FORESTRY AND FOREST PRODUCTS RESEARCH INSTITUTE, JAPAN

and
FOREST RESEARCH INSTITUTE MALAYSIA

Field Manual
Socio-economic
Survey
Training Workshop on REDD+ Research
Project in Peninsular Malaysia
10 – 12 February 2015
Xcape Resort, Kuala Tahan, Pahang
 Contents
Part I: Introduction 2
Aim of this manual 2

Part II: Undertaking socio-economic surveys 3

Step 1 – Survey design, sampling and data requirements 3
Step 2 – Planning and training the team 7
Step 3 – Implementation 8

Part III: Using the data collected 11

Supporting Notes
Note 1 – Sampling techniques 13
Note 2 – Format of questionnaire 14
Note 3 – Do & Don’t in Conducting Socio-economic
Interview 18
Note 4 – Conducting the survey 19
Note 5 – Guidance for community meetings 20
Note 6 - Example of questionnaire 22
Note 7 – Using SPSS software 40
Note 8 – Using R software 83

1
Part I:Introduction
Socio-economic survey tools are means designed to collect information on
local resource management systems, resource use and the relative
importance of resources for households and villages. Surveys also provide
information on local interaction with the government decision-making
systems and community perceptions of trends and priority issues
regarding the conservation and establishment of protection forest.
Knowledge about community-based institutions, which is also obtained,
and their roles in the sustainable use and conservation of natural
resources.

Aims of this manual

This manual aims to provide practical steps for researchers conducting
socio-economic studies among households in communities and villages.
The techniques involved are rapid rural appraisal, survey research and
field research.

This manual is accompanied by three supporting notes which are essential

tools as a basis for gathering socio-economic information. The results can
be used as input to management and decision-making.

2
 Part II: Undertaking socio-economic
surveys

There are three (3) main steps in developing and

implementing the socio-economic survey.

The first step is designing the survey, which includes survey

design, sampling techniques and sample size, data
requirement (types of data and data collection), target sample
and questionnaire design. The next step is planning the
survey. It involves scheduling the survey and training the
enumerators. Enumerators must be trained to ensure that
they fully understand and able to pose the questions to the
respondents. The last step is implementation stage. This
crucial stage involves key informant interviews, household
surveys and focus group discussions.

Step 1: Step 2: Step 3:

Implementation
Designing the survey Planning
• Rapid rural appraisal
•Design • Scheduled survey
- interview informant
•Sampling • Training
- group discussion
•Sample size enumerators
• Households survey
•Baseline data

Step 1 – Survey design, sampling and data

requirements
When conducting a survey, the first step is to determine the
objective and purpose of the survey. This will provide the
framework for the content and scope of the survey work. It is 3
used to help identify the types of stakeholders and
communities to be surveyed.
Data requirements and survey design
Types of data: There are two types of data to be collected, namely primary
data and secondary data. Primary data collection involved rapid rural
appraisal, individual and group discussion, as well as household survey.
Secondary data comprises information gathered from published media such
as books, articles, journal, and reports.

Data to be collected: The data required from the study area may be
discussed with informants and communities. The discussion helps in
planning the actual survey, improving the questions asked, formulating
questionnaire design, determining sampling techniques and conducting the
survey.

The data gathered through the survey process will need to reflect the
purpose of the study. In developing the survey, other considerations are
budget available, the length of time for the interview, availability of human
resources needed to effectively conduct the surveys, entering the data and
analyzing the results.

Introduction of the project to local people: A researcher must create good

rapport with relevant government agencies and local people during initial
site visit.

The first step to meet related local government officers to explain the
nature of the study.

This is followed by meeting village headmen, village representatives and

villagers living in the surrounding area. In many cases, it will be necessary
to contact the local community leaders before visiting. An introductory
meeting may also be organized.

4
Researchers must briefly introduce and explain the aim of the visit
and study. It is important to ensure that both local people and the
researchers/study team understand which area will be studied. The
aim of research/study must also be clearly introduced to avoid
misunderstandings or raise false expectations. Cooperation and
support from local people are essential to ensure successful
implementation of the study. It is easier to achieve this support if the
first impression is good. Nevertheless, it must be stressed that the
fieldwork consists only in data collection and does not promise
something such as local development project.

Who should be included in the survey(s)?

The individuals and communities to be surveyed should be
decided when considering the objectives and purpose of the
survey. Different individuals or groups of individuals will be
interviewed depending on the data needed. For a household-
level survey, a representative of the household should be
interviewed, but the village head or traditional local leader
will be interviewed in a key informant interview. Usually key
informants involved are from Village Development and
Security Committee or Jawatankuasa Kemajuan dan
Keselamatan Kampung (JKKK). Focus group discussions will
include members of the community.

Sample size and sampling technique

Sample size: Determining the size of sample is important to
ensure the data reliability. The sample size needs to be
sufficient to ensure that the survey results will be
5
statistically relevant. However, in many cases, the sample
size also has to be balanced with the available resources –
financial, human and time.
The bigger sample size require more enumerators and high cost, however
the correct techniques to estimate the sample size will give more reliable
results. In general, Roscoe (1992) proposed rule for determining the
sample size is "greater than 30 and less than 500" as sufficient for most
research. Further guidelines specified by Calia and Strazzera (1998) in
their studies of bias and efficiency evaluation model, he defines "small
sample size" as a sample of 100 or less; sample sizes 250-400 as "moderate
sample size", and more than 1000 as "large sample size". They concluded
that even for moderate sample size, most of the evaluation model provides
good performance and adequate for the estimation of the parameters to be
measured. This socio-economic study applied formula from Yamano (1985)
in Supporting Note 1.

Sampling technique: Random sampling is used to ensure that the sample

is representative of the study area, while avoiding bias in the results and
ensuring that all elements of the population have an equal chance of being
interviewed. There are a number of approaches to determining a random
sample, e.g. simple random sample, systematic, stratified and clusters.

Types of questions
For all interview types (household interviews, focus groups and key
informants), questions can be structured and asked as open, closed or
partially open questions. The type of question used will depend on the
information required. There are advantages and disadvantages of all
question types (Supporting Note 2).

6
Through an open question, such as ‘Does the existence of national
parks have an impact on your daily life; either positive or negative
effects’? The interviewer can uncover the meaning behind an answer,
allowing respondents to provide examples and explain their answers.
These types of questions are more time-consuming to recode and
analyze. Open questions can be difficult to ask and interpreting the
responses could be complex, so training enumerators is essential.

A partially open question requires the respondent to

elaborate on any answer given. The advantages of these
questions are that they are quicker and easier to ask and to
analyze than open questions, but the interviewer may miss
some information because of the lack of an appropriate
category or the level of detail in the response. To avoid these
problems, the respondents’ answers should be recorded in
full, and the interview should repeat the question if the
respondent has not answered sufficiently. Closed questions,
such as multiple choices or yes/no answers are used when
key information is required, without the need for further
explanation or in-depth understanding of the answer or
issue. These questions are quick to ask and to analyse;
however, the answers may result in a lack of depth and
clarity. The example of closed question ‘Are you aware with
the existence of national park at the adjecent of your village?’.

Step 2 – Planning and training

the team
A well-trained and experienced team is
essential for the success of any socio-
economic survey. Previous practical
experience is a great asset to the team, with
relevant technical knowledge in socio-
economics, forestry and natural resources.
For purpose of this study, the research team
appointed enumerators which have at least
diploma certificate and preferably 7
graduates.
All members of the team will require rigorous and robust training in all
types of survey (household, focus groups, and key informant interviews) to
be conducted. They should have a thorough understanding of the aims of
the work and the meaning of every question to be asked. A combination of
workshop and practically field-based training will provide the best
understanding of survey methods and procedures. During workshop, the
objectives and research background are introduced to the enumerators.
Basic information and knowledge about research is also explained in the
workshop. This will enhance the communication skills and ability of
enumerators to interview during data collection or survey. Other than that,
some basic soft skill and techniques such as communication are also taught
in the workshop. In addition, field training is very useful for checking the
survey questions and means of data collection, thus providing an
opportunity to make any necessary revision to the survey, interview
questions and procedures. (Supporting Note 3)

Consideration should also be given to the

division of tasks between team members –
team leader and interviewers. Preparation
(designing the survey work, training the
team, etc.) and scheduling the survey work
are essential for a successful survey
(Supporting Note 4). Preparation of the
survey team and agreeing on the work plan
and time frame for completing the surveys
should be finalized in advance. Villages
should be given due notification prior to
survey work and permission to conduct
interviews should be sought and granted.

Step 3 – Implementation
Survey approaches vary. Different approaches are used for different
purposes. For the purpose of the socio-economic study, three survey
methods are used:
 Rapid Rural Appraisal includes
-Community meeting
-Key informant interview
-Group discussion 8
 Household survey
 Field research
Rapid Rural Appraisal
The methods used include group discussion, community meetings,
key informant interviews, mapping, ethno-histories, stories and
taking-note. This RRA technique is a tool that enables a quick
assessment of the existing environment and the possible impacts of
the forest resource utilization and the other environmental services
to the local socio-economic livelihood. Information collected during
the RRA includes population size, socio-economic activities,
household dependency on the forest resources and related issues
faced by the community. This technique can be applied as a
preliminary stage of the study, which will provide basic information,
and ethno-histories of the study site for baseline in questionnaire
design.

