic.
Literature reviews are secondary sources, and as such, do not report any new or original experimental work.
Its ultimate goal is to bring the reader up to date with current literature on a topic and forms the basis for another goal, such as future research that may be needed in the area.

6. Sorotan literatur yang baik mempunyai ciri-ciri:
Aliran idea yang logik
Gaya rujukan yang sesuai, semasa, relevan dengan konsisten
Penggunaan istilah yang sesuai
Tidak bias dan pandangan yang komprehensif daripada kajian yang lepas

7. According to Cooper (1988)
"a literature review uses as its database reports of primary or original scholarship, and does not report new primary scholarship itself.
The primary reports used in the literature may be verbal, but in the vast majority of cases reports are written documents. The types of scholarship may be empirical, theoretical, critical/analytic, or methodological in nature. Second a literature review seeks to describe, summarize, evaluate, clarify and/or integrate the content of primary reports".

8. Mengapa Perlu?
Bersesuaian dengan matlamat penyelidikan saintifik untuk mengukuhkan teori dalam sesuatu bidang dengan sama ada mengesahkan hipotesis atau mengenepikan hipotesis yang belum dipastikan kesahihannya.
Elemen terpenting dalam sesuatu kajian.
Seharusnya relevan dengan permasalahan kajian.

9. Tujuan Sorotan Kajian
Meluaskan asas pengetahuan dalam sesuatu bidang penyelidikan yang dibuat.
Penyelidik boleh mengetahui makna pemboleh ubah yang dikaji.
Untuk tujuan menerangkan masalah tentang kajian yang ingin dilakukan.
Untuk membuat justifikasi tentang kepentingan kajian iaitu mengapa kajian tersebut perlu dijalankan.
Memperbaiki kaedah penyelidikan
Dapat memberi perbandingan antara kajian yang sebelum dengan kajian penyelidik iaitu sama ada terdapat persamaan atau perbezaan antara pemboleh ubah yang dikaji
Membolehkan pengkaji membuat cadangan secara teoritikal dan cadangan pada masa akan datang.

10. Peranan Sorotan Kajian
Menerang dan menjelaskan latar belakang masalah, mengenal pasti dan menyatakan masalah.
Membolehkan penyelidik menentukan sejauh mana sesuatu bidang telah dikaji
Memahami teori bidang kajian:
Memberi perspektif terhadap penyelidikan
Membolehkan penilaian secara objektif, teratur dan rasional ke atas penyelidikan.
Mempelajari kaedah dan teknik yang sesuai untuk menyelesaikan masalah, dan mengenal pasti alat-alat kajian

11. Boleh mengelak pengulangan kesilapan pada penyelidikan terdahulu, dan mengelak pengulangan kajian yang tidak dikehendaki.
Membantu menganalisis dan mentafsir dapatan supaya lebih bermakna dan berkesan: membiasakan diri dengan teori sesuatu disiplin.
Menunjukkan kebolehan, keupayaan dan pengetahuan penyelidik dalam bidang yang dikaji
Menunjukkan kebolehan, ke

12. Fungsi
Meningkatkan pemahaman tentang teori terkini dalam bidang yang dikaji
Menjelaskan latar belakang masalah yang dikaji
Mendedahkan kepada kaedah dan teknik penyelidikan
Membantu mengelakkan daripada mengulangi kelemahan dan kesilapan
Membantu mentafsir dapatan kajian
Membantu meningkatkan kewibawaan dalam disiplin ilmu yang dikaji
Membantu meningkatkan keyakinan dan motivasi penyelidik

13. Supports the theory or explanation used in the study
Fungsi ….
Documents the importance of the research problem at the beginning of the study
Supports the theory or explanation used in the study
Provides an explanation for the results in other studies and in the theoretical prediction at the end of the study

14. Sumber Rujukan

27. Jurnal
Mengandungi makalah hasil penyelidikan, penemuan terbaharu, kertas konsep, kertas dasar..
Sumber utama penyelidik berpengalaman untuk mengetahui perkembangan terkini
Pertanika Journal of Social Sciences & Humanities

28. Abstrak dan Indeks

31. Pangkalan Data ERIC (Educational Research Information Centre) PsycINFO
Sociofile
Social Science Citation Index
Dissertation Abstracts

32. Kamus dan istilah

34. Ensiklopedia
Encyclopedia of Educational Research and Studies

36. Buku dan Bibliografi
Research books in the libraries. Some of these materials have a dedicated part in their structure leading to a summarized form of research results. You may see this part right after the dissertation methodology.
    

38. Thesis
look for published thesis materials of other students. They will also have the literature review section but that is not what you should be using. Instead, use the main documents of the research owners as your review resource. Always make sure that you reference each and every factual claim they have presented in the paper.

39. Dissertation
   Try to look for a dissertation help online. There are so many custom paper services available which can give you free examples of literature research parts. Aside from requesting for examples, you may actually place an order for a complete dissertation.

