PARTICIPATORY MONITORING FOR SYSTEM OF RICE INTENSIFICATION – FARMER FIELD SCHOOL PROGRAM IN WEST MALAYSIA: PERCEPTION AND INFLUENTIAL FACTORS

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PARTICIPATORY MONITORING FOR SYSTEM OF RICE INTENSIFICATION – FARMER FIELD SCHOOL PROGRAM IN WEST MALAYSIA: PERCEPTION AND INFLUENTIAL FACTORS

FEDERICA AGNESE

DOCTOR OF PHILOSOPHY UNIVERSITI UTARA MALAYSIA

2022

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Permission to Use

In presenting this thesis in fulfilment of the requirements for a postgraduate degree from Universiti Utara Malaysia, I agree that the Universiti Library may make it freely available for inspection. I further agree that permission for the copying of this thesis in any manner, in whole or in part, for scholarly purpose may be granted by my supervisor(s) or, in their absence, by the Dean of School of Technology Management and Logistics. It is understood that any copying or publication or use of this thesis or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to Universiti Utara Malaysia for any scholarly use which may be made of any material from my thesis.

Requests for permission to copy or to make other use of materials in this thesis, in whole or in part, should be addressed to:

Director of Postgraduate Studies Unit, College of Business Universiti Utara Malaysia

06010 UUM Sintok Kedah Darul Aman

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Abstract

Participatory monitoring (PM) has increasingly been adopted in Farmer Field School (FFS) approaches. However, one of the biggest challenges is data management, as it is often led by externals without farmers’ involvement. Therefore, this study aimed to investigate perceptions and identify influential factors that enable farmers' and master trainers’ participation in PM. It eventually aimed to propose a framework for participation in PM using the System of Rice Intensification (SRI) – Farmer Field School program in West Malaysia. A qualitative case study research design was employed in which the population was selected through a purposeful sampling technique. Then, the data collection through semi-structured interviews occurred from October 2020 until April 2021 in three locations. The thematic analysis method was used for data analysis. The findings revealed that the farmers' and master trainers’ perception was favourable, particularly regarding the phase of data collection and the use of digital applications to monitor field-level results. Indeed, the use of WhatsApp improved decision-making of SRI related innovations. The influential factors that enable participation in monitoring SRI-FFS were identified in the extrinsic factor of characteristics, the intrinsic factors of perception, knowledge, and attitudes. The results indicate that perception and knowledge influenced positive attitudes. Furthermore, the results revealed that the indicators of commitment and trust strengthened the influential factor of attitudes by integrating social values and practices like collective work and mutual assistance. This study concludes by proposing a framework that shows the interplay between the perception, knowledge, and attitudes that determine participation in PM. Additionally, its significance lies in the demonstration that PM is an effective tool to enhance farmers' decision-making as agricultural extension agents, thus promoting agrobiodiversity-based farming and innovation in FFS community. Future research can broaden the geographical scope, and deepen the understanding of the data analysis and use.

Keywords: participatory monitoring, rice farming, perception, knowledge, attitudes

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Abstrak

Pemantauan penyertaan (PP) semakin diterima pakai dalam program Sekolah Ladang Petani (SLP). Walau bagaimanapun, salah satu cabaran terbesar ialah pengurusan data, kerana ia sering diterajui oleh pihak luar tanpa penglibatan petani.

Dengan itu, kajian ini bertujuan untuk mengkaji persepsi dan mengenal pasti faktor - faktor yang mempengaruhi penglibatan petani dan jurulatih induk dalam PP.

Seterusnya, kajian ini bertujuan untuk mencadangkan kerangka kerja untuk penglibatan dalam PP menggunakan program Sistem Intensifikasi Padi (SIP) – Sekolah Ladang Petani di Malaysia Barat. Kajian kualitatif menggunakan reka bentuk kajian kes dimana populasi dipilih melalui teknik persampelan bertujuan.