Community meeting

A community meeting is a valuable and

useful way for the survey team to meet up
with the villagers, explain the survey work –
its aims and approach – and ensure that all
members of the community understand the
expected outcomes of the survey work
(Supporting Note 5). A decision to conduct a
community meeting should be made only
after meeting the community or village head.
If possible, the village head could then help
set up and conduct the community meeting.
Information related to the community such
as village profile could be obtained through
District Office.

Key informant interviews

Key informants are individuals who are deemed to have knowledge of

particular issues. Key informants will provide the interview team with
detailed information and, importantly, interpretation of key issues that
other members of the community might not be able to provide. Potential
key informants should be selected, in consultation with the village head, 9
traditional local leader, for an in-depth interview with the survey team.
Group discussion

Group discussion involves selecting a small knowledgeable individuals from the

community. In this study, the group discussion is conducted by researchers to
explain the study and obtain comments or reactions of the respondents. The
contribution of focus group is to design and assist questionnaire preparation.
Focus group analysis is used to identify the issues to be raised in the
questionnaire such as land use and forest dependency.

The draft questionnaire prepared could be tested in the focus group. Focus group
thus helps to formulate the questions in simple language and easily understood.

Household survey
Village and household survey is used
predominantly to collect quantitative and
qualitative data, through structured
interviews with the head of the
household, using both closed and open
questions. Survey forms for both
household- and village-level surveys are
designed to gather specific information,
relevant to the survey objective, as
discussed above.

Field research
Field research includes methods of research sometimes referred to as
participant observation, direction observation and case studies. This
technique provides qualitative data: observations not easily reduced to
number. It enables better understanding on the socio-economic conditions
and activities of villagers such as paddy farming, harvesting and marketing
of forest resources. Case studies involved the narration of typical
experience of villagers in relation to the utilisation of forest resources. The
data gathered are used to cross-check information collected from the10
survey.
 The questionnaire
In conducting this study, the formation of the questionnaire is the most
important component. Formation of the questionnaire is based on the initial
survey (Rapid Rural Appraisal) to the study area and also by the results of
the initial questionnaire test in focus group. Formation of the questionnaire
usually is categorized based on types of questions to gather basic
information such as demographic background, perceptions and level of
involvement. Example of questionnaire is attached in Supporting Note 6.

Part III: Using the data collected

Analysis and use of the collected data should reflect the

objectives of the survey.

Data analysis
The choice of method for data analysis will depend on the
volume of data collected, the expected use of the findings and
the availability of the analysis software.

Analysis of the data is usually done in a statistical package

such as SPSS (Statistical Package for the Social Sciences)
software. SPSS is a widely used program for
statistical analysis in social science. It is also used by market
researchers, health researchers, survey companies,
government, education researchers, marketing
organizations, data miners and others. Using such packages
also allows the data to be entered and cleaned before
analysis. Data may be exported to other software packages
such as Microsoft Excel for further analysis and for
preparation of tables and graphs. Some of the analysis that
could be used are Descriptive analysis; Regression;
Correlation; Anova and etc. (Supporting Note 7)
11
R-software: The new well-known statistical software available free online is
R. R is a language and environment for statistical computing and graphics.
R provides a wide variety of statistical (linear and nonlinear modelling,
classical statistical tests, time-series analysis, classification, and clustering)
and graphical techniques, and is highly extensible. One of R's strengths is
the ease with which well-designed publication-quality plots can be
produced, including mathematical symbols and formulae where needed.
(Supporting Note 8)

The final analysis will need to reflect the original aims and objectives
of the survey. To help structure the analysis, research questions could
be developed, such as:

 How important is access to forest resources for the livelihoods of communities?

 To what extent, the communities depend on forest resources for the economic
activities?
 Are the poorest communities more dependent on forest resources than other
groups?
 How does the establishment of protected area affect the livelihoods of
communities?
 What are the dependent communities’ perceptions of ecotourism at the
protected area (National park)?
 What is the relationship between communities and natural resources?
 What is the distribution of socio-economic impacts at the area, and what are the
sources of leakage?
 What benefits have been foregone to surrounding communities with the
establishment of protected area (National Park)?
 What are the social implications, particularly for indigenous people & local
communities, associated with the management system of protected area?
 What strategies could be used to strengthen the ecotourism-environment-12
community relationships at the area that was gazetted as protected area?
 Note 1 – Sampling techniques
Determining a sample size

The appropriate sample size ultimately depends on the purpose of the

study. For example, a population census will require 100% participation,
and hence the sample size must equal 100%. Factors such as the available
resources (time, budget, human) will affect the sample size but care should
be taken not to jeopardize the statistical relevance of the sample.

Determination of sample size is important in determining the accuracy of

the estimated value of the findings. A larger sample size implies more
enumerators and involves high costs, but at the same time the sample size
was chosen correctly, will give greater accuracy estimates.

Example of sample size determination by Yamano (1985) is as follows:

n = N
1+N (e) 2

= 1136___
1+1136 (0.05)2

= 400 respondents

Where,

n = Sample Size
N = Population Size (No. of households)
e = level of precision

From the above example of sample size, taken at the level of precision of
5% or 0.05. The results showed that the sample size of 400 respondents is
the reliable sample size.

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 Note 2 – Format of questionnaire

When designing a survey and conducting an interview, it is important to

consider how a question can be structured, that is, whether it should be
open or closed, or a mixture of both. The type of question and way that it is
asked will affect the answer provided.

In general, questions can be either open or closed. The main difference

between these two types of question is that open questions allow
respondents to explain their answers, whereas closed questions do not.
With closed questions, respondents do not have the freedom to give an
answer other than those provided in the list of questions. Partially open
questions can also be used when conducting socio-economic surveys.

A survey/questionnaire will use a range of question types to ensure that

the information is obtained in the most appropriate manner.

Open questions

Open questions – example from socio-economic study in 2014

”Does the existence of national parks have an impact on your

daily life?”

“In your opinion, is the conservation of forest/natural resources

important?”

Open questions provide no options for possible prompts or answers and

the respondent is able to answer completely freely. However, respondent
answer might be long and enumerators must be well-trained to capture
and get the points. Open-ended questions have both advantages and
disadvantages (Table 1).

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 Table 1. Advantages and disadvantages of open questions

Advantages Disadvantages
 The interviewer can elicit more  The interviewer needs to have
information and possibly uncover experience to build discussion of
new information that had not particular topics and record the
been previously considered. findings.
 The interview records can be used  Data analysis requires expertise
in the report as interesting and a lot of time.
illustrations.
 The responses provide additional
scope for analysis and allow a new
interpretation of the conclusions.

To mitigate the disadvantages of open questions, those conducting the

survey or interview can:

 Train interviewers and provide direction for ongoing tasks to

improve the quality of the data collected.
 Prepare a list of questions that allow interviewers to systematically
explore the respondents’ answers.
 Use open questions in training sessions with the team members.

Partially open questions

Partially open question – example from socio-economics study in 2014

“In your point of view, the existence of protection forest

(National Park) is something good or vice versa”
a) Good, because......
b) Not good, because.......

In a partially open question, the answer is available as part of s category.

Hence, the respondent is given a choice of responses: in the example above,
the response is either ‘increased’ or ‘decreased’ (closed), “good” or “not
good”, and “yes” or “no” but the respondent is given the opportunity to
15 | P a g e
explain his or her answer provided using ‘because …’ (open). This type of
question also has advantages and disadvantages, as set out in Table 2.

Table 2. Advantages and disadvantages of partially open questions

Advantages Disadvantages
 Easy answers and  Important answers could be missed if
quick note-taking there is no appropriate category
 Easy analysis provided.
 Some information may be forced into
existing categories and other
information might be lost.
 If respondents hesitate and the
interviewer helps with grid answers, the
results are potentially biased.

To mitigate the disadvantages of partially open questions, those conducting

the survey or interview can:
 Record all answers by taking notes or using a voice recorder.
 If respondents do not give an answer, repeat the question in a
different way but without leading the respondent to an answer.

Closed questions

Closed questions –example from socio-economic study in 2014

View on the effects of Land Strongly disagree Disagree Neutral Agree Strongly agree
Development Planning (1) (2) (3) (4) (5)
toward:
There is an increase of
social problems in the local
community
Development project
generates income
households
Development project helps
participants / households
out of the poverty situation

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With closed questions, respondents must choose one of the available
answers, and no room is provided for further explanation or elaboration.
Using closed questions is useful when time is short and very specific
information is required. Usually in this type of question use Likert Scale as
baseline for questionnaire.

Again, this type of question has advantages and disadvantages, as detailed

in Table 3.

Table 3. Advantages and disadvantages of closed questions

Advantages Disadvantages
 Answers can be quickly  Further analysis of closed
gathered, thus saving time. questions can be difficult
 Comparison of respondents’ because of the lack of
and groups’ answers over time supplementary questions for
is easy. respondents to elaborate on
the reasons for their answer.

To avoid the disadvantages of this type of question, the interviewer could

ask further questions to explore respondents’ answers in more depth.