40. Ulasan
The Review of Educational Research

42. Laporan dan buletin

43. Risalah
Panduan tidak berjilid kurang daripada 50 ms.

44. Bahan pandang dengar

45. Bahan-bahan rujukan am

46. Internet
e-journals

47. Langkah-langkah Melaksanakan Sorotan Kajian
Kata kunci - Identify key terms – key-words (kata kunci)
Lokasi - Locate literature - cari bahan bertulis yang terkini berkaitan dengan apa yang hendak dikaji.
Nilai - Critically evaluate and select the literature - baca abstrak /ringkasan untuk menentukan kesesuaian bahan
Kenal pasti: objektif, tujuan, kaedah kajian, dapatan, perbincangan, kesimpulan & implikasi.
Susun - Organize the literature
Tulis - Write a review - buat rumusan sorotan kajian lepas untuk membentuk masalah kajian.

48. Identifying Key Terms
Write a preliminary “working title” for the project and select two or three key words that capture the essence of the project
Pose a short general research question that you would like to answer in the study
Look in a thesaurus of terms to find words that match your topic
Scan the contents in your library stacks and the table of contents of educational journals

49. Critically Evaluate and Select the Literature
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?

50. Organize the Literature: Constructing a Literature Map
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

51. Writing a Literature Review
Use consistent style manual approach
End-of-text references
Within-text references
Tables/figures

52. 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
U.S.
Programs
Personal Insights
of Preservice Teachers
Friesen, Kang
McDougall, 1995;
Mahan, Stachowski, 1991
Possible
Improvements
Martin, Rohrlich ,
1991; Stachowski,
1991
Personal Insights
of Preservice
Teachers
Cockrell, Placier,
Cockrell, Middleton,
1999; Goodwin, 1997;
Kea, Bacon, 1999
Attitudes Toward
Study Abroad
King, Young,1994
Conventional
Programs
Colville-Hall,
Macdonald, Smollen, 1995;
Rodriguez, Sjostrom, 1995; Vavrus, 1994
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?
Cross-Cultural
Programs
Cooper, Beare,
Thorman, 1990;
Larke, Wiseman,
Bradley, 1990
Predominately English
Speaking Cultures
Mahan, Stachowski, 1990;
Quinn, Barr, McKay,
Jarchow, Powell, 1995;
Vall, Tennison, 1992

53. Circular Literature Map
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?
U.S. Programs
Study Abroad
Programs
Personal Insights
of Preservice
Teachers (Cockrell,
Placier, Cockrell,
Milleton, 1999
Attitudes Toward
Study Abroad
(King, Young 1994)
Personal Insights of
Preservice Teachers
(Friesen, Kang,
McDougall, 1995)
Conventional Programs
Colville-Hall, Macdonald, Smolen,
1995)
Predominately English
Speaking Cultures
(Mahan, Stachowski,
1990)
Cross-Cultural
Programs
(Cooper, Beare,
Thorman, 1990)

54. Teknik Mencatat, Menulis Dan Menyusun Sorotan Kajian
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.

55. Teknik..
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)

56. Induktif
Deduktif

57. Ciri-ciri sorotan literatur yang baik
‘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.

58. 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.

59. Writing a Literature Review: Types of Reviews

60. Thematic Review
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.

61. Study-by-study 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.

62. Cite specific works by 3 authors:
Citation
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.

63. Attribution
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.

64. Quotations
Generally, we use quotations when we either want to; a) acknowledge an author's idea or b) use their exact words.

65. 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

66. Quotation Active Form: Passive 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)

67. Quotation
(Perenggan yang menjelaskan cabaran semasa pendidikan abad ke-21 yang menekankan kepada perubahan peranan guru)…..Tun Mahathir dalam ucapannya ketika melancarkan MSC dua belas tahun yang lalu.
“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 selepasnya adalah membincangkan idea yang lain tetapi berkaitan dengan perenggan di atas … pastikan continuity idea daripada peranggan ke peranggan berterusan..

68. Paraphrase Berdasarkan artikel yang dibaca,
sorotan literatur boleh dilakukan dalam bentuk ‘paraphrase
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.
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.

69. Reported Speech
Reported speech is simply the words of the author taken out of quotation marks and put into a reported form. These are either verbatim statements (i.e. exact original wording) or they are a close paraphrase;
e.g.'Marx said that the rest is either verbatim or closely paraphrased.
The general rule with reported speech is to turn everything into the past tense. This is commonly seen in journalism, when live speech is regularly turned into the next day's news story.
Note: Since academic texts tend always to be regarded as 'live' documents, it is common to find the present tense used; e.g.: 'Henderson (1969) states that ...'.

