Computer Mediated
Communication (CMC):
Code-Switching
in WhatsApp among BENL Students of IIUM
Nur Almaz Binti Md
Hashim
1214212
Nur Fatihin Binti
Rashid
1217660
Nuril Fathihah Binti
Mazlan
1210802
Siti Nur Illiya Binti
Md Zainal
1218712
International Islamic
University Malaysia
This paper as partial
fulfillment for the requirement of ENGL 4740 Section 1 instructed by Dr. Rozina
Abdul Ghani, Kulliyah of Islamic Reveal Knowledge and Human Sciences.
International Islamic University Malaysia. Semester 2, 2015/2016.
Table of Contents
1.
Introduction ………………………………………………………………….. 3
1.1 Background of Study .......………………………………………………. 3
1.2 Statement of Problems …………………………………………………… 4
1.3 Purpose of Study ……………………………………………………………. 4
1.4 Research Questions ……………………………………………………………. 4
1.5 Significance of Study .....……………………………………………....... 4
2.
Literature Review …………………………………………………………… 6
3.
Methodology …………………………………………………………………… 15
4.
Findings ……………………………………………………………………………. 16
5.
Discussion …………………………………………………………………… 18
6.
Conclusion ……………………………………………………………………. 20
7.
Appendices
8.
References
1.
Introduction
1.1
Background
of Study
Computer Applications in Language Learning (CALL) is a
course in which all level 4 students of the Department of English Language and
Literature (DELL) in the International Islamic University Malaysia (IIUM) must
take to complete their studies. Computer Mediated Communication (CMC) is a
medium of communication that has replaced the conventional face-to- face
interaction. This course serves to see the impacts of technology on the
language use of the general public.
Other than the usual social networking sites (SNS), we
also have modern day gadgets like our smartphones. These smartphones provide
mobile applications like WhatsApp, Telegram, Viber, and the likes, that are
used in order to get in touch with others. Therefore, these mobile applications
are a synchronous type of communication. However, some have agreed that mobile
applications like WhatsApp, is a mix of both synchronous and asynchronous type
of communication due to poor internet connection or maybe not checking one’s phone
every so often, some of the messages may get overlooked.
Among all the other communication application, it is
decided that WhatsApp is a very popular mobile application among the general
public. Coming from a multicultural and multilingual community, it is observed
that people tend to communicate with their different codes and styles. These
different codes also happen according to the different people that they are
communicating with. Therefore, the aim of this study is to investigate the
extent students use code-switching in their daily communication, particularly
the English majors from DELL of IIUM.
1.2
Statement
of Problems
It is a
common stereotype that BENL students tend to express their ideas better in
English especially since IIUM is an English speaking campus. However, there are
not enough studies being researched on regarding the percentage in code-switch
among English majors especially those who are non-native speakers and English
being their second language.
1.3
Purpose
of Study
The
purpose of this study is to find out to what extent BENL students use
code-switching in online communication, particularly in WhatsApp.
1.4 Research Questions
1. To what
extent BENL students result to code-switching in WhatsApp conversation?
2. What are
the common parts of speech used in code-switching among BENL students?
3. What are
the motives for code-switching in communication?
1.5 Significance of Study
In this paper, we have decided to find out to what
extent does Bachelor of English Language and Literature (BENL) students use
code-switching in online communication. We have specifically chosen a WhatsApp
group of all BENL students from different levels to fully understand to what extent
they use to code-switch and the common parts of speech used, as well as the
motives for their code-switching.
The
study will be significant to multilingual speakers in order to develop
sensitivity and raise awareness of adab in online communication.
2.
Literature
Review
Title:
Convenience or Nuisance? : The ‘WhatsApp’ Dilemma
Year:
2014
Author:
Annie Dayani Ahad and Syamimi Md Ariff Lim
Journal of
Publication: Procedia - Social and Behavioral Sciences
Purpose
of Study: The study aims to examine
the domestication of WhatsApp among young people, specifically the
undergraduates at University of Brunei Darussalam
Statement
of Problem: There are little to none
research that has been conducted on revealing the effects of WhatsApp use
towards students’ performance and learning
Research
Questions:
1.
What are the
uses and effects of WhatsApp messaging among university students?
2.