17 | P a g e
Note 3 – Do & Don’t in Conducting Socio-Economic
Interviews
Do
1. Understand the projects background and objectives
2. Aware of questionnaire contents
3. Beware of languages
4. Proper attire or dress code (Formal, casual but most important neat,
and clean)
5. Always SMILE
6. Use suitable, understandable and simpler words (layman terms)
7. When asking a question:
a. Speak when respondent ready
b. Control volume of voice
c. Greet sincerely
d. Introduce yourself, show name tag with organization logo
e. Explain the purpose of the survey
f. Explain the importance of study
g. Inform respondent that information given is confidential
h. Ask only related question
8. Use supporting tools such as Likert Scale Card, Pictures, etc.
9. Be a good listener
10. Ask for permission before taking photo
11. Give a door gift as token of appreciation
12. End interview session with THANK YOU

Don’t
1. Don’t ask question if the respondent is not ready
2. Don’t ask respondent’s full name, to avoid respondent feeling
uncomfortable
3. Don’t force if people do not want to be interviewed, especially in
household survey
4. Don’t take an advantage to look around respondent’s house
5. Don’t force respondent to get an answer, especially on income. Ask
politely, instead.
6. Don’t ask for hand phone number, if not necessary.
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 Note 4 – Conducting the survey

Before undertaking a survey, the following key steps should be followed.

Step 1: Preparation and scheduling of the survey work

 Preparation and scheduling of the survey work is essential for a

successful survey
 The work plan and time frame for completing the surveys should be
agreed with the team in advance.
 The roles and responsibilities of each team member should be clearly
defined.
 Data sheets and questionnaires must be prepared
 The team trained

Step 2: Ask permission and inform about the survey work

 Ask permission from the village head prior to carrying out any survey
 Ensure that the village has been informed and permission from the
village head has been obtained sufficiently in advance of the survey
 If necessary, write letter to Local Authority (JAKOA, District Office,
etc.), and Head of Villages

Step 3: Meeting with community

 If possible, a meeting with the community or at least the head of the

village should take place at the start of the survey
 Introduce the survey team members
 Clearly and fully explain the survey, its purpose and how it will be
conducted

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 Note 5 – Guidance for community meetings

Community meetings are vital to the success of surveys and it is important

to engage communities/villagers. Building community engagement takes
time and should not be forced or rushed. Socio-economic surveys and
group discussions, if done correctly, can be a good way to begin building a
relationship with the community. Often information collected during socio-
economic surveys is personal in nature and even confidential, and it should
always be handled sensitively.

The guidance below will help to ensure that the community meeting gets
off to the best possible start.

1. Set the village hall as the meeting place, and schedule the meeting
with village leaders.

2. Start the meeting by:

 Introducing all the team members
 Explain the purpose and background of the study
 The role of the organization undertaking the survey work
 Ensure that the outputs of the survey work are clearly
explained and expectations are realistic
 Avoid making promises

3. Describe the activities and what will be achieved from this study.
 What will be provided to the community?
 How can the community participate?
 How can the community assist and advise the team
during the study?

4. Explain to the community

 The importance of the study’s schedule and activities
 Check whether there are potential problems or conflicts
with local activities. Determine an acceptable schedule
for major activities.

5. Villages participation
 Invite the villagers to introduce themselves or their
village.

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  Find out if villagers have time to participate in the survey
as needed, and when they have time to do it.

6. Recognize key informant

 Informal discussions may guide the survey team to
recognize key informants, especially those who have
knowledge related to the study.

7. Check whether any community members feel unhappy about the

proposed activities. If so, explain any specific aspects that they find
unacceptable. Be willing to accept specific bans and modify the
approach accordingly.

8. Close the meeting. Start planning survey activities based on the

available options.

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Note 6 - Questionnaire

Institut Penyelidikan Perhutanan Malaysia (FRIM)

52109, Kepong, Selangor

Dan

Forestry and Forest Products Research Institute (FFPRI), Japan

KAJIAN KEPENTINGAN SOSIO-EKONOMI PENDUDUK TEMPATAN
SEKITAR KAWASAN HUTAN SIMPAN DAN HUTAN PERLINDUNGAN
TAMAN NEGARA, MELALUI KEPENGGUNAAN HUTAN SECARA
LESTARI DAN KONSERVASI
Socio-economic Study of The Local that Live Near The Adjecent of Forest
Reserve and National Park Protection Forest Through Sustainable Use of Forest
and Conservation

Institut Penyelidikan Perhutanan Malaysia (FRIM) bersama Forestry and Forest

Products Research Institute (FFPRI) Japan sedang menjalankan survei ‘Kajian
Kepentingan Sosio-Ekonomi Penduduk Tempatan Sekitar Perlindungan Taman
Negara Melalui Kepenggunaan Hutan Secara Lestari dan Konservasi’. Survei ini
adalah sebahagian daripada kajian ‘Research on Development of Forest Carbon
Monitoring Methodologies for REDD+ in Peninsular Malaysia’. Tujuan survei ini
dijalankan adalah untuk mengumpul maklumat impak sosio-ekonomi penduduk
tempatan terhadap kepenggunaan kawasan hutan perlindungan Taman Negara.
Segala kerjasama di dahului dengan ucapan terima kasih. Segala kerjasama di
dahului dengan ucapan terima kasih.

Sebarang pertanyaan mengenai kajian ini, sila berhubung dengan Program Ekonomi & Analisa
Strategik, Institut Penyelidikan Perhutanan Malaysia (FRIM), 52109 Kepong, Selangor, Malaysia. Tel:
03-62797547/62797000
RES -

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1. No sampel/ No of sample Penemuramah/Interviewer: ______________

2. Nama Kampung/ Name of village

a. Kg. K. Tahan f. Kg. Gusai
b. Kg. Pagi g. Kg. K. Koh
c. Kg. Bantal h. Kg. Merapoh
d. Kg. K.Sat i. Kg. Gol
e. Kg. Merting
j. Lain-lain/ (others) __________________________ (nyatakan)/(please state)

A) Penggunaan sumber-sumber dan tanah hutan oleh ahli-ahli keluarga anda?

The usage of natural resources and forest land by you and your family?

1) Tanah untuk bercucuk tanam/ Agriculture 1 = Ya/Yes 2 = Tidak/ No

2) Menangkap ikan/ Fishing 1 = Ya/Yes 2 = Tidak/ No
3) Memburu binatang / Hunting animal 1 = Ya/Yes 2 = Tidak/ No
4) Penghasilan pokok herba untuk perubatan 1 = Ya/Yes 2 = Tidak/ No
Medicinal plants/herbs for medicine
5) Penghasilan rotan/ Rattan harvesting 1 = Ya/ Yes 2 = Tidak/ No
6) Sumber air untuk pertanian/ Water for agriculture 1 = Ya/ Yes 2 = Tidak/ No
7) Sumber bahan-bahan kraftangan/ Handcraft 1 = Ya/ Yes 2 = Tidak/ No
8) Penghasilan buah-buahan hutan/ Wild fruits 1 = Ya/ Yes 2 = Tidak/ No
9) Penghasilan buluh/ Bamboo harvesting 1 = Ya/ Yes 2 = Tidak/ No
10) Penghasilan madu lebah/ Honey 1 = Ya/ Yes 2 = Tidak/ No
10) Lain-Lain / Others
______________________________________________________________
______________________________________________________________

B) Sebagai penduduk tempatan, adakah masalah-masalah yang berikut

dihadapi oleh keluarga anda?
As local people, do the following problems faced by your family?

1) Masalah hasil hutan yg. Berkurangan/ 1 = Ya/Yes 2 = Tidak/ No

Decrease in forest products
2) Masalah kekurangan tanah bercucuk tanam 1 = Ya/Yes 2 = Tidak/ No
Shortage of farming land
3) Kekurangan tenaga pekerja/ Shortage of manpower 1 = Ya/Yes 2 = Tidak/ No
4) Masalah penyakit tanaman/ Crop diseases 1 = Ya/Yes 2 = Tidak/ No
5) Hasil tanaman susah untuk dipasarkan 1 = Ya/Yes 2 = Tidak/ No
Crop difficult to be marketed
6) Masalah sistem pengairan untuk tanaman 1 = Ya/Yes 2 = Tidak/ No
Problem in crop irrigation system
7) Larangan menjalankan aktiviti pemungutan
hasil hutan 1 = Ya/Yes 2 = Tidak/ No
Prohibiton on collecting forest products
8) Lain-Lain / Others
_____________________________________________________________

23 | P a g e
C) Pandangan terhadap projek konservasi/pemuliharaan Hutan Perlindungan
Taman Negara / Views on conservation projects/ Conservation of National Park
Protection Forest
1. Adakah saudara sedar akan kewujudan persekitaran taman negara
bersempadanan penempatan saudara?/ Are you aware with the existence of
National Parks?
a. Ya/ yes b. Tidak/ No

2. Adakah kewujudan persekitaran taman negara memberi kesan ke atas

kehidupan seharian saudara; samada kesan positif atau negatif? / Does the
existence of national parks have an impact on your daily life; either positive or negative
effects?
Sila catatkan
Kesan-Kesan
keterangan/
Pembangunan/ Sila tanda bahagian yang sesuai/ Please tick
ulasan yang diberikan
Impact of the suitable part
semasa temubual/
development
Comments
a. Tambah pendapatan/ Increase income
b. Tambah pekerjaan/ Employement
c. Pembangunan tempatan/ Local development
d. Tempat pelancongan/ Tourism
e. Kemahiran berkomunikasi/ Communication
C21. Kesan-kesan skills
positif/ Positive f. Kemahiran berniaga &
impacts berurusniaga/ Business skill
g. Meningkatkan kemahiran kaum
wanita – menceburi industri
kecil/ Women skill- Small industry
h. Merperkenalkan kebudayaan
setempat/ Cultural
i. Lain-lain (nyatakan) / Others____________
a. Gangguan masyarakat luar/ Disturbance from
the outsider
b. Kekurangan sumber pendapatan/ lack of
C22. Kesan-kesan income resources
negative/ c. Kekurangan tanah untuk pertanian / land
Negative impacts shortage for agricultural purposes
d. Kekurangan ruang mencari hasil
hutan / prohibition in collecting forest products
e. Lain-lain (nyatakan)/ others: _______