70. Methods
The opening of the Methods section is the usual place for more detailed reference to other researchers' use of your methodology. Take the following example, where the writer states her intention to 'build on the previous research': "In order to build on the previous research and extend it to reflect the widespread use of process-oriented ESL composition pedagogy, the present study applies the methodology used by Cohen (1987) and McCurdy (1992)". (Ferris, 1995)

71. Results & Interpretation
More usually, you will be reporting that, at a general level, your findings confirm what many other academics have found.
Eg: "...like earlier studies of L2 students' reactions to their teachers' feedback (Hedgecock & Lewkowicz, 1994; McCurdy, 1992), this study showed that ESL writing students in general take their teachers' feedback quite seriously and pay a lot of attention to it". (Ferris, 1995)

72. Discussion
This is the section of a report where you interpret your findings. In both these cases, e.g., the findings seem to confirm the hypothesis of other researchers: "This (finding) implies that strategy training can be incorporated early - as our study shows, even at a pre-intermediate level - in an L2 teaching syllabus, which is in accordance with Savignon's original recommendation". (Dornyei, 1995). or "...like earlier studies of L2 students reactions to their teachers' feedback (Hedgecock & Lewkowicz, 1994; McCurdy, 1992), this study showed that ESL writing students in general take their teachers' feedback quite seriously and pay a lot of attention to it". (Ferris, 1995)

73. General Discussion
You may have included Interpretation in your Results section, or delay it to a Discussion section. A 'General Discussion' section allows you to relate your findings back to the wider literature, notably to the work of other researchers mentioned in your Introduction.
Eg: "It is also interesting to note that the results yielded by this study parallel those reported by both Santos (1988) and Vann et al (1984) in two ways. First, in terms of relative severity of error types, professors in all three studies considered errors of word order and relative clause to be among the most serious Second, all three studies found that faculty in the Social Sciences were the most tolerant of non-native-speaker writing errors in general". (Janopoulos, 1992: 116)

74. Contoh lain:
Arter and McTighe (2001) also agree with instructional benefits in teachers using more generic rubrics and in teaching students to use them as well. From a similar perspective, Bruce (2001) proposed that self- assessment is a way to operationalize the current focus on standards-based assessment.
Some experts view peer-assessment as a strategy on its own, but more often it is seen to be complementary to self-assessment (Black, Harrison, Lee, Marshall & Wiliam, 2004). Atau (Black, et. al, 2004)

75. Kata kunci dalam penulisan sorotan literatur yang boleh digunakan semasa anda menulis…

76. 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)

77. 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)

78. 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)

79. Demonstrating a Case

80. 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)

81. Bentuk Aktif Menurut Abdul Shukor (2005)…. Percaya
Arfan (20010 mendapati…
Mencadangkan …
Berkata
Solomon (2003 menyatakan …
Menjelaskan
Membangunkan
De Vries (2002) memberi penekanan..

82. References vs Bibliography
What are they?
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.

83. References vs Bibliography ….
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

84. Plagiarism

85. What is plagiarism?
Plagiarism is usually conceived - at least in western academic communities - as the theft of intellectual property, either by:
• The unattributed copying of another person's words and/or
• The unacknowledged appropriation ('taking') of their ideas.

86. What is plagiarism?....
Students who have problems studying and writing in a foreign language tend simply to rely too heavily on the words and ideas of the writers they read.

87. A social 'crime'?
Academics tend to see their ideas and words are the 'tools of their trade', which help define their professional identity. But they also continually 'borrow' each other's language and ideas - like borrowing clothes. So, they have developed the custom of publicly acknowledging whose words - whose 'clothes' -they have borrowed. You failure to do this is often interpreted by teachers as pretending the words or ideas are yours, and is therefore seen as a crime. In this sense, it is seen as a social crime, a dishonest attempt to claim authorship of others' words or ideas for yourself.

88. Theoretical Framework
Kerangka Teori
Theoretical Framework

89. A theoretical framework is a collection of interrelated concepts, like a theory but not necessarily so well worked-out. A theoretical framework guides your research, determining what things you will measure, and what statistical relationships you will look for.

90. The theoretical framework of the study is a structure that can hold or support a theory of a research work. It presents the theory which explains why the problem under study exists.
Thus, the theoretical framework is but a theory that serves as a basis for conducting research.

91. Purpose:
It helps the researcher see clearly the variables of the study;
It can provide him with a general framework for data analysis;
It is essential in preparing a research proposal using descriptive and experimental methods

92. For example:
Thesis examines the gatekeeping, news selection and reportage of world news in leading Philippine dailies and primetime newscasts.
Basic theory 1
Media Organization, Selection, and Production. McQuail’s theory on media as an institution takes into account all forces that affect media’s performance. (After: Littlejohn, 1992)

93. For example:
Basic theory 2
Selective Gatekeeping. Galtung and Ruge selective gatekeeping theory suggests that news from around the world are evaluated using news values to determine their newsworthiness. (After Mc Quail and Windahl 1993, p. 166)

94. For example:
Basic theory 3
Model of the Agenda Setting Theory. Malcolm McCombs and Donald Shaw’s theory simply states that the issues given most attention by the media will be perceived as the most important. (Before: McQuail and Windahl 1993)

95. For example:
Combined theory
Integrated Theoretical Framework. The integrated theoretical
framework shows how media content is shaped by pressures to the media organization, selective gatekeeping and agenda setting.

96. Thank You Terima Kasih