Literature Review

Outline
Part I. Elements of an Effective Literature Review
by D. Grant Allen, Pulp & Paper, University of Toronto
Part II. 5 steps to Conduct a Literature Review
by Dr. Marcelo Castro
Part III. Source of literature
by Bob Brown , University of Ulster / Newry and
Mourne HSST

Part I.
Elements of an Effective Literature
Review

Researchers almost never conduct a study

in an
intellectual vacuum: their studies are
undertaken
within the context of an already existing
knowledge base. Researchers generally
undertake a literature review to familiarise
themselves with that knowledge base.
(Polit and Hungler, 2000)

Why Conduct a Literature Review?

Avoid reinventing the wheel
Learn from others in/outside your area
Know the leading edge

Help define your objectives & hypotheses

Source for research idea, research approach
Justify significance (science, engineering...)
Is your work asking/answering the best questions?

Put your work in context within the field

Link in discussion section of thesis
Agreement/disagreement..lead to conclusions

Whats In a Literature Review?

Critical review of the State of the Art
relevant to your objectives

Synthesis of relevant literature

Organized in appropriate topics
Not a sequence of abstracts!

Plagiarism
To appropriate of pass off (the ideas or
words of another) as ones own1
Growing problem with internet
An academic offence
Citing the reference at the end of a copied
(or mostly copied) phrase/paragraph is still
plagiarism
Use your own words
The New Penguin English Dictionary, Penguin, 1986

References
Cite the original reference, not the
reference that cited the original
reference
Go to the source article so you know
what it said
Be current and go back in time!!!
The 90s..80s70s.20s

Part II. Creswells 5 steps to Conduct

a Literature Review
Step 1: Identify Key Terms or
Descriptors
Extract key words from your title
(remember, you may decide to change the
title later)
Use some of the words other authors
reported in the literature

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative
Research

Creswells 5 steps to Conduct a

Literature Review (contd)
Step 2: Locate Literature
Use academic libraries, do not limit your search
to an electronic search of articles
Use primary and secondary sources. A
primary source is research reported by the
researcher that conducted the study. A
secondary source is research that
summarizes or reports findings that come from
primary sources
Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative
Research

Step 2: Locate Literature (contd)

It is best to report mostly primary
sources (p. 82)
Search different types of literature:
summaries, encyclopedias, dictionaries
and glossaries of terms, handbooks,
statistical indexes, reviews and
syntheses, books, journals, indexed
publications, electronic sources, abstract
series, and databases
Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative
Research

Creswells 5 steps to Conduct a

Literature Review (contd)
Step 3: Critically Evaluate and Select
Literature
Rely on journal articles published in
national journals
Prioritize your search: first look for
refereed journal articles, then, nonrefereed articles, then books, then
conference papers, dissertations and
theses and then papers posted to
websites
Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative
Research

Creswells 5 steps to Conduct a

Literature Review (contd)
Step 4: Organize the Literature
Create a file or abstract system to keep
track of what you read. Each article you read
should be summarized in one page containing
Title (type the title so that you can later copy-paste
this into the References section of your paper)
Source: journal article, book, glossary, etc.

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative
Research

Step 4: Organize the Literature

(contd)
Research problem: one or two lines will suffice
Research Questions or Hypotheses
Data collection procedure (a description of sample
characteristics can be very handy as well)
Results or findings of the study

Sort these abstracts into groups of related

topics or areas which can then become the
different sections of your review
Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative
Research

Jadual Literature
1. Pengarang/Rujukan
2. Masalah Kajian/Pernyataan Masalah
3. Objektif Kajian/Tujuan kajian/Soalan
Kajian
4. KerangkaTeori/Kerangka Konseptual
5. Metodologi
6. Dapatan Kajian/ Keputusan Kajian
7. Komen/Pendapat/Cadangan

Creswells 5 steps to Conduct a

Literature Review (contd)
Step 5: Write a Literature Review
Types of Reviews:
Thematic Review: a theme is identified and studies
found under this theme are described. Major ideas
and findings are reported rather than details.

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative
Research

Step 5: Write a Literature Review

(contd)
Study-by-study Review: a detailed summary of each
study under a broad theme is provided. Link
summaries (or abstracts) using transitional
sentences. Must be organized and flow coherently
under various subheadings. Avoid string quotations
(i.e., lengthy chunks of text directly quoted from a
source)

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative
Research

What is a Paraphrase?
A paraphrase is a passage borrowed from a source
and rewritten in your own words. A paraphrase
should be true to the original authors idea, but is
rewritten in your own words and sentence structure.
Since you are using someones elses ideas and
expressing them in your own words, it is very
important to give credit to the source of the idea.
A paraphrase should not use any of the original
authors words except incidental conjunctions and
common prepositions.

As Kearns notes:
It is desirable to find agreement on terminology
that is acceptable to all stakeholdersschools,
Vocational Education Training (VET), higher
education, employers, individuals, and
communities and which recognises that the new
agenda of employability skills for the 21st
century is about essential life skills as well as
enterprise and employability skills.
(Kearns 2001,p.85)

The Australian Chamber of Commerce and Industry and

the Business Council of Australia undertook a
comprehensive study ofemployability skills in Australia.
This study defined as employability skills:
skills required not only to gain employment, but also
to progress within an enterprise so as to achieve ones
potential and contribute successfully to enterprise
strategic directions. Employability skills are also
sometimes referred to as Employability skills, capabilities
or key competencies
(Australian Chamber of Commerce and Industry
&Business Council of Australia 2002, p.3).