2. Secara umumnya, apakah pandangan/perasaan saudara mengenai kewujudan

persekitaran taman negara bersempadanan dengan penempatan saudara;
adakah ianya sesuatu yang baik atau sebaliknya?
Generally, what is your views on the existence of a national park environment adjacent to
your housing areas, is it a good thing or not?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
24 | P a g e
 __________________________________________________________________________
__________________________________________________________________________

3. Apakah pandangan saudara mengenai pelancongan/pelancong; dan

kemungkinan industri ini akan lebih berkembang pada masa hadapan
khususnya dipersekitaran taman negara ini?
What is your opinion on travel / tourist; and the industry will be more likely to grow in
the future, especially on the area nearby the park?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. Adakah aktiviti pemuliharaan sumber hutan/sumber semulajadi sesuatu yang

penting bagi saudara? Nyatakan:
Does forest conservation / natural resources is crucial for you?Please state:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

6. Pada pandangan saudara, dengan berkembangnya industri/aktiviti pelancongan

setempat; adakah ia akan memberi pulangan/keuntungan atau sebaliknya kepada
diri saudara sendiri dan juga komuniti secara umum?
In your point of view, is the development of industry / local tourist activities will
provide a return / profit or otherwise, to your own self and the community in general?

Individu/ Individual

Positif/Positive Negatif/Negative
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________

Komuniti/ Community

Positif/ Positive Negatif/ Negative

_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________

25 | P a g e
7. Adakah pihak berkuasa taman negara melibatkan saudara atau komuniti setempat
secara langsung dalam pembangunan taman negara diperingkat-peringkat tertentu
(perancangan, pendidikan, maklumat/informasi & sebagainya?
Does the national park authorities involve you or local communities directly in park
development on specific stages (planning, education, information / information & others?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

D) Pandangan terhadap penggunaan kawasan Hutan Perlindungan Taman

Negara dengan bijaksana mengikut keutamaan bagi setiap penggunaan
seperti yang berikut:
Views on the usage of Protection Forest National Park according to
priority as follows:

Pilihan mengikut keutamaan/

Choice of priority
1. Pemeliharaan (Dibiarkan secara semulajadi)/ 1 2 3 4
Conservation (Left naturally)
2. Pembangunan eko-pelancongan/ Development of 1 2 3 4
eco-tourism
3. Pembalakan dan menanam semula dgn sistemetik/ 1 2 3 4
Logging and replanting with systematic
4. Dibuka semula utk pembangunan pertanian/ 1 2 3 4
Reopened for agricultural development

E) Kedudukan ahli-ahli isi rumah (iaitu ahli keluarga yang tinggal bersama) di
kampung ini/ The members of the households (ie family members living
together) in the village.

1. Jumlah ahli keluarga yang tinggal bersama/ Number of family members living
together _______________________
2. Bilangan ahli keluarga yang bekerja/ Number of family members working
___________________
3. Bilangan ahli keluarga yang bergantung kepada ahli lain/ Number of dependent
family member to other members ___________
4. Bilangan ahli keluarga yang mengganggur/ The number of jobless family members
_______________________
5. Bilangan ahli keluarga berhijrah/ Number of family members migrated
___________________
6. Bangsa (Sila nyatakan)/Race (please state) _____________________
7. Kawasan tanah pertanian dimiliki oleh keluarga/ The area of agricultural land
owned by the family :
a. Luas tanah asal yang dimiliki / Land area owned _____________________ ekar/
acres
b. Jenis tanaman yang diusahakan (Mengikut keutamaan) /Types of crops
cultivated (by priority)
26 | P a g e
 1. Padi/Paddy 2. Getah /Rubber 3. Dusun/Garden

4. Tnm. Kontan/ Cash crops 5. K. Sawit/ Oil palm 6. Lain-lain

(nyatakan)/Others (please state)
________________________
8. Maklumat tanaman di atas:/ Information on the crop above:

Umur tanaman
Bil. Jenis tanaman Luas (ekar)
sekarang
Bil Type of crop Area (acre)
Age of crop
1. Padi / Paddy
2. Getah/ Rubber
3. Dusun/ Garden
4. Tanaman kontan/ Cash crops
5. Kelapa sawit/ Oil palm
6. Lain-lain (nyatakan)/ Others
(please state)

Jumlah luas/Total area

F) Status pekerjaan ahli-ahli Isirumah yang bekerja

Employment status of working household member

(F1) (F2) (F3) (F4) (F5) (F6) (F7) (F8)

Ahli/ Umur Jantina/ Pencapaian Taraf Pekerjaan Status Pekerjaan
Membe / Sex Pendidikan Perkahwina Utama Pekerjaan Sekunder
r Age / n /Main job /Employment /Secondary
1 = L/M Education /Status 1= Pencari hasil status employment
2 = P/F achievement hutan/Seekers 1=Majikan/ (sambilan)
of forest (part time)
1=Bujang/Sin Employer
0=Tiada/Non gle 2= Penanam 2=Pekerja/
e 2=Berkahwin padi/Paddy
Employee
1=Sek. /Married farmer
3= Bertani 3=Kerja
Ren(Primary 3=Duda/jand
dusun/Garden sdr/Freelance
school) a/Divorced
2=Sek farmer
Men(Secondar 4= Penoreh getah 4=Pekerja
y school) /Rubber tapper keluarga
3=Tkt 6(Form 5= Penanam sayur tanpa upah
6) /Farmer / Employee
4=Kolej & 6= Pekerja
kontrak/Contract
family
U/Collegue & without
workers
U) wages
7=
Berniaga/Business
8.=
Kerajaan/Govern
ment
______________
9= Swasta/Private
______________

27 | P a g e
 10=
Pesara/Retired
11= Suri
rumah/Housewife
12= Lain-
lain/Others
______________
Beker
ja/W
orkin
g
1
(ketu
a)(Le
ader)
2
3
4
5
6
Tak
Kerja
/Joble
ss
91
92
93
94
95
96
97
98
99
100
101
102

28 | P a g e
PENGGUNAAN SUMBER-SUMBER EKOSISTEM HUTAN SIMPAN
DAN KAWASAN SEKITAR & HUTAN PERLINDUNGAN TAMAN
NEGARA, 2013
USE OF FOREST RESERVED ECOSYSTEM RESOURCES AND RESPECTIVE
AREAS & FORESTS PRESERVED NATIONAL PARK, 2013

G) Penghasilan sumber bukan kayu (Non-timber Forest Products)

1. Jenis hasil /Type of product 1=rotan/Rattan 2=buluh/Bamboo 3=bahan

kraftangan /Crafts materials 4= Keranji /Black velvet 5=petai /Bitter beans
6=ubatan/Medicines 7=madu/Honey 8= Lain- lain/others:
_______________________
2. Tahun berapa terlibat/ Year involved:___________
4. Kekerapan masuk hutan (2013)/ Frequency enter forest:
_____(trip/bulan)/(trip/month) _____( bulan/setahun) /(month/years)
5. Jenis spesis yang diambil/ Type of species taken
1. Rotan/ Rattan ___________ ___________ ___________ _____________
2. Buluh/ Bamboo ___________ ___________ ___________ _____________
3. Bhn. Kraftangan/ Crafts materials _______ ___________ ___________
_____________
4. Keranji/ Black velvet ___________ ___________ ___________
_____________
5. Petai /Bitter beans ___________ ___________ ___________ _____________
6. Ubatan/ Medicines ___________ ___________ ___________ _____________
7. Madu /honey ___________ ___________ ___________ _____________
8. ________ ___________ ___________ ___________ _____________

6. Maklumat pungutan hasil untuk semua spesis/ Information on revenue of collection

for all species

Bil/ Jenis spesies Kekerapan Jumlah hasil Lokasi/ Jarak

Bil dipungut/ dipungut dipungut per trip Location (km)/
Species collected sebulan/ (nyatakan unit sama Distance
Frequency ada dalam kg, (km)
collected in bilangan, batang,
the month dll)/
Total revenue collected
per trip
(indicate whether units
in kg, number, trunk,
etc.
1. Rotan/ Rattan
2. Buluh/Bamboo
3. Bahan
kraftangan/
Crafts materials
4. Keranji/ Black
29 | P a g e
 velvet
5. Petai/ Bitter
beans
6. Pokok ubatan/
Medicine plants
7. Madu/Honey

7. Nyatakan alatan yang dibawa/digunakan (kos tetap)/ Specify tools brought / used
(fixed costs)
(a) (b) (c) (d)
Jenis alatan/ Bilangan Harga beli Jangkahayat
Type of equipment Unit (RM) (tahun)
Price(RM) Lifespan (years)
1. _________________ ___________ __________ _____________
2. _________________ ___________ __________ _____________
3. _________________ ___________ __________ _____________
4. _________________ ___________ __________ _____________