Kemudian, pengumpulan data melalui temu bual separa berstruktur dijalankan dari Oktober 2020 hingga April 2021 di tiga lokasi. Kaedah analisis tematik digunakan untuk analisis data. Hasil kajian menunjukkan bahawa persepsi petani dan jurulatih induk adalah baik, terutamanya mengenai fasa pengumpulan data dan penggunaan aplikasi digital untuk memantau keputusan peringkat lapangan. Ternyata, penggunaan WhatsApp menambah baik dalam membuat keputusan bagi inovasi SIP.

Faktor-faktor yang mempengaruhi penglibatan dalam pemantauan SIP-SLP telah dikenal pasti dalam faktor ciri ekstrinsik, faktor intrinsik persepsi, pengetahuan dan sikap. Keputusan analisis menunjukkan persepsi dan pengetahuan mempengaruhi sikap positif. Tambahan pula, keputusan membuktikan indikator komitmen dan kepercayaan mengukuhkan faktor pengaruh sikap melalui penyepaduan nilai dan amalan sosial seperti kerja kolektif dan kerjasama. Kajian ini membuat kesimpulan dengan mencadangkan kerangka kerja yang menunjukkan interaksi antara persepsi, pengetahuan dan sikap yang menentukan penglibatan dalam PP. Di samping itu, kepentingan kajian menunjukkan bahawa PP adalah alat yang berkesan untuk meningkatkan pembuatan keputusan oleh petani sebagai ejen pengembangan pertanian, sekali gus menggalakkan pertanian berasaskan agrobiodiversiti dan inovasi dalam komuniti SLP. Kajian akan datang boleh diperluaskan skop geografinya, dan mendalami pemahaman analisis serta penggunaan data.

Kata kunci: pemantauan penyertaan, pertanian padi, persepsi, pengetahuan, sikap

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Acknowledgement

First and foremost, I would like to say thanks to my Supervisor Associate Prof. Dr.

Zakirah Othman for guiding me throughout the research work. Her knowledge, encouragement and patience were essential for the continuation of my study.

Apart from my Supervisor, I would like to express my gratitude to Prof. Dr. Shahimi bin Mohtar and the rest of my faculty team: Dr. Ahmad Shabudin bin Ariffin, Dr.

Suria binti Musa, Associate Prof. Dr. Noor Hidayah binti Abu and Associate Prof.

Dr. Nurul Azita binti Salleh for the inspiration and the insightful suggestions.

Particularly, I would like to thank Associate Prof. Dr. Noorulsadiqin Azbiya binti Yaacob and Associate Prof. Dr. Che Wan Jasimah binti Wan Mohamed Radzi for their valuable comments on the thesis.

I also wish to thank Dr. Anizan Isahak and Dr. Anni Mitin and the Malaysian Agroecology Society for Sustainable Resource Intensification (SRI-Mas) that supported and encouraged my participation in the SRI-FFS program.

I would also like to thank Kapten Zakaria and “Kakak” Siti Khadijah, and all the other farmers who welcomed me in their homes and guided me toward a better understanding of their culture and worldview. They gave me the motivation and moral support to accomplish my goals.

In the end, I am deeply grateful to my mother Simonetta and my father Giovanni, my husband Abdul Azim, my family and friends who remembered me in their prayers.

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List of Tables

Table 2.1 The Five Principles of Participatory Monitoring ... 16

Table 2.2 Farmer Field School Implementation Worldwide... 23

Table 2.3 Farmer Field School Implementing Agencies Worldwide ... 25

Table 2.4 Participatory Planning, Learning and Monitoring... 29

Table 2.5 Participatory Monitoring Matrix ... 32

Table 3.1 List of Respondents ... 45

Table 3.2 The Distribution of Respondents ... 46

Table 3.3 Farmer Field School Expert Reviewer ... 52

Table 3.4 Expert Reviewers ... 53

Table 3.5 Preparatory Cycle for Farmers ... 59

Table 3.6 Preparatory Cycle for Master Trainers... 59

Table 3.7 Coding for Farmers... 60

Table 3.8 Coding for Master Trainers ... 60

Table 3.9 Indicators and Respondents ... 62

Table 4.1 Respondents’ Profile ... 69

Table 4.2 Participatory Monitoring Data Collection in SRI-FFS for Training of Trainers ... 73