Part III. Sources of literature

Own Books or Journals
Library Books
Library Journals
Abstracts from other disciplines

PENULISAN
BERKESAN
UNTUK
PENGAJIAN
SISWAZAH

AYAT TOPIK DI AWAL

Kita masih berpeluang untuk bertemu binatang terbesar
Di dunia. Binatang ini terlalu besar sehingga tiada
siapa pun berpeluang untuk menatap keseluruhan
badannya. Beratnya kira-kira 150 tan dan panjangnya
pula lebih kurang 100 kaki. Saiznya pula bersamaan
dengan gabungan saiz 30 ekor gajah yang besar.
Begitulah hebatnya ikan paus biru.

AYAT TOPIK DI TENGAH

Anda seharusnya mempunyai kebolehan
berkomunikasi
yang baik. Pertuturan juga perlu jelas serta intonasi
yang menarik. Raut wajah pula manis dan selesa
dipandang.
Di samping itu, anda juga harus sentiasa kelihatan
ceria. Menjadi pembaca berita televisyen
memerlukan
personaliti yang istimewa. Siapa yang berminat
utuk menceburi bidang ini perlulah meneliti
personaliti
diri, di samping meningkatkan keupayaan
komunikasi.
Sesiapa pun boleh mencuba.

AYAT TOPIK DI HUJUNG

Golongan muda hari ini lebih gemar berhijrah ke bandar
Untuk bekerja. Hidup di bandar yang kelihatan
menyeronokkan dan dipenuhi gaya dan hiburan menjadi
tarikan utama. Mereka tidak lagi berminat untuk
melibatkan diri dalam kegiatan pertanian yang
sebenarnya berpotensi untuk memberi pulangan yang
lumayan. Kesan daripada itu, sektor pertanian di negara
ini rata-rata diusahakan oleh golongan tua.

TEKNIK MENYEBUT -1
Menurut Roselan Baki (2003) penulisan adalah
kemahiran literasi yang amat sukar.
Roselan Baki (2003) menyatakan bahawa
penulisan merupakan kemahiran literasi yang
amat sukar.

TEKNIK MENYEBUT ke-2

Penulisan adalah kemahiran literasi yang amat

sukar (Roselan Baki, 2003).
Pengajaran penulisan memerlukan proses
pengajaran yang terancang dan progresif
(Roselan Baki, 2003).

TEKNIK MENYEBUT ke-3

Penulisan adalah kemahiran literasi yang amat

sukar (Roselan Baki, 2003) dan ini memerlukan
proses pengajaran yang terancang dan
progresif (Baki Ismail, 2002).
Tugasan yang berkualiti merupakan hasil usaha
pelajar yang tekun dan gigih (Baki Ismail, 2013)
dengan bimbingan pengajar yang berilmu,
berkemahiran dan profesional (Roselan Baki,
2014).

C. 3 - 5 PENGARANG
PENULISAN BIBLIOGRAFI (APA)
1.

DLM TEKS:

i. Sebutan/Petikan pertama: semua

A. Satunama
teks,
(Ali Abu, Abu Abu, Abu Ali
Satu pengarang: i) Roselan Baki (2003) bersetuju..
& Ali Ali, ii)
2002)
. (Roselan Baki, 2003)
ii. Sebutan/Petikan seterusnya:
iii) ....(Roselan Baki, 2003: 55)
Ali Abu et al., 2003)
B. Satu teks,
2 pengarang:

i) Roselan Baki dan Farin Roselan (2005)

menegaskan bahawa..
PENGARANG

D. 6 dan >
Roselanii)Baki
et al., 2003
.(Roselan
Baki & Baki Ismail,
2005)
(sahaja)

iii) . (Roselan Baki & Baki Ismail,

2005: 55)

Atau
Teamwork is incorporated within higher education (HE) curricula for a number of
reasons including: assisting students to construct knowledge with alternate viewpoints,
improving communication and providing students with the opportunity to practice the
generic skills required for the workforce (Staggers et al., 2008).
Staggers, J., Garcia, S. and Nagelhout, E. (2008), Teamwork through teambuilding:
face-to-face to online, Business Communication Quarterly, Vol. 71 No. 4, pp.
472-87.
Oakleyetal.(2004)suggest that members of an effective team often: work together by
assisting one another to the greatest possible extent; are effective at managing conflict;
and ensure that each team member is responsible and accountable.
Oakley, B., Felder, R.M., Brent, R. and Elhajj, I. (2004), Turning student groups into
effective teams, Journal of Student Centred Learning, Vol. 2 No. 1, pp 9-34.

i) 1 Pengarang; 2 atau > dan Teks sama

tahun
(Roselan Baki, 2003a, 2003b)
ii) Pengarang Hilang: (judul + tahun)

TEKNIKMENULIS
RUJUKAN

Journal
Employers put high level of interests in employability skills as must have
skills from graduates. There is no significant differences between the size
of company and employability skills. There are however, significant
differences between information skills and technology skills acquired by
graduates (Husain, Mokhtar, Ahmad, & Mustapha, 2010).
Reference
Husain, M. Y., Mokhtar, S. B., Ahmad, A. A., & Mustapha, R. (2010).
Importance of Employability Skills from Employers Perspective.
Procedia - Social and Behavioral Sciences, 7, 430-438.

Buku

Corella, L. (2000). Communication and the

engineering proffession: A field study.
U.K.:College of Communication

OnlineArticle

Breslow, L. (2000), Teamwork basics,

available at: http://web.mit.edu/tll/teachingmaterials/teamwork/index.html (accessed
17 August 2009).