8. Lain-lain kos terlibat (makanan, kos luar jangka): RM ______________

Other related costs (food, contingency cost): RM _________________

9. Jumlah pengambilan hasil/trip/bulan (unit)/

Total revenue intake / trip / month (units)
1. Rotan/ Rattan ___________ 2. Buluh/ Bamboo ___________ 3. Bhn.
Kraftangan/ Crafts materials ______
4. Keranji/ Black velvet ___________ 5. Petai/ Bitter beans ____________ 6.
Ubatan/ Medicine ______________
7. Madu/Honey __________ 8. ______________ 9. _______________
10. Jenis kenderaan yang digunakan :/ Types of vehicles used
________________________________
11. Lokasi pengambilan hasil/ Location of sample taken
(a) (b)
Tempat Jarak dr tempat
(Htn. Simpan, Tnh. Kerajaan, tempat tinggal (km)
T. Negara atau Hakmilik)

Place
(Conserved Forest,. Government Land Distance from residence (km)
Country Land or Preseved Land)

1. Rotan/ Rattan ___________________________ _____________

2. Buluh/ Bamboo ___________________________ _____________
3. Bhn. Kraftangan/ Crafts materials _______________________
_____________

30 | P a g e
 4. Keranji/ Black velvet ___________________________
_____________
5. Petai / Bitter beans ___________________________ _____________
6. Ubatan/ Medicine ___________________________ _____________
7. Madu/Honey ___________________________ _____________
8. ________ ___________________________ _____________
9. ________ ___________________________ _____________

12. Bilangan pekerja yang terlibat untuk satu-satu trip/ The number of employees
involved for a trip
1. Ahli keluarga/ Family members ____________________ orang/person
2. Bukan ahli keluarga/Non Family members ____________________ orang/ person

13. Jika bukan ahli keluarga berapakah upah yang dibayar untuk satu-satu
trip:RM __________________ / seorang
Wages paid if not family members per trip : RM __________________ / person
14. Jangkamasa kerja ketika pengambilan hasil (untuk setiap trip)/
Duration of work during sample collecion (per trip)
1. Masuk hutan (jam) / In forest (hours) _______________
2. Keluar hutan (jam) Out forest (hours) _______________
1=Ya/Yes 2=Tidak/No
15. Adakah anda memproses sendiri hasil yang diambil:
Do you process the result taken by yourself:
16. Jika ‘tidak’ dimanakah ianya dijual dan purata harga jualan (ex-farm)
If 'no' where is it sold and the average selling price (ex-farm)
(a) (b) (c) (d)
Jenis NTFP Lokasi jualan dan jarak Harga jualan Cara
(Nama syarikat) (RM)/unit jualan
Type of NTFP Location of sale and distance Price Method of sales
(Name of company) (RM)/Unit

__________ _______________________ ___________ ______________

___________ _______________________ ___________ ______________
___________ _______________________ ___________ ______________
___________ _______________________ ___________ ______________

17. Jika dihantar sendiri, nyatakan jenis kenderaan yang digunakan dan
jumlah pekerja yang terlibat (16d):/ If delivered by hand, specify type of vehicle used
and no. of worker involved:
a. Jenis kenderaan/ Type of Vehicle: ____________________b. __________________
orang/person

31 | P a g e
18. Jika ianya diproses sendiri, apakah nama produk yang dikeluarkan:/ If it is
processed itself, named the products

(a) (b) (c)

Nama produk/ Lokasi jualan/ Location Harga jualan/ Price
Name of Products (Pasar malam, pasar tani, ..) (RM/unit)
1. _______________ ___________________________ _______________
2._______________ ___________________________ _______________
3. _______________ ___________________________ _______________
4. _______________ ___________________________ _______________

(d) (e) (f)

Kekerapan menjual Jumlah pengeluaran Jumlah jualan/bulan
hari/minggu unit/bulan (unit)
Selling Frequency Total production Total sales/ month
___________________ ____________________ ___________________
___________________ ____________________ ___________________
___________________ ____________________ ___________________
___________________ ____________________ ___________________

(g)
Kos pembuatan/ Manufacturing cost
(RM/unit)
___________________
___________________
___________________
___________________

H) Penglibatan penduduk dalam aktiviti eko-pelancongan

Local involvement in ecotourism activities
1. Adakah saudara atau ahli keluarga terlibat dalam aktiviti pelancongan
Do you or a family member are involved in tourism activities
a) Restoran b) Chalet c) Homestay
d) Kedai runcit/Grocery e)Pemandu bot/ Boatman
f) Pemandu pelancong/tourguide
g) Lain-lain (nyatakan)Others ________________________

2. Adakah terdapat perbezaan dari segi pendapatan isirumah pada tahun 80

an berbanding sekarang/ Is there a difference in terms of household income in the 80s
than it is now
a1. pendapatan meningkat,Income increase ______ %
a2. pendapatan menurun, income decrease ______ %
a3. pendapatan tidak berubah, no changes

3. Adakah berhasrat menceburi bidang yang bersangkutan dengan sektor

sokongan kepada sektor pelancongan (spt: berniaga kecilan, mengusahakan
homestay, pemandu pelancong & pembekal)/ Do intend to venture into the field

32 | P a g e
 related to the support for the tourism sector (eg: business scale, doing homestays, guides
& suppliers)
a) Ya/ Yes b) Tidak/ No

4. Faktor penghalang (jika berkaitan)/ Restraining factors

a1. masalah modal/ capital problems a2. masalah peluang/ Chances
a3. Lain-lain (nyatakan)Others _____________________________

5. Komen dan cadangan: Kaedah untuk membantu meningkatkan sosio-ekonomi

penduduk melalui pembangunan eko-pelancongan sekitar Taman Negara.
Comments and suggestions: Methods to help improve the socio-economic population
through the development of eco-tourism around National Park.
______________________________________________________________________

______________________________________________________________________

I) Pengusaha Tanaman Kontan/ Cash crop/agriculture/ Farming

1. Tahun mulai menjadi peladang /Since when become farmer= 19____

2. Jenis Tanaman/ type of crops 1= Lada/ Chili 2=Jagung/corn 3=Terong /
eggplants 4= Lain-lain/others:___________
3. Purata keluaran sehari / Average products per day (kg)=_____
4. Purata harga keluaran sehari/Av. product price per day (RM) 1Kg =_____
5. Purata hari kerja sebulan/ Average working days per month =_____
6. Kos tetap/ Fixed cost
a1. (Water pump) Harga dibeli(Price) RM___
a2.Jangka umur/life span____tahun/Year
b1. (Power spray) Harga dibeli(Price) RM___
b2.Jangka umur/life span____tahun/Year
c1. (Pam galas) Harga dibeli(Price) RM___
c2.Jangka umur/life span____tahun/Year
d1. (Kayu ‘penyokong)Harga dibeli(Price) RM___
d2.Jangka umur/life span____tahun/Year
e1. (Lain -lain) Harga dibeli(Price) RM___
e2.Jangka umur/life span____tahun/Year

7. Kos semasa / Current cost

a. (Upah membajak) Belanja/musimRM______ (Plowing)
b. (Petrol) Belanja sehari RM______ (Petrol)
b. (Upah pekerja) Belanja sehari RM______ (workers wages)
c. (Racun) Belanja sebulan RM______ (pesticides)
d. (Benih) RM______ (Seeds)
e. (Lain-lain) RM______ (Others)

33 | P a g e
J) Pesawah Padi / Paddy farmer

1. Jenis pesawah/Type of farmer

1a=Tanah sendiri/ Own land 1b=Tanah sewa/pajakan/ Rented land
2. Luas kawasan dikerjakan/ Total area of land = ________ekar/ acre
3. Berapa tahun sudah bersawah/ How many years involve =______tahun
4. Subsidi diterima 2013/ Subsidies recreived=______
5. Keluaran musim 2013/ Production per season=______ kg/tan
6. Kos operasi satu musim/ Operation cost per season
a. Sewa/Pajak / rent or lease per season RM________
b. Upah membajak/ plower wages (mesin-3 kali) RM________
c. Beli benih/seeds ________/bag x____bag RM________
d. Beli racun rumput/herbacideRM ____/liter x ___ liter RM________
e. Beli racun serangga/pesticides RM________
f. Beli baja (tambahan)/ fertilizer RM________
g. Upah menuai/ harvester wages per day RM________
h. Lain-lain/ Others RM________

7. Anggaran pendapatan/ Estimated income

a. Harga jualan / Sales price RM___________/tan

K) Penoreh getah/ Rubber tapper

1. Jenis pesawah/Type of farmer

1a=Tanah sendiri/ Own land 1b=Tanah sewa/pajakan/ Rented land
2. Luas kawasan dikerjakan/ Total area of land = ________ekar/ acre
3. Berapa tahun sudah bersawah/ How many years involve =______tahun
4. Subsidi diterima 2013/ Subsidies recreived=______
5. Keluaran musim 2013/ Production per season=______ kg/tan
6. Kos operasi satu musim/ Operation cost per season
a. Sewa/Pajak / rent or lease per season RM________
b. Upah membajak/ plower wages (mesin-3 kali) RM________
c. Beli benih/seeds ________/bag x____bag RM________
d. Beli racun rumput/herbacideRM ____/liter x ___ liter RM________
e. Beli racun serangga/pesticides RM________
f. Beli baja (tambahan)/ fertilizer RM________
g. Upah menuai/ harvester wages per day RM________
h. Lain-lain/ Others RM________

7. Anggaran pendapatan/ Estimated income

Harga jualan / Sales price RM___________/tan

34 | P a g e
L) Pengusaha Ladang Kelapa Sawit
1. Luas kawasan dikerjakan/ Total area of land = ________ekar/ acre
2. Berapa tahun sudah bersawah/ How many years involve =______tahun/Years
3. Hasil keluaran2013 / Production 2013=_________tan/bulan
4. Hasil diterima 2013/ revenue 2013 =RM_________/tan
6. a. Kos penanaman (penyediaan tanah & anak pokok) = RM____
Cultivation cost (Land preparations and seedling)
b. Tahun ditanam/ planted year _________
7. Kos operasi purata 2013/ Operation cost 2013
a. Merumput/weeding RM_________
b. Beli racun/ pesticides RM_________
c. Meracun/ cost positioning RM_________
d. Beli baja/ fertilizer RM_________
e. Membaja/ cost fertilizing RM_________
f. Memetik buah / Picking fruit RM_________
g. Mengangkut hasil/ Transportation of fruit RM_________
h. Lain-lain/ others RM_________
8. Subsidi diterima 2013/ subsidies received 2013 = RM__________

M) Pengusaha dusun/ Orchard

(i) Dalam kawasan hutan simpan / Forest reserve land
(ii) Luar kawasan hutan simpan/ Outside forest reserve

1. Jenis spesis tanaman & harga jual (RM/kg)- Type of species and sales price

____________________ RM ______ kg , ______________________ RM _______ kg

____________________ RM ______ kg , ______________________ RM _______ kg

____________________ RM ______ kg , ______________________ RM _______ kg

____________________ RM ______ kg , ______________________ RM _______ kg

____________________ RM ______ kg , ______________________ RM _______ kg

2. Kos operasi satu musim/ Operation cost per season

a. Bayaran permit/ permit fee RM________/musim
b. Alatan kerja/ Tools RM________
c. Beli racun rumput / Herbecides RM ____/liter x ___ liter RM________
d. Beli racun serangga/ Pesticides RM________
e. Beli baja (tambahan)/ Fertilizer RM________
g. Lain-lain/ Others RM________

3. Anggaran pendapatan/ Estimated income

a. Harga jualan RM ____________/kg (Price sales)
b. Anggaran hasil_____________/kg semusim (Estimated Product per season)
35 | P a g e
 4. Jenis kenderaan yang digunakan/ type of vehicle :_________________

5. Lokasi pengambilan hasil/ Location

a) Tempat (nyatakan):____________________________ (Specify name of place)
b) Jarak dari tempat tinggal ______________________ km (Distance from home)

6. Pekerja yang terlibat untuk satu-satu trip/ No. Of workers per trips
a. Ahli keluarga/family members ____________orang/person
b. Bukan ahli keluarga/non-family members____________orang/person

7. Jika bukan ahli keluarga berapakah upah yang dibayar untuk satu-satu trip:
If non-family members, how much is their wages per trip
RM __________________ / seorang/person

N) Nelayan Tasik/Sungai
1. Jenis spesis tangkapan & harga jual (RM/kg) /Species of catches and Price if sell

____________________ RM ______ kg , ________________________ RM _______ kg

____________________ RM ______ kg , ________________________ RM _______ kg

____________________ RM ______ kg , ________________________ RM _______ kg

____________________ RM ______ kg , ________________________ RM _______ kg

____________________ RM ______ kg , ________________________ RM _______ kg

____________________ RM ______ kg , ________________________ RM _______ kg

____________________ RM ______ kg , ________________________ RM _______ kg

2. Jenis alat tangkapan yang digunakan/ Type of tools used

a) Selambau b). Pukat, jenis (nyatakan)___________________________
c.) Jala d). Pancing
e) Lain-lain _______________________ (nyatakan)

3. Kos alatan /Cost of tools

a. Selambau termasuk rumah/pondok (selambau include floating hunt)
a1. harga bina RM________ a2. jangka umur _______ thn
(Building cost) (Lifespan)
b. Pukat/trawl b1. harga beli (Price) RM________
b2. Jangka umur (Lifespan)_________ bulan @ tahun
c. Jala/net c1. harga beli (Price)RM ________
c2. jangka umur (Lifespan) __________ bulan @ tahun
36 | P a g e
 d. Pancing d1. harga beli(price) RM _________
(Fishing rod) d2. jangka umur(Lifespan) ___________bulan @ tahun

4. Jumlah pengambilan hasil _________________ kg/trip/bulan

(Number of catches)

5. Jenis kenderaan yang digunakan :______________________

(Mode of transportation)
6. Lokasi pengambilan hasil (Fishing location)
a. Tempat (Htn. Simpan, Tnh. Kerajaan atau Hakmilik):__________
Location (PRF/Stateland/Alienated land)
b. Jarak dari tempat tinggal __________________ km
(Distance from house)
7. Bilangan pekerja yang terlibat untuk satu trip (Number of workers per trip)
1. Ahli keluarga (Family) ____________________ orang
2. Bukan ahli keluarga (Non-family) ____________________ orang

8. Jika bukan ahli keluarga berapakah upah yang dibayar untuk satu-satu trip:
(If non-family, how much the wages per trip)
RM __________________ / seorang (person)

9. Jangkamasa kerja ketika pengambilan hasil (untuk setiap trip)

(Fishing duration per trip)
1. Keluar menangkap ikan (Time start) (jam) _______________
2. Balik (Time end) (jam) _______________

O) SUMBER-SUMBER PENDAPATAN PURATA BULANAN

SEMUA AHLI ISIRUMAH (IAITU SEMUA PENDAPATAN
AHLI-AHLI YANG TINGGAL BERSAMA SAHAJA).
(Average household monthly income sources )

Pendapatan Tunai Purata Pendapatan Sebulan Bagi 2013

(Cash income) (Average monthly income for 2013)

1. Makan gaji (a) Kerja resort (Resort) RM________Sebulan/month

(Received (b) Pekerja kilang lain (Factory)RM_____Sebulan
Salary) (c) Kakitangan kerajaan (Gov)RM_________Sebulan
(d) Kakitangan swasta (Private)RM________ sebulan
(e) Pekerja kontrak (Contract) RM________Sebulan
(f) Lain-lain (Others) RM_________Sebulan

2. Hasil jualan/ (a) Mencari hasil hutan (forest resources) RM_____Sebulan

kerja sendiri (b) Jualan hasil kraftangan (handcraft)RM______Sebulan

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 Bussines (c) Pengusaha chalet (Chalet operator) RM _____sebulan
(d) Pengusaha homestay(homestay operator RM___sebulan
(e) Pemandu bot (Boatman) RM _____sebulan
(f) Pemandu pelancong (tourguide)RM_____sebulan
(g) Kedai runcit/makan(grocery/restaurant)RM___sebulan
(h) Berniaga (bussines) RM______________sebulan
(i) Lain-lain (others) RM______________Sebulan

3. Hasil Pertanian (setelah tolak kos)

Agriculture (a) Penanam tanaman kontan (cashcrop)RM____Sebulan
(b) Tanaman padi (paddy)RM______________Sebulan
(c) Penoreh getah (rubber tapper)RM_______Sebulan
(d) Pengusaha kelapa sawit (oilpalm)RM_______Sebulan
(e) Hasil dusun(orchard) RM______________Sebulan
(f) Menghasil ikan (fisherman)RM_________ Sebulan
(g) Hasil ternakan(cattles)RM______________ Sebulan
(h) Lain-lain(others) RM______________Sebulan

4. Kiriman wang oleh ahli keluarga yang bekerja di tempat lain.

(Remittances from family members)
RM______________Sebulan/Month
5. Lain-lain pendapatan (berniaga, bonus, sewa, faedah dan lain-lain)
(Others income sources (bussiness, bonus, rent, interest, etc.)
RM______________Sebulan/Month

Pendapatan Bukan Tunai. (Inkind income)

6. Makanan ikan / udang / ketam yang dihasilkanRM ______________

Food catches (fish, shrimp, crab)
(Nilai wang jika beli di pasar tolak kos) /Price if we sale, deducted cost

7. Makanan dari hasil tanaman / ternakan RM ______________

(Food from rearing/ own farm)
(Nilai wang jika beli di pasar tolak kos) /Price if we sale, deducted cost

8. Tinggal di rumah sendiri (Live own house) RM ______________

(Nilai bulanan jika di sewa)/Value if rented

9. Guna air bukit/perigi (well/hill water supply) RM ______________

(Nilai wang jika guna saluran paip kerajaan)/price if piped
(2-4 orang =RM10, 5-8=RM15, >8=RM20)

10. Lain-lain(others) RM _____________

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P) Pemilikan Harta Isirumah (household property ownership)

(1) Kereta/Car 1 = Ada/Yes 0 = Tiada/No

(2) Motorsikal/Motocycle 1 = Ada/Yes 0 = Tiada/No
(3) Radio 1 = Ada/Yes 0 = Tiada/No
(4) T.V 1 = Ada/Yes 0 = Tiada/No
(5) Video 1 = Ada/Yes 0 = Tiada/No
(6) Astro 1 = Ada/Yes 0 = Tiada/No
(7) Peti sejuk/Referigerator 1 = Ada/Yes 0 = Tiada/No
(8) Mesin basuh/ washing machine 1 = Ada/Yes 0 = Tiada/No
(9) Telefon/telephone 1 = Ada/Yes 0 = Tiada/No
(10) Telefon bimbit/ handphone 1 = Ada/Yes 0 = Tiada/No
(11) Kipas eletrik/electric fan 1 = Ada/Yes 0 = Tiada/No
(12) Bot/boat 1 = Ada/Yes 0 = Tiada/No

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 Note 7 – Using SPSS software
1.0 GETTING STARTED WITH SPSS

The SPSS package is a powerful and user-friendly statistical analysis tool . It provides
a simple point and click or drag interface for statistical analysis. It has a DATA
EDITOR, which is a spreadsheet that allows you to enter data easily. Statistical
analysis results are displayed in the OUTPUT window and tables and charts can be
copied and paste easily into other programs such as Word or Power-point for
documents and presentations.