Table 4.3 List of Key Indicators of Extrinsic and Intrinsic Factors... 96

Table 5.1 Summary of the Key Elements for PM in SRI-FFS in West Malaysia... ...120

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List of Figures

Figure 2.1. The Traditional Research and Extension Model and the Farmer Field

School Model... 21

Figure 2.2. Farmer Field School Learning Process ... 22

Figure 2.3. Theory of Planned Behavior (Ajzen, 1991) ... 37

Figure 2.4. Conceptual Framework for the Uptake of Agricultural and Agroforestry Innovations, from Meijer et al. (2015) ... 39

Figure 2.5. Participation Capacity Framework, from Natalia et al. (2021)... 40

Figure 2.6. Initial Conceptual Framework ... 41

Figure 3.1. The Research Processes ... 44

Figure 3.2. View of One Paddy Field at SRI-FFS1 during Planting (personal collection)... 47

Figure 3.3. Sunflowers and Other Plants at SRI-FFS2 (personal collection) ... 48

Figure 3.4. Rice Farmer Harvesting in SRI-FFS3 (personal collection)... 49

Figure 3.5. The Semi-structured Interview Process ... 51

Figure 3.6. Coding Process, adapted from Saldaña (2013)... 57

Figure 4.1. Code Landscaping of Structural Codes ... 76

Figure 5.1. Framework for Participation Decision in Participatory Monitoring in a System of Rice Intensification – Farmer Field School in West Malaysia ... 123

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List of Appendices

Appendix A Letter of Recommendation for Data Collection and Research Work ....

...155

Appendix B Participant Invitation Letter (English) ... 156

Appendix C Participant Invitation Letter (Malay) ... 159

Appendix D Farmer Field School Expert Panel... 163

Appendix E Interview Validation Rubric for Expert Panel ... 164

Appendix F Interview Protocol and Questions... 166

Appendix G Methodological Recommendations for Cross-language Qualitative Research ... 168

Appendix H Example of Transcript Data ... 170

Appendix I Example of Summary Interview... 171

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List of Abbreviations

12MP Twelfth Malaysia Plan

CARE Cooperative for Assistance and Relief Everywhere

EPU Economic Planning Unit of the Prime Minister’s Department FAO Food and Agriculture Organization of the United Nations

FFS Farmer Field School

GEF Global Environment Facility

ICT Information and Communications Technology IPM Integrated Pest Management

IPR Interview Protocol Refinement

IVREP Interview Validation Rubric for the Expert Panel

MT Master Trainer

NGO Non-governmental Organization NPBD National Policy on Biological Diversity

NRE Ministry of Natural Resources and Environment Malaysia PCF Participation Capacity Framework

PM Participatory Monitoring

SGP Small Grant Programme

SRI System of Rice Intensification

SRI-Mas Malaysian Agroecology Society for Sustainable Resource Intensification

TPB Theory of Planned Behaviour

UNDP United Nations Development Programme

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CHAPTER ONE INTRODUCTION

1.1Background of the Study

Monitoring is an essential instrument to make informed decisions throughout the ongoing implementation of a programme. Monitoring is traditionally defined as “a continuing function that uses systematic collection of data on specified indicators to provide major stakeholders of an ongoing development intervention with indications of the extent of progress and achievement of objectives and progress in the use of allocated funds” (Organisation for Economic Cooperation and Development [OECD], 2010). However, beyond the conventional scope, monitoring has increasingly been adopted with a participatory approach to actively include a more diverse group of stakeholders and use of resources more efficiently. Documented experiences of participatory monitoring (PM) dates back to the early 1970s and its concepts have been adopted in the policy-making field of wide-ranging donors and international organisations since the 1980s (Estrella & Gaventa, 1998). As opposed to the traditional top-down methods, PM practices stem from a joint learning and negotiation between stakeholders in a reciprocity and participatory relationship (Wilmsen et al., 2008). The social learning process through a bottom -top approach embedded in participatory methods ensure community needs are met and remain relevant to the priorities and actual situations of the local people (Estrella & Gaventa, 1998; Jacobs et al., 2010).