To what extent
does WhatsApp messaging is used to disseminate information or media content,
regardless of its regulated and unregulated nature?
Significance: This study seeks to contribute to and expand the limited
knowledge in this area which will be of interest to policy makers, educators, marketers,
parents and even young people
Methodology:
·
Type of
research: Quantitative-based approaches
·
Sampling: Random
undergraduates of University of Brunei Darussalam
·
Procedure:
1.
An online
questionnaire consisted of thirty-nine (39) questions, which comprises of both
open-ended and close-ended questions, were distributed among undergraduates of
University of Brunei Darussalam.
2.
The questions
were designed to fulfill these 5 variables
i.
Demographics or
profiles of WhatsApp users: gender, age group, race and faculty
ii.
Appropriation:
the motivational factors to WhatsApp adoption
iii.
Incorporation:
the frequency of use or time spent per day, usage types and features, the type
of information disseminated
iv.
Objectification:
the symbolic meaning of WhatsApp
v.
Conversion: the
challenges encountered and continuity of WhatsApp use
Findings:
1.
Demographics
·
A total of 158
undergraduates of University of Brunei Darussalam participated in the online
survey.
·
The majority of
the participants were female at 78.98% and male at only 21.02%.
·
The participants
were aged between 18 and 23 years old with the majority being 21-23 years old
at 40.76%.
·
The largest
number of participants came from the School of Business and Economics at 45.51%.
2.
Appropriation
·
The most popular
instant-messaging application used is WhatsApp at 96%, followed by Viber,
WeChat and Line.
3.
Incorporation
·
Majority of the
undergraduates use WhatsApp for more than 3 hours per day
·
Sending text
messages, photos and information are the 3 most common features used among the
participants.
·
The study found
that WhatsApp was very useful for group discussions and interactions hence
providing the ability to strengthen bonds with family and friends.
·
The study also
found that there was an increase in expectations from others or that one must
reply messages immediately.
4.
Limitations
·
The sample size
of this study is very small thus it cannot be used to apply to WhatsApp users
in general.
·
The sample is
also limited to undergraduates only rather than a variety of academic levels .
Title:
Word’s Up with WhatsApp: The Use of Instant Messaging in Consciousness-raising
of Academic Vocabulary
Year:
2014
Author:
Chuah Kee Man
Journal of
Publication: Research Gate Publication – 23rd MELTA and 12th
Asia TEFL International Conference 28th - 30th August
2014, at Borneo Convention Centre, Kuching Sarawak.
Purpose
of Study: The study was conducted to
raise learner’s awareness on academic words through the use of instant
messaging applications particularly WhatsApp.
Statement
of Problem: Limited contact hours in
the classroom restrict teachers from vocabulary-enhancing activities.
Research
Questions:
1.
Can WhatsApp be
used to raise learner’s consciousness on academic words?
2.
What are the
potentials and drawbacks of WhatsApp in vocabulary learning?
Significance: This study would benefit students in raising their
awareness on academic vocabularies through instant messaging application
(WhatsApp).
Methodology:
·
Type of
research: Quantitative-based approaches
·
Sampling: 35
students from different academic programmes with MUET Bands from 1 to 3.
Procedure:
1.
A group chat was
formed for 35 students who were in educative course concentrating on academic
writing.
2.
A pre-test of 40
academic words was given to execute the consciousness-raising steps.
3.
Selected
academic words from Academic Words List were shared for 10 weeks on the WhatsApp
group every day and the learners were encouraged to discuss its use with the
instructor’s participation.
4.
On the 11th
week, a post-test was administered to test if the students managed to use the
word correctly.
5.
The pre- and
post-test were spelling of the chosen words and the students must also provide
the meaning and ways on using them in the correct context.
6.
The words that
were presented by the students in the WhatsApp group must have these
approaches:
i.
Provide the
general meaning of the words – the students have to explain based on their own
understanding.
ii.
Support with
media files and some emoticons.
iii.
Provide examples
of the word usage.
Findings:
1.
The students
performed better in the post-test which consists of similar words in pre-test
but were re-ordered randomly and they seemed to be able to understand the words
better in context during post-test.
2.
In the pre-test,
the students managed to score ranging from 40-45 while in the post-test, the
students managed to score 70-75.
3.
