Kesalahan dalam Menulis Bab II Skripsi | Seri Skripsi Part 12

Summary

In this video, Destinare Lidya Mujahidah discusses common mistakes students make when writing Chapter 2 of their thesis. These mistakes include lack of focus, overloading with unnecessary theories, and failing to use foundational 'Grand Theories' like Maslow's motivation theory. She also highlights the issue of introducing new theories without context and improperly aligning research instruments with the discussed theories. By focusing on relevant, well-supported theories and keeping Chapter 2 concise, students can avoid these pitfalls and create a stronger, more cohesive thesis.

Takeaways

• 😀 Students often struggle with too many sources, leading to confusion and an unfocused thesis chapter.
• 😀 The core issue is failing to focus on relevant theories for the research topic and instead overloading Chapter 2 with irrelevant theories.
• 😀 It's important to ground your research in well-established 'Grand theories,' such as Maslow's theory for motivation.
• 😀 When researching a topic, be sure to look for foundational theories, or 'Grand theories,' and not just previous research.
• 😀 A common mistake is using new theories inappropriately in the thinking framework (Chapter 2) instead of in later chapters.
• 😀 When creating research instruments like questionnaires or interview questions, make sure the theories referenced in Chapter 2 are used to support them.
• 😀 Avoid using other research to create your research instruments without citing relevant theories in Chapter 2.
• 😀 Chapter 2 should be balanced in terms of content and not be excessively long compared to Chapter 4, which should have the most detailed analysis.
• 😀 Thesis chapters should have a clear focus and concise integration of theories, without excessive reliance on secondary sources.
• 😀 Focus on reviewing journal articles that are aligned with your research and provide a balanced analysis of their advantages and disadvantages.

Q & A

What is the main mistake that students make when writing Chapter 2 of their thesis?

The main mistake students make is a lack of focus, often overwhelmed by too many sources, leading to a scattered discussion that doesn't directly support their research theme.

Why do students get confused when writing Chapter 2 of their thesis?

Students are often confused because they have access to an overwhelming amount of information from journals, articles, and books, leading to difficulty in choosing which theories are most relevant to their research.

What is meant by 'Grand theory' in thesis writing?

'Grand theory' refers to well-established, foundational theories in a particular field of study that are widely accepted and can guide the research. Examples include Maslow's hierarchy of needs in motivation studies or Maria Montessori's theories in educational research.

How can students identify a 'Grand theory' for their research?

A 'Grand theory' is identified by its widespread citation across multiple research articles and its foundational status in the field. If many researchers cite the same person or theory, it's likely a Grand theory.

What happens if a student fails to use a Grand theory in Chapter 2?

Failing to use a Grand theory can make the thesis seem under-researched and lacking academic rigor, as it misses the opportunity to tie the research to established, credible foundations.

What is the issue with using new theories in the framework of the thesis?

Using new, unrelated theories that haven't been introduced earlier in Chapter 2 can disrupt the logical flow of the thesis and confuse the reader. Theories should be introduced consistently and in a structured manner.

Why is it important to review the literature before creating research instruments like questionnaires?

It's crucial because the research instruments, such as questionnaires or interview questions, should be informed by the theories and previous research discussed in Chapter 2. This ensures consistency and relevance to the overall study.

What mistake do students make when creating research instruments?

Students often create research instruments such as questionnaires or interview questions without properly relating them to the theories or literature reviewed in Chapter 2, which can make the instruments feel disconnected from the research.

How can students ensure their Chapter 2 is focused and cohesive?

Students can ensure focus by carefully selecting relevant sources, synthesizing the literature to address their research question, and ensuring that all theories used directly contribute to the topic and theoretical framework.

How can students avoid their Chapter 2 becoming too lengthy or unfocused?

To avoid this, students should focus on reviewing only the most relevant theories and research, keeping the discussion concise, and ensuring that each piece of literature ties back to the research question or theme.