In the agricultural sector, several participatory approaches have emerged in recent years. In light of the two paradigms in agriculture extension, namely, technology transfer or top-down approach and local adaptation by farmers or bottom-up

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Appendix A

Letter of Recommendation for Data Collection and Research Work

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Appendix B

Participant Invitation Letter (English)

Dear Participant:

I am Federica Agnese doing a Ph.D. at Universiti Utara Malaysia. I am conducting a study on participatory monitoring in Farmer Field School in West Malaysia. The study’s findings of the study will be developed as a participatory monitoring for agrobiodiversity Farmer Field School in West Malaysia. You are selected for this interview since you participated in a training project on organic and agrobiodiversity-based farming organized by the Malaysian Agroecology Society (SRI-Mas) in 2018 and 2019. So, I believe you will contribute significantly with your experience and perspectives to my research.

Following the interviews, we may contact you for a further follow up regarding this research. You could also contact me at the number below for further follow -up. A copy of this consent letter with my contact details is provided for your keeping.

Part of the interview process, audio recording is carried out, with the consent of the Respondent, for the sole purpose of anonymous review and verification by the Researcher. The information shared or answers obtained in this interview will not be linked to personal information of the Respondent.

Mr. Abdul Azim is a translator, and today he will help me with the translation.

Thank you for accepting to be interviewed.

Many thanks,

Federica Agnese (Researcher)

Consent Agreement

By signing below, I agree that: (1) I have read and understood the Participant Information Sheet, (2) questions about my participation in this study have been answered satisfactorily, and (3) I am taking part in this interview voluntarily.

Name of Participant:

Participant’s Signature: _

Date:

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157 Respondent Information Sheet

Project Title

Participatory Monitoring for Agrobiodiversity Farmer Field School in West Malaysia.

Purpose of the interview

This interview is conducted as part of the requirements under the Doctor of Philosophy (Ph.D.) project at the Universiti Utara Malaysia. The main objective of the interview is to explore the perception and perspective on factors influencing the implementation of participatory monitoring in agrobiodiversity Farmer Field School Programs in West Malaysia.

Time Commitment

The interview is made of two main questions and sub-questions and it will take approximately one hour.

Rights of the respondent

The Respondent of this interview has the rights to:

- stop being a part of the interview at any time without explanation.

- ask that any data you have supplied to that point been withdrawn or destroyed.

- omit or refuse to answer or respond to any question that is asked - have questions about the interview.

- ask questions about this information sheet at any time.

Confidentiality/Anonymity

Part of the interview process, audio recording is carried out, with the consent of the Respondent, for the sole purpose of anonymous review and verification by the Researcher. The information shared or answers obtained in this interview will not be linked to personal information of the Respondent.

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Confidentiality Statement

All responses are given as part of the interviews, and documents will be treated with utmost confidentiality and will be available only to the researcher and supervisor of the research. Under no circumstances will your name or any identifying characteristics be disclosed.

Both the participant and the researcher will sign this confidentiality statement to ensure that the data obtained will be only used for the above research and will not be disclosed to any other person or be used for other purposes.

For further information

My Supervisor and I will be glad to answer your questions about this study at any time.

You may contact her at zakirah@uum.edu.my and me at agnese.federica@gmail.com

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159

Appendix C

Participant Invitation Letter (Malay)

Peserta yang dihormati:

Saya Federica Agnese, pelajar project Doktor Falsafah (Ph.D.) di Universiti Utara Malaysia. Saya sedang menjalankan kajian pemantauan serta-sama dalam projek Sekolah Lapangan Petani (Farmer Field School) di Malaysia Barat. Hasil kajian akan dikembangkan bagi tujuan membangun kerangka pemantauan serta-sama untuk Sekolah Lapangan Petani agrobiodiversiti di Malaysia Barat. Anda dipilih untuk temubual ini kerana anda telah terlibat dalam sebuah projek latihan berkenaan pertanian agrobiodiversiti yang dianjurkan Persatuan Agroekologi Malaysia (SRI- Mas) pada tahun 2018 dan 2019. Oleh itu, saya percaya anda akan memberikan sumbangan yang bermakna dengan pengalaman dan pandangan anda dalam penyelidikan saya.