All of the
students showed improvement in their post-test, but only 6 of them managed to
increase only 1 mark from their pre-test, and these students were those who
participated the least in the WhatsApp group.
4.
17 students
increased their scores by 5 and above, 12 students improved in scores ranging
from 2 to 5, and 6 students increased their scores by 1.
5.
Other than the
test scores, simple interview sessions were conducted to 15 students from the
group to enquire feedbacks on the use of WhatsApp.
6.
The students
feedbacks were:
i.
They are more
motivated to learn and that WhatsApp helped them to generate interest on the
words.
ii.
They got
authentic context-awareness as the explanations of the words were given based
on the context of their programme or study.
iii.
They got
seamless collaboration – they can help each other out easily and effectively.
iv.
It is a
ubiquitous learning because they have WhatsApp on their mobile phone and they
can join in the discussion anytime and anywhere.
7.
There are also
limitations in this study:
i.
The students
might get some interference during the 10 weeks.
ii.
The students
might have learned the words through other sources such as self-reading or
asking their friends.
Title:
The Impact of Technology (BBM and WhatsApp Application) on English Linguistics
in Kuwait
Year:
2013
Author:
Ashraf Atta M. S. Salem
Journal of
Publication: International Journal of Applied Linguistics and English Literature
Purpose
of Study: To investigate the actual
use of instant and text messaging shortcuts on the writing tasks of
intermediate and secondary stage students and its impact on English language
use
Statement
of Problem: Students in Kuwait tend to
use text messaging shortcuts excessively in their writing tasks in their
English language class, which is obviously deviated from the Standard English language
used in learning institutions
Research
Question: To what extent is the
instant and text messaging adversely affect the use of English language (in
terms of vocabulary, spelling and grammar) in Kuwait?
Significance: This study would help to be a step further towards
the assessment of the real use of instant messaging shortcuts in writing tasks
in school
Methodology:
·
Type of
research: Qualitative-based approaches
·
Sampling: Random
211 high socio-economic level citizens of Kuwait, consists of two age level
groups; intermediate school students and secondary school students
·
Procedure:
1.
50 interview
items were designed for the participants to answer with the first 15 items were
designed for describing participants’ personal data.
3.
Interviews were
conducted orally with the participants where the participants needed to respond
to all 50 items.
4.
The interviews
were recorded and transcribed in order to have both audio form and written
transcript for the analysis.
Findings:
1.
The analysis
found that instant and text messaging have an adverse, rather destructive
effect of English language in terms of vocabulary, spelling and grammar, based
on the responses of the participants.
2.
The Kuwaitis
tend to overuse shortcuts in instant and text messaging to convey their ideas
which unfortunately affects their English grammar and also spellings.
3.
Some of the
examples of commonly used shortcuts in their instant and text messaging are
“nw” which means “now” and “bk” which means “back”. These kind of shortcuts are
widely used by WhatsApp users in Kuwait.
4.
These shortcuts are also used in their English
language classes as a result of fossilization.
To conclude, because of the excessive use of shortcuts
in instant and text messaging, the Kuwaitis are badly affected that they forget
the correct form of English language, and this phenomena cannot be repaired
through remedial practice.
3.
Methodology
The
data collected and analyzed for this study is a corpus of 1220 words taken from
a WhatsApp conversation of a group of BENL students from IIUM who were planning
for a surprise birthday party for a friend. The sample of the study consists of
16 participants and all of them are Malaysians who use Bahasa Melayu as their first
language and English as their second language. Participants are accustomed to
use instant and text messaging for a long time. The data collected is from 18th
April 2015 at 11.28 p.m. to 19th April 2016 at 01.12 a.m., which
means the duration of the conversation in the corpus used takes course for
about 3 hours. The administrator of the WhatsApp group has given the group a
name: “Yana’s Bday Prank”.
This linguistic
analysis study employed a mixed method by combining both qualitative and
quantitative research designs. For the qualitative research design, the
researchers were the instrument or the tool for collecting and analyzing data.
This study also used the quantitative research design to generally translate
aspects of code-switching phenomena into numbers to be analyzed mathematically.
The data collected is
then analyzed based on code-switched parts of speech; they are verbs,
adjectives, adverbs, nouns, pronouns, prepositions, conjunctions, and
interjections.