To start SPSS, left click on the Start button (at the lower left corner), select Programs,
SPSS for Windows and SPSS 18.0 for Windows.

The SPSS windows dialogue appears and provides a list of tasks that you can do.By
default, the task is set as “Opening an existing data source”.

Click on the OK button and the Open Data dialogue box appears and provides a list
of available SPSS data sets in the SPSS folder.

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Select required data example the “TRAINING “ from the list of SPSS files and click
on the Open button. If the data is save in SPSS format, it will appear extension
“.sav”.

The DATA EDITOR and the OUTPUT windows will appear. Select the DATA
EDITOR window.

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At the top right corner of the DATA EDITOR window, there are three buttons for the
following tasks:
Minimize Left button with a dash (-)
Maximize Middle button with a square ()
Close Right button with a cross (x)
Maximize the data window by clicking on the middle button with a square.

You can now get a full view of the data in the Employee data file.
SPSS data files are saved with the extension “.sav’

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The SPSS main windows are listed below:
Data Editor A spreadsheet for defining variables, entering and editing
data.
Output Viewer Displays statistical results, tables and charts.
Output can be saved as an output file for later use.
Output can be copied and paste into other programs such as
Word and Power-point.
Pivot Table Editor Output displayed in tables can be edited. Rows and column
can be interchanged.
Chart Editor Charts can be edited. Allows changes such as colour, font and
chart types.
Text Output Editor Allows text in output viewer to be edited.
Syntax Editor Allows saving SPSS syntax and running syntax commands
during an SPSS session.
Script Editor Allows advanced users to customize and automate SPSS tasks
by creating and modifying scripts within the program.

The DATA EDITOR allows you to define variables, enter or edit data easily.
At the left bottom corner of the DATA EDITOR window, there are the Data View
and the Variable View tabs.

To view
data

To view information
on variables

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Click on the Variable View tab and information such as variable name, type, label
and declaration of missing values are displayed.

Variable Variable Variable

Variable
Name Value Measure
Type

Click on the Data View tab to return to the DATA EDITOR Window.

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The File menu in DATA EDITOR has a list of tasks such as creating New (Data,
Syntax, Output or Script), Open (Data, Syntax, Output or Script), Close, Save, Save
As (to different location), Export to Database (dBase, Excel or MS Access), and
listing of Recently Used Data or Recently Used Files.

The Edit menu provides tasks such as Cut, Copy, Paste, Clear, Insert Cases, Insert
Variable, Find (to find data for a particular variable), Go to Case (to locate certain
Case Numbers or observations) and Options (to change default settings)

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The View menu allows changing the font style, remove grid lines and display
variables or value labels for coded variables (such as f = Female, m = Male).

The Data menu provides a list of tasks such as Copy Data Properties (copy selected
variable and data from other data sets), Sort Cases, Merge Files, Split File and
Select Cases.

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The Transform menu allows you to Compute (create new variables such as sum,
ratio or log), Recode, Automatic Recode (recode several variables at once), Visual
Binning (create bins for interval variables), Rank Cases and Replace Missing
Values.

The Analyze menu provides a list of statistical analysis such as Descriptive Statistics
(frequencies and cross-tabulations), Compare Means (Independent-Samples T-test,
Paired-Samples T-test, ANOVA), General Linear Model, Correlation, Regression
and Non-parametric Tests.

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The Graph menu enables you to create bar charts, pie charts, line charts, boxplots
and histogram using Chart Builder, Interactive or Legacy Dialogs.

The Help menu allows you to search information under Topics, learn more on how
to use SPSS using Tutorial, Case Studies or Statistics Coach.

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 2.0 CREATING SPSS DATA FILES

The SPSS DATA EDITOR is a spreadsheet that allows you to enter data easily.
Click on the File menu, select New and Data and the SPSS DATA EDITOR window
appears. The Untitled1[DataSet] at the top left corner indicates that this is a new file
and no filename has been given.

Click on Variable View tab to define the variables.

To define the first variable (i.e. gender), left click on the first column in the first row
under the Name column and type in gender.

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Move the cursor using the left arrow  on the keyboard to the Type column.
Since gender is coded as “1” and “2”, it can be declared as Numeric. If gender is
coded as “m’ and “f” then you will need to select String. Use the default Numeric
type and click on OK.

We will use the default setting for Width.

In the Decimals columns, the default decimal place is 2. Decrease the decimal to zero
as gender is a categorical variable and not measured on a continuous scale. Move the
cursor using the left arrow  on the keyboard to the Label column and type gender.
Next, move the cursor using the left arrow  on the keyboard to the Values column.
Click on the small grey square button and the Value Labels dialogue window
appears. Type 1 in the Value box. Next, type male in the Label box and click on Add
button.

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 1. Right Click
Values column

2. Type “1” &

Label as Male

3. Click Add

Repeat and Type 2 in the Value box.

Then, type female in the Label box and click on Add and OK

4. After Done Add

Values, Click OK

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Continue defining the other variables as listed below.
Name Type Label Values

gender numeric Gender 1=male

2=female
1=21-30
age numeric Age 2=31-40
3=41-50
4=above 50
0=Tiada
1=Sek Ren
education numeric Education attainment 2=Sek Men
3=Tgkt 6
4=Kolej &U
A1 numeric Land for agriculture
A2 numeric Fishing
A3 numeric Animal hunting
A4 numeric Herbs for medicine 1=Yes
A5 numeric Rattan harvesting 0=No
A6 numeric Water supply for agriculture
A7 Forest resources for
numeric
handcraft
A8 numeric Wildfruit harvesting
A9 numeric Bamboo harvesting
A10 numeric Honey harvesting

2.1 Defining Variables Rules

 Must begin with a letter
 Cannot end with a full stop or underscore
 Blanks, space and special characters (such as ?. “.!, *) cannot be used.
 Duplication of variable names is not allowed.

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The Variable View window with all variables defined is shown below:

Click on the Data View button at the lower left corner to get back to the DATA
EDITOR window.
Enter the data for the first five respondents as shown below:

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Click on the File menu and select Save As.
The Save Data As dialogue window appears
Under Save in, select the location (or folder) where you want to save your file by
clicking on the down arrow .

Type in survey in the File name box below the list of SPSS data files.
By default, the Save As type is SPSS (*.sav) for SPSS data file.
In this example, the survey.sav data is saved in the FRIM folder.

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2.2 Importing Excel Files
This section illustrates how to import Excel data files into SPSS.
Go to the File menu, select Open and Data.

From the Open Data dialogue window, under Look in, click on the down arrow 
and select the folder FRIM.
Next, under File of type, click on the down arrow  and select Excel (.*xls).

Select the WORKSHOP.xls data in Excel format and click Open.

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In the Opening Data Source dialogue window, under Worksheet window, click the
down arrow  and three Excel worksheets will be displayed. Select the first
worksheet WORKSHOP ([A1:M1].

Click OK and the data appears in the SPSS DATA EDITOR window.
Click on the File menu, select Save As. In the Save As In dialogue window, under
File name, type in WORKSHOP1 and click Save.

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Repeat the whole process and import in the second Excel worksheet and save it as
WORKSHOP2.

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This section illustrates how to merge three SPSS data file into one file.

Open the WORKSHOP1 SPSS data file using File, Open Data. From the Data menu,
select Merge files and Add Cases. In the dialogue window Add cases to
WORKSHOP1, under An Open data set, select WORKSHOP2 and click Continue.
Note that you will have to click on the An External SPSS data file button and
Browse to locate WORKSHOP2 if it is not an open data set.

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In the Add Cases from WORKSHOP2 dialogue window, make sure that all the
variables are listed in the Variables in Active data set box. Click OK and the 73
observations in WORKSHOP2 will be included into the WORKSHOP1 SPSS data
set.

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Click on File, select Save As and and type WORKSHOP_merge in the File Name box.
This SPSS data set contains observations from all three data sets.

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 3.0 DESCRIPTIVE STATISTICS AND CREATING CHARTS

Quantitative analysis should always start with some descriptive statistics and charts
before moving on to inferential statistics which involves modeling and hypothesis
testing. Simple descriptive statistics involve reporting the mean or median and
standard deviation of continuous variables, and the frequency distribution and
percentages for categorical variables. Charts are informative visual aids for
summarizing results and makes report looks interesting.

3.1 Descriptive Statistics

This section illutrates obtaining frequency distribution for catregorical variables and
descriptive statistics for continuous variables using SPSS.

3.1.1 Obtaining frequency distribution

Open the orangasli.sav file
Click on Analyze and select Descriptive Statistics and then Frequencies.
.

.
The Frequencies dialogue box appears. Select the variable “Name of Village” and
click on the middle button  to move it to the Variable(s) box.

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The SPSS output is shown below:

Statistics

Name of village

N Valid 239

Missing 0

Kg

Cumulative
Frequency Percent Valid Percent Percent

Valid 1 Sg Raba 78 32.6 32.6 32.6

2 Sg Banun 39 16.3 16.3 49.0

4 Desa Permai 52 21.8 21.8 70.7

5 Desa Damai 42 17.6 17.6 88.3

6 Ria 28 11.7 11.7 100.0

Total 239 100.0 100.0

Note that since there are no missing values the Percent and Valid Percent values are
the same.

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3.1.2 Descriptive statistics
Open the Employee Data.sav file
Click on Analyze and select Descriptive Statistics and then Descriptives.
In the Descriptives window, select teh variable ‘salary’ and ‘salbegin’ and move them
into the Variable(s) box.

Click on the Options tab and the Descritive:Options dialogue window appears.
By default the boxes for Mean, Std. Deviation, Minimum and Maximum are already
checked. Under Distribution, click on the Skewness and Kurtosis boxes.
Then, click Continue and OK.
The descriptive statistics results will appear in the OUTPUT window.

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3.2 Creating Pie Charts

Click on the Charts button. Select Pie Chart. Under Chart Value, then select
Percentage.

Click on Continue and then OK.

The pie chart will appear in the OUTPUT window.

Double click on the pie-chart to activate the Chart editor

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Double click again on the pie chart in the Chart Editor window and the Properties
dialogue box appears. Click on Depth & Angle.

Click on the 3-D radio button.Then, click on Apply and Close.

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Double click on the 3-D pie-chart. From the Elements menu select Data Label Mode
and click on each slice of the pie-chart to put in the percentage value.

Click on Elements and Data Label Mode again to switch off the Data Label Mode.

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Click on the Minimize button to return to the Output window. You have now
created a 3-D pie-chart with percentage values for each segment.

3.3 Creating Bar Charts

Click on Graphs, select Legacy Dialogs and Bar.

The Bar Charts dialogue window appears. Click on Simple and under Data in Chart
use the default “Summaries for groups of cases”. Click on Define.

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In the Define Simple Bar:Summaries for Groups of Cases, select Gender and move
it to the Category Axis box. Click on the % of cases radio button and then click OK.

The simple bar chart for gender will appear in the OUTPUT window.

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To create a 3-D simple bar chart, double click on the bar chart and the Chart Editor
window appears. Double click on one of the bars and from the Properties dialogue
box, click on Depth & Angle. Click on the 3-D radio button and then click Apply.

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The 2-D simple bar chart changes to a 3-D chart. Click on Elements and select Data
Label Mode.

Click on each of the bar and the percentage value will appear.

Close the Chart Editor window by clicking on the Minimize button. to view the 3-D
bar chart in the OUTPUT window.

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You can click on the bar chart in the Output window to select it.
Then, click on the Edit menu, select Copy and Paste the bar chart into a Word
document or power-point slide.

3.4 Creating Clustered Bar Charts

Click on Graphs, select Legacy Dialogs and Bar.

The Bar Charts dialogue window appears. Click on Clustered and under Data in
Chart use the default “Summaries for groups of cases”. Click on Define.

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In the Define Clustered Bar:Summaries for Groups of Cases, select Marital Status
and move it to the Category Axis box. Then, select Gender and move it to the Define
Clusters by box. Click on the % of cases radio button and then click OK.

The clustered bar chart for gender clustered by marital status appears in the
OUTPUT window.

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To create a 3-D clustered bar chart, double click on the bar chart and the Chart Editor
window appears. Double click on one of the bars and from the Properties dialogue
box, click on Depth & Angle. Click on the 3-D radio button and then click Apply.

The 2-D simple bar chart changes to a 3-D chart. Click on Elements and select Data
Label Mode.

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Click on each of the bar and the percentage value will appear.

Close the Chart Editor window by clicking on the Minimize button to view the 3-D
bar chart in the OUTPUT window

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3.5 Creating Stacked Bar Charts

Click on Graphs, select Legacy Dialogs and Bar.

The Bar Charts dialogue window appears. Click on Stacked and use the default
“Summaries for groups of cases”. Click on Define.

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In the Define Stacked Bar:Summaries for Groups of Cases, select Gender and move
it to the Category Axis box. Then, select Marital Status and move it to the Define
Stacks by box. Click on the % of cases radio button and then click OK.

The bar chart for gender stacked by marital status appears in the OUTPUT
window.

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To create a 3-D clustered bar chart, double click on the bar chart and the Chart
Editor window appears. Double click on one of the bars and from the
Properties dialogue box, click on Depth & Angle. Click on the 3-D radio button
and then click Apply.

The 2-D simple bar chart changes to a 3-D chart. Click on Elements and select
Data Label Mode.

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Click on each of the bar and the percentage value will appear.

Close the Chart Editor window by clicking on the Minimize button to view the 3-D
bar chart in the OUTPUT window.

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3.6 Creating Simple Boxplots

Click on Graphs, select Legacy Dialogs and Boxplot.

The Boxplot dialogue window appears. Click on Simple and use the default
“Summaries for groups of cases”. Click on Define.

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In the Define Simple Boxplot:Summaries for Groups of Cases, select Age and move
it to the Variable box. Then, select Gender and move it to the Category Axis box.
Then, click OK.

The simple boxplot for Age appears in the OUTPUT window.

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The dark horizontal line in the box, represents the median of age for each gender.The
boxplots show that the median age for male is higher than female. The long whiskers
indicate that the distribution of age is skewed to the right for each gender.The small
white circle indicates there is an outlier in the female group.

3.7 Creating Clustered Boxplots

Click on Graphs, select Legacy Dialogs and Boxplot.

The Boxplot dialogue window appears. Click on Clustered and use the default
“Summaries for groups of cases”. Click on Define.

In the Define Clustered Boxplot:Summaries for Groups of Cases, select Age and
move it to the Variable box. Then, select Name of Village and move it to the Category
Axis box. Then, select Gender and move it to the Define Clusters by box and click
OK.

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 .

The clustered boxplot of Age for every village will appear in the OUTPUT window.

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 Note 8 – Using R software

Outline

• What is R and Why use R

• Installation of R
• Start R
• How to use R
• Some of my applications
• Try using R now
What is R and Why use R
• R is a language and environment for statistical computing and
graphics. It is superior to many other graphics and analysis
packages commonly used, and has a very wide range of statistical
analysis and data plotting functions.
• R is free.
• R is used in academia, business & industry
• It was said that there are at least 2 million users.
• R is effective and an independent platform. R can run in Windows,
Mac, Linux. This is very important for communicating with different
system users.
• Open source. Bugs found, reported and corrected. You can write
your own packages.
• Highly extensible, with over 3500 user-contributed packages
available and still growing.
• R has many help resources. That is absolutely unique. There
are many online help resources both from r-project.org and
from many specific lists and interest groups, even though
sometimes it seems difficult to choose.
• R makes excellent graphics.
• The command-line interface is much better for using,
learning and teaching. Users can post, reproduce and save
the commands exactly.
• R is command-oriented. Users normally type commands, and
the R responds interactively to these commands. And many
packages are developed by about 20 core team members
and many other contributors.
• Unlimited possibilities.
• The basic R system, and contributed packages, are available
from the Comprehensive R Archive Network (CRAN) at
http://cran.r-project.org/
• Home page for R: http://www.R-project.org/
Installation of R
Installation of R
Start R
• Go to cran.r-project.org;
• Under “Download and Install R”, click on the
“Download R for Windows” link;
• Under “Subdirectories”, click on the “base” link;
• Save R file somewhere and start it;
• To Install R by clicking “next”……;
• When asked 32-bit or 64-bit, you need check your
computer operating system (os);
• After finishing the installation, check if there is an
“R” icon on the desktop of the computer. If so,
start it by double-clicking;
• Or, start it from the start menu of programs.
How to use R
• We can write commands and calculate directly at R
Console, but editing “script” is convenient.
• Simple output is prefixed by [1].
• <- is the assignment operator; in the illustration, c <-
1:3, the vector of integers from 1 to 3 is assigned to a
variable named x.
• lower- and upper-case letters are different.
• To download and install a package:
install.packages("")
• Packages are introduced by library(“ ”), and this
introduction needs to be done every time before
using.
Objects
• All variables (scalars, vectors, matrices, etc.)
created by R are called objects. In R, we assign
values to variables using an arrow “less than”
+ “minus”: “<-”.
• There are several possible different types of
objects in R, including scalars, vectors,
matrices, arrays, data frames, tables, and lists.
• List objects: ls()
• Remove objects: rm(“object”)
• Object, function, arguments
Help for R
• help(package="base") # List package contents
• ?data.frame # help on a specific task
• ?Syntax # help on a general topic
• news(package="ggplot2") # details of recent changes
• demo(“graphics") # demonstrate graphics
• browseVignettes() # view index of vignettes in web
browser
• See documentation links at http://www.r-project.org
for manuals,
• wiki, R journal, books etc.
• CRAN task views: http://cran.r-project.org/web/views/
• Many R bloggers, aggregated at http://www.r-
bloggers.com/
Some applications of R
• Wherever there is a calculation, data analysis,
graphics……
• Some of our experiences:
Panel data analysis
Cluster analysis
Mixed model estimations
Dealing with demand elasticities of GDP and price on
forest products, drivers of deforestation, forecasts of
forest areas and forest carbon stock, etc.
Let’s TRY NOW!

Thanks for the great contributions from R developers and all other contributors!