Setelah temubual ini, kami mungkin akan menghubungi anda untuk langkah susulan penyelidikan ini.

Encik Abdul Azim akan membantu saya hari ini dalam menterjemahkan temubual ini. Terima kasih kerana sudi ditemubual.

Terima kasih.

Federica Agnese (Penyelidik)

Pernyataan Persetujuan

Dengan menandatangani di bawah, saya bersetuju bahawa: (1) saya telah membaca dan memahami Lembaran Maklumat Responden, (2) soalan-soalan mengenai penyertaan saya dalam kajian ini telah dijawab dengan memuaskan, dan (3) saya mengambil bahagian dalam temubual ini secara sukarela.

Nama Peserta:

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Tandatangan Peserta:

Tarikh:

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161 Lembaran Maklumat Responden

Tajuk Projek

Pemantauan Serta-sama untuk Sekolah Lapangan Petani Agrobiodiversiti di Malaysia Barat.

Matlamat Temubual

Temubual ini dijalankan sebagai sebahagian dari keperluan projek Doktor Falsafah (Ph.D) di Universiti Utara Malaysia. Tujuan utama temubual ini ialah untuk menerokai sisi pandang terhadap faktor-faktor yang mempengaruhi pelaksanaan pemantauan serta-sama dalam project Sekolah Lapangan Petani agrobiodiversiti di Malaysia Barat.

Komitmen Masa

Temubual ini terbahagi kepada dua soalan utama beserta pecahan-pecahan soalan dan akan mengambil masa lebih kurang satu jam.

Hak Responden

Responden temubual ini berhak untuk:

-berhenti mengambil bahagian dalam temubual ini tanpa sebarang penjelasan.

-meminta mana-mana maklumat yang telah diberikan ditarik balik atau dihapuskan.

-tidak menjawab atau membalas mana-mana soalan yang ditanya, -bertanya soalan tentang temubual ini.

-bertanya soalan tentang lembaran maklumat ini.

Kerahsiaan/Tanpa Nama

Sebagai sebahagian dari proses temubual ini, rakaman suara akan dibuat dengan persetujuan Responden, dengan satu-satunya tujuan untuk dibuat penilaian dan rujukan oleh Penyelidik secara rahsia atau tanpa dikenali. Maklumat yang dikongsi atau jawapan yang diberi dalam temubual ini tidak akan dikaitkan dengan maklumat peribadi Responden.

Penyataan Kerahsiaan

Semua maklumbalas yang diberikan adalah sebahagian daripada temubual, dan semua dokumen akan diperlakukan dengan kerahsiaan sepenuhnya dan hanya akan

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tersedia untuk penyelidik dan penyelia kajian. Dalam apa-apa keadaan sekalipun nama anda atau apa-apa ciri-ciri kenalpasti tidak akan diberikan.

Responden dan Penyelidik akan sama-sama menandatangani pernyataan kerahsiaan ini untuk memastikan maklumat yang diperolehi hanya akan digunakan untuk tujuan kajian di atas dan tidak akan diberi kepada mana-mana pihak lain atau digunakan untuk tujuan lain.

Untuk maklumat lanjut

Saya dan penyelia saya dengan senang hati akan menjawab soalan anda mengenai kajian ini pada bila-bila masa.

Anda boleh menghubungi penyelia saya di alamat emel zakirah@uum.edu.my dan saya di agnese.federica@gmail.com

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163

Appendix D

Farmer Field School Expert Panel

The Farmer Field School was developed by the Food and Agriculture Organization of the United Nations (FAO) in 1989 in Indonesia. This first attempt aimed to extend Integrated Pest Management techniques in South East Asia, where the impact of the Green Revolution was at its greatest. Because of the success of such program, the FAO began to collaborate closely with local governments and support national projects everywhere else in the world.

In order to support the growing FFS global community, in 2017 FAO decided to set up a Global Farmer Field School Platform (http://www.fao.org/farmer-field-schools) with the objectives to: (1) Facilitate the exchange of knowledge, expertise, and information among all the different practitioner in the FFS community of practice;

(2) help document and improve the visibility of FFS achievements globally; and (3) promote the quality of the field school through the harmonization and collaboration among the different FFS community members.

In the Global Farmer Field School Platform, it is specifically indicated that different types of FFS experts are as follow: master trainers, project coordinators, project formulators and evaluators. It moreover indicates that there are thirty-three different technical areas of FFS expertise.

Master trainers

FFS master trainers require thorough and extensive experience and education on FFS project organization and implementation.

Project coordinators and formulators

The implementation of FFS widely spread and numerous organizations partnered with FAO in its design. The Cooperative for Assistance and Relief Everywhere (CARE) started Farmers’ Field and Business Schools strongly increased the access to land for women’s farming, agricultural yield, and women leadership positions.

The Pesticide Action Network Asia Pacific (PANAP) began Farmer Field School in Malaysia and reduced chemical pollution to land and water. The Malaysian Agroecology Society (SRI-Mas) is currently establishing Farmer Field School in Malaysia with the aim of upscaling agrobiodiversity and sustainable rice farming practices. Overall, the organizations followed the guidelines and experience learnt by FAO.

Evaluators

FAO employed a number of researchers to undergo impact evaluations over time.

FAO particularly collaborated with Wageningen University (the Netherland) to review the status and impact of FFS programs. Among the key experts on impact assessment of FFS, Dr Henk van de Berg carried out several studies, among which A Synthesis of 25 Impact Evaluations in 2004 and Global FFS Review in 2018.

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Appendix E

Interview Validation Rubric for Expert Panel

Adapted from Simon (2016) Criteria Operational

Definitions Score

1=Not Acceptable (major modifications

needed) 2=Below Expectations (some modifications needed)

3=Meets Expectations (no modifications needed but could be improved

with minor changes) 4=Exceeds Expectations (no modifications needed)

Please use the comments and suggestions

section to recommend

revisions.

1 2 3 4

Clarity ● The questions are direct and specific.

● Only one question is asked at a time.

● The participants can understand what is being asked.

● There are no double-barreled questions (two questions in one).

Wordiness and

Length ● Questions are concise.

● All questions are needed.

Negative

Wording ● Questions are asked using the affirmative (e.g., Instead of asking,

“Which methods are not used?”, the researcher asks,

“Which methods are used?”) Overlapping

Responses ● No response covers more than one choice.

● All possibilities are considered.

● There are no

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165 ambiguous

questions.

Balance ● The questions are unbiased and do not lead the participants to a response. The questions are asked using a neutral tone.

Use of Jargon ● The terms used are understandable by the target

population.

● There are no clichés or hyperbole in the wording of the questions.

Appropriateness of Responses

Listed

● The choices listed allow participants to respond appropriately.

● The responses apply to all situations or offer a way for those to respond with unique situations.

Use of Technical

Language ● The use of

technical/academic language is

minimal and appropriate.

● Questions are easy to understand.

Relationship to

Problem ● The questions are sufficient to resolve the problem in the study.

● The questions are sufficient to answer the

research questions.

● The questions are sufficient to obtain the purpose of the study.

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Appendix F

Interview Protocol and Questions

Introduction

The main aim of this interview is to understand the interviewee’s perception and perspective on participatory monitoring in Farmer Field School in West Malaysia.

Accordingly, there are no right or wrong answers for the upcoming questions.

Instead, it reflects the interviewee’s perception and perspective with the subject of this study as it is conceived by him/her.

Questions

The interview questions concern the participatory monitoring in Farmer Field School. At the end of each FFS activity, for example Training of Trainer (ToT), participants were asked to fill forms and participate in WhatsApp groups. We will use terms such as questionnaires, WhatsApp groups, online forms, and monitor during the interview.

1.0 How do you perceive a participatory monitoring system in an FFS program?

In this question, I would like to know what you understand and how do you regard participatory monitoring. In brief, what do you think about participatory monitoring?

2.0 What factors could influence your capacity to be involved in sharing or reporting progress throughout the training program?

In this question, I would like to know what circumstances or facts would influence you to participate in the monitoring of an FFS program?

● For example, having an internet connection is an influential factor for participation in monitoring through WhatsApp.

● Or, for example, having time to track progress or report to the team.

3.0 Thank you for all your valuable information, is there anything else you would like to add?

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167 Garis panduan temu ramah separa berstruktur

Pengenalan

Tujuan utama temubual ini adalah untuk memahami sisi pandang responden mengenai pemantauan serta-sama dalam Sekolah Lapangan Petani di Malaysia Barat. Oleh yang demikian, tidak jawapan yang benar atau salah bagi soalan -soalan yang akan dikemukakan. Sebaliknya, ia mencerminkan sisi pandang responden terhadap sasaran kajian ini sebagaimana yang difahami oleh beliau.

Soalan

Soalan-soalan dalam temubual ini adalah berkenaan dengan pemantauan serta -sama dalam project Sekolah Lapangan Petani (FFS). Pada penghujung setiap aktiviti FFS, contohnya Latihan Pelatih atau Training of Trainer (ToT), para peserta telah diminta mengisi borang-borang dan juga menyertai kumpulan WhatsApp. Bagi tujuan temubual ini, kita akan gunakan istilah-istilah seperti soalselidik, kumpulan WhatsApp, borang online, dan pemantauan.

1.0 Bagaimanakah pandangan anda terhadap sistem pemantauan serta-sama dalam project FFS?

Dalam soalan ini, saya ingin mengetahui apa yang anda faham dan bagaimana tanggapan anda tentang pemantauan serta-sama. Secara ringkasnya, apa pendapat anda tentang pemantauan serta-sama?

2.0 Berdasarkan pengalaman anda, apakah faktor yang boleh mempengaruhi kemampuan anda untuk serta-sama memantau perkembangan hasil projek FFS organik tersebut?

Dalam soalan ini, saya ingin tahu apakah faktor-faktor yang mempengaruhi anda untuk serta-sama memantau projek FFS?

● Contohnya, kemudahan capaian internet adalah satu faktor yang mempengaruhi kemampuan untuk pemantauan serta-sama melalui WhatsApp.

● Atau contohnya, masa yang diperlukan untuk mengikuti perkembangan atau memberi maklum balas kepada kumpulan.

3.0 Terima kasih atas semua maklum balas anda yang berharga. Adakah apa-apa tambahan yang ingin anda berikan?

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Appendix G

Methodological Recommendations for Cross-language Qualitative Research

Adapted from Fryer (2019)

Core elements Criteria

Conceptual equivalence (1) Provided a rationale for why the analysis occurred in the chosen language, especially if it was not the same language as participants.

(2) Developed a translation lexicon for multi-language studies to ensure conceptual equivalence.

(3) Validated translation by a qualified bilingual individual not directly involved with data collection or the initial translation.

Translator or interpreter credentials

(1) Described the translator’s qualifications or previous experience with translation.

(2) Described the

competency. researchers’ level of language (3) Described the researchers’ or translators’ identity in

contrast to the participants.

Role of interpreter

translator or (1) Described the translator’s or interpreter’s role in the study.

(2) Described at what point(s) during the research process they used translation services.

(3) Identified who conducted the analysis and in what language it took place.

(4) Provided a rationale for using multiple translators, if the study took place in only one language.

Research approaches (1) Selected appropriate research methods.

(2) Pilot tested the translated interview guide before conducting the test.

(3) Indicated the country of origin of all participants in the study, even if they came from linguistically similar regions.

(4) Stated the use of translators may have affected the results in the limitation section or other appropriate

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169 section.

Socio-cultural matching (1) Described the settings of where the research took place.

(2) Described matching in terms of gender and races between the researcher, interpreter and research participants.

(3) Stated matching is not possible in the limitation section.

Core Elements Criteria

Participant checking (1) Provided copies of transcripts to participants to comment after the interview.

(2) Described briefly in participants' comments.

(3) Reviewed or modified according to participants’

comments.

Source: Squires (2009)

PARTICIPATORY MONITORING FOR SYSTEM OF RICE INTENSIFICATION – FARMER FIELD SCHOOL PROGRAM IN WEST MALAYSIA: PERCEPTION AND INFLUENTIAL FACTORS

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