4. Findings
The
total number of code-switching items found in the WhatsApp conversation is 81
words out of the total corpus of 1220 words. The percentage of code-switching
among these BENL students is only 6.62% which is relatively low. The results
are illustrated in the pie-chart below, followed by the explanation for each illustration.
From
the analysis of the WhatsApp conversation, out of the total number of
code-switching that occurred, 40 out of 81 code-switch items are verbs which is
equivalent to 50%, thus making it the mostly code-switched item that BENL
students tend to practice in their everyday communication. It can be seen that
in almost every message sent, whenever code-switching occurs, it is mostly in
the form of verb. Some of the verbs used in the conversation are, cakap which means ‘to speak’ and marah as in ‘to scold’.
Only
a total of 8 code-switching items each occurred in the form of adjectives and
prepositions making this the second most parts of speech used when it comes to
code-switching. Both adjectives and prepositions occur at 10%. Examples of
adjectives used in the conversation would be lagi bagus and garang which
means ‘better’ and ‘strict’, respectively. On the other hand, examples of
prepositions used in the conversation are, belakang
and dengan. The latter brings the
meaning of ‘with’ and the former gives the meaning of ‘back’.
Next,
at 7%, nouns and conjunctions are the third mostly used code-switch items in
the conversation. These parts of speech occurred 6 times each out of 81 in
total. However, only 5 code-switched interjections were used in the conversation,
which is equivalent to 6%. Examples of nouns used in the conversation are kedai and bilik. These words bring the meaning of ‘shop’ and ‘room’
respectively. To add to that, examples of conjunctions used in the conversation
are macam and sebab. Macam means ‘like’
and sebab means ‘because’.
Lastly,
the least code-switched parts of speech used in this conversation are adverbs
and pronouns; occurring only 4 times each, these parts of speech land at only 5%. Lambat is
an example for adverb used in the conversation, which brings the meaning of
‘late’. While, dia means ‘her’.
5.
Discussion
The general perception
towards non-native English speakers of BENL students is that they are able to
express their ideas better in the English language, provided that they have an
adequate grasp of it. However, they tend to switch to their native language
which is Bahasa Melayu in between the English language during informal online
conversations.
Based on the findings
of this study, BENL students tend to code-switch most when they are interacting
with their peers. However, the percentage on BENL students resulting to
code-switch is relatively low, at only 6% of the total conversation.
The most common part of
speech used in code-switching among BENL students is verb. For example, marah and cakap are among the verbs that are used in expressing actions. The
reason could be that these words carry a higher semantic value attached to the
speakers. Using ‘scold’ and ‘speak’ won’t bring a similar impact or tone to the
conversation.
However, the least
parts of speech used are adverbs and pronouns. This may result from the
interference of the students’ first language where they are more inclined to
construct ideas and sentences based on the structure of their mother tongue.
For example, in Bahasa Melayu, there is an additional rule when using adverbs
where it is used with a conjunction (dengan)
rather than occurring immediately after a verb as in the English language. When
it comes to pronouns, the English language has a far wider variety of precision
such as ‘he’, ‘she’, ‘her’, ‘his’, ‘him’ and so on as compared to Bahasa Melayu
with a least variety of gender-specific pronouns; awak (you) and dia (she/
he). Therefore, BENL students are more inclined to using adverbs and pronouns
in the English language rather than Bahasa Melayu.
It can be said that
BENL students tend to code-switch because they express their ideas better in
their native language. The reason could also be due to people having the
tendency to think in their first language but express them in the desired
language. Hence, they are more comfortable in code-switching because their
messages would come across better and clearer.
Other than that, one of
the reasons to code-switching could be from a force of habit. Being in an
international institution with English as the medium of communication, BENL
students are inculcated to communicate in this language in both formal and
informal context.
Code-switching does not
only benefit the speaker but also the other party in a sense where social gap
could be reduced by allowing both parties to be more comfortable in
comprehending each other. This will make the
message simpler, clear, and avoid misunderstandings. This is in
line with the hadith narrated by Imam Tirmidhi: “The
people whom I hate the most and who are the farthest from me on the Day of
Judgment are those who talk uselessly, and those who put down others, and those
who shows off when they talk.”
Lastly, since English
is their second language and studying in an international institution, they are
more inclined to take this opportunity to improve their English language proficiency,
be it in the written or spoken form by practicing it regularly with their
comrades.
6. Conclusion
Command
of only a single variety of language is a rather rare phenomenon, especially
with today’s rampant use of modern technology. Most speakers command several
varieties of any language they speak.
People are usually required to select a particular code that they choose
to speak, and they may choose to switch from one code to another or to even mix
the codes and therefore creating a new code.
Code-switching
is not a uniform phenomenon as it varies from group to group according to their
region origin, residence, social class, occupation, and the likes. Hence, each
group tend to establish its own codes.
7. Appendices
7.1 Raw Data
18 Apr 23:28 - Raimy Rhyme Rahim created
group “Yana's Bday Prank”
18 Apr 23:28 - Raimy Rhyme Rahim added
you
18 Apr 23:29 - Raimy Rhyme Rahim: Is
everyone here?
18 Apr 23:29 - Nabilah Aisyah: Hahaha
tengok group tittle tahu dah motif
18 Apr 23:29 - Nur Almaz: Amalina
Ashaari.vcf (file attached)
18 Apr 23:29 - Iqlil Juni: Uish hahahaa
balas dendam ke Raimyyy
18 Apr 23:30 - Raimy Rhyme Rahim: Eh
amalina bukan dah ke?
18 Apr 23:30 - You're now an admin
18 Apr 23:31 - Aina Alimin: Uuuuu
18 Apr 23:31 - Aina Alimin: hahaha
18 Apr 23:31 - Aina Alimin: Cool
18 Apr 23:31 - Iqlil Juni: Yg ada tu no
lama dia kan..
18 Apr 23:31 - Raimy Rhyme Rahim:
Hahahahhaa yezza
18 Apr 23:31 - Raimy Rhyme Rahim added
Amalina Ashaari
18 Apr 23:33 - Kak Aza: So I'm in charge
of cake?
18 Apr 23:33 - Kak Aza: Ke Fatihin ?
18 Apr 23:33 - Raimy Rhyme Rahim: Jap eh
I ll brief you guys in a bit
18 Apr 23:33 - Kak Aza: I'll be coming
insyaAllah
18 Apr 23:33 - Kak Aza: Aite 👍🏼
18 Apr 23:33 - Nur Almaz: Liyana
Adlin.vcf (file attached)
18 Apr 23:33 - Nur Almaz: Lupa nak add
dia juga
18 Apr 23:33 - Kak Aza: 😂
18 Apr 23:34 - Aina Alimin: Lololol
18 Apr 23:34 - Aina Alimin: Bila nak
buat ni?
18 Apr 23:35 - Nur Almaz: Esok masa
meeting
18 Apr 23:36 - Nabilah Aisyah: Oh yeke
18 Apr 23:36 - Iqlil Juni: Jam berapa?
8.30m
18 Apr 23:36 - Iqlil Juni: ?
18 Apr 23:36 - Nur Almaz: Meeting/ makan
makan
18 Apr 23:36 - Nabilah Aisyah: If perlu
apa apa baik bagitau awal . Since im home ni
18 Apr 23:42 - Raimy Rhyme Rahim added
Thoriq ETN
19 Apr 00:13 - Kak Aza: The
anticipation. When Raimy types for the past 5 mins
19 Apr 00:13 - Kak Aza: Hahaha
19 Apr 00:13 - Nabilah Aisyah: Kan .....
19 Apr 00:14 - Amalina Ashaari: n he's
still typing...
19 Apr 00:15 - Fatihin Rashid: 3 years
later....
19 Apr 00:15 - Kak Aza: Brace yourself.
It's gonna be a long one
19 Apr 00:15 - Raimy Rhyme Rahim: Okay
so salam everyone, as you may know tomorrow will be our meeting and
coincidentally landed on yana's bday. So this will be a surprise prank/balas
dendam/#elitsbondingsession as well 😂.
This is my original plan so if you guys
got any ideas lagi bagus.
1) One person will be in charge of
setting the mood beforehand, like telling yana problems and all/kena
tegur/frust etc. Most likely that person is in charge of the next/current
event.
2) if everything goes as planned, she
will be in a state of "aware" of the current mood.
3) masa semua datang mesti ada yang
nampak moody/penat and some will be happy/energetic just to balance everything.
Act casual. 😂
4) masa mula meeting semua jangan wish
dekat yana, maybe just one or two, tapi kalau yang lain dengar just wish je
dekat yana but macam tak ikhlas. #terasa1
5) almaz will be the star of the show
mainly because she will talk on the spot of yana's wrongdoings in organizing
/managing the events and all (including myself also) like really
"bitchy" ? Hahaha 😂 #terasa2
6) some people will be like on the side
of supporting yana like "almaz why need you to openly marah etc2"
7) So the entire mood will be in
"awkward mode" like wth is happening
8) one person will argue back to almaz
about almaz's direct comments on yana
9) Now I m lost of ideas so help me 😂
19 Apr 00:15 - Kak Aza: 3 years later..
Raimy is typing...
19 Apr 00:15 - Raimy Rhyme Rahim:
Hahahahahahaha
19 Apr 00:16 - Nabilah Aisyah: HAHAHA
19 Apr 00:16 - Nabilah Aisyah: Omg drama
nyaaaa
19 Apr 00:16 - Raimy Rhyme Rahim: My
goal is to make it a memorable one, yes, I m expecting yana will cry. 😂
19 Apr 00:16 - Fatihin Rashid: Kesian
nyaaaa Yanaaaa 😭
19 Apr 00:16 - Amalina Ashaari: Ad
script x?
19 Apr 00:17 - Nur Almaz: Kuaja kan
Raimy ni?
19 Apr 00:17 - Raimy Rhyme Rahim: This
is the harmless yet suitable prank that I've come up so far 😂
19 Apr 00:17 - Izzati Ashikin: Longgggg
storyline. Wait i try to digest. Hahaha
19 Apr 00:18 - Husna Dzeidee: "I'm
expecting Yana will cry"
19 Apr 00:18 - Husna Dzeidee: Raimy
jahat weh 😂
19 Apr 00:18 - Kak Aza: I would just do
Macam try to gosok Belakang Yanaa
19 Apr 00:18 - Kak Aza: Kalau argue with
Almaz Macam pelik sikit kot
19 Apr 00:19 - Nabilah Aisyah: I'll be
acting awkward wehehe .
19 Apr 00:19 - Raimy Rhyme Rahim: Ikut
you guys la nak ubah macam mana. Ni just the core/basic storyline
19 Apr 00:19 - Husna Dzeidee: Me too Kak
Aisyah!
19 Apr 00:20 - Raimy Rhyme Rahim: So
just act natural lah, kita kena assign someone yang boleh blend in with the
situations 😁
19 Apr 00:20 - Nabilah Aisyah: Cakes and
food division macam mana?
19 Apr 00:20 - Nur Almaz: I thought nak
tegur dekat whatsapp je. Pastu nanti dia datang datang meeting, "SURPRISE!
🎉🎊"
19 Apr 00:21 - Nur Almaz: See, plan I
tak perlukan berlakon, script, or whatever. Raimy just wants to make Yana cry 👿
19 Apr 00:22 - Izzati Ashikin: Almaz
have to tegur yana kaw kaw lah kan. Hahaha.
19 Apr 00:22 - Izzati Ashikin: And somebody
must also be macam takot2 kan yana ytk dtg meetinggggg
19 Apr 00:22 - Izzati Ashikin: *utk
19 Apr 00:23 - Izzati Ashikin: Bagi dia
freak outtttt
19 Apr 00:23 - Nur Almaz: Eh, I dah la
tengah whatsapp dengan Yana sekarang ni. Kang tersalah hantar pula 😋
19 Apr 00:23 - Izzati Ashikin: Hahhaha.
19 Apr 00:24 - Kak Aza: Maybe Almaz kata
Nak jumpa Yanaa awal sikit
19 Apr 00:24 - Kak Aza: For one on one
19 Apr 00:25 - Kak Aza: Kita dah ready
dalam kelas tuh. Lights off and all, then after Almaz dah Habis BAGI kat Yanaa,
she'll bring her in
19 Apr 00:25 - Nur Almaz: Tak bolehhh,
sebab nanti nak tergelak!
19 Apr 00:25 - Nur Almaz: Dia nak bitchy
pun kena amek feel kay
19 Apr 00:26 - Raimy Rhyme Rahim: Uuu
yang tu lagi senang
19 Apr 00:27 - Halim Ayob: Yeah. I can
also masuk and marah yana if guys want
19 Apr 00:27 - Kak Aza: What are you
gonna marah Yanaa for?
19 Apr 00:27 - Nur Almaz: Haaaa, Halim
and Aina are the actors here
19 Apr 00:27 - Halim Ayob: Sbb bagi t
shirt lambat
19 Apr 00:28 - Nur Almaz: Biar la Halim
nak marah dia! Hahaha
19 Apr 00:28 - Halim Ayob: Sbb buat
kerja lambat ke
19 Apr 00:28 - Halim Ayob: And ckp pasal
elits punya kerja sume laji
19 Apr 00:28 - Halim Ayob: Laju
19 Apr 00:28 - Kak Aza: I mean apa benda
yang Halim Nak marah nya
19 Apr 00:28 - Kak Aza: Haha
19 Apr 00:29 - Aina Alimin: Lololol i
can do the silent treatment to her.
19 Apr 00:29 - Halim Ayob: I boleh tmbh
perisa je
19 Apr 00:29 - Nabilah Aisyah: Tak rasa
macam obvious?
19 Apr 00:29 - Halim Ayob: Biar dia
menangis
19 Apr 00:29 - Nur Almaz: Haa! Yes!
Pastu tak cukup promotion ke apa sebab ada some of the students minta from
Halim. Padahal Halim tak tahu apa pun pasal tshirt.
19 Apr 00:29 - Halim Ayob: Tak fikir dah
19 Apr 00:29 - Aina Alimin: She would be
like kenapa kenapa.
19 Apr 00:29 - Raimy Rhyme Rahim: We can
add halim into the fire too. Plan 1 kan almaz marah masa meeting, halim can
chip in cakap pasal tshirt
19 Apr 00:29 - Nur Almaz: Pehhh, korang
kalau bab menipu laju je kan
19 Apr 00:30 - Aina Alimin: Hahaha its
gonna burn if it includes master garang aka halim. Lol
19 Apr 00:30 - Kak Aza: So we're doing
yang meeting tuh eh
19 Apr 00:30 - Kak Aza: Ok
19 Apr 00:30 - Halim Ayob: Yeah . Sure .
Hahaha. Boleh .
19 Apr 00:30 - Kak Aza: so we'll put the
cake outside first?
19 Apr 00:30 - Kak Aza: Then later bawak
masuk ?
19 Apr 00:30 - Raimy Rhyme Rahim: I m
okay with anything. Plan 1 buat masa meeting, plan 2, almaz and halim confront
yana personally then bawak dia masuk
19 Apr 00:31 - Raimy Rhyme Rahim: Pilih
pilih
19 Apr 00:32 - Raimy Rhyme Rahim: Oh btw
almaz me and yana tengah text jugak pasal poster tu since my lappy kan hantar
kedai, dia yang kena buat. You can push her to do more, and marah dia sebab tak
prepare jadi backup poster maker or what. 😂
19 Apr 00:33 - Aina Alimin: Haha not
sure want to pick which. Org yg berlakon la pilih.
19 Apr 00:33 - Raimy Rhyme Rahim: Ok I
now feel bersalah pulak 😂
19 Apr 00:34 - Nur Almaz: I baru je wish
dia happy birthday yang paling sweet dalam dunia. Pehal tetiba I nak marah dia?!
Esok la 😌
19 Apr 00:33 - Kak Aza: Too late to back
off now
19 Apr 00:33 - Kak Aza: Hahahaha
19 Apr 00:34 - Raimy Rhyme Rahim:
Hahahahahahaha
19 Apr 00:34 - Raimy Rhyme Rahim: Awal
nyaaaaaaaaaa
19 Apr 00:35 - Nur Almaz: 😌
19 Apr 00:35 - Raimy Rhyme Rahim: Our
last option halim lah? 😂
19 Apr 00:42 - Raimy Rhyme Rahim: So
i've listed some name yang I think suitable:
Pusher:
1. Almaz
2. Fatihin
3. Juni
4. Halim
5. Izzat
6. Aina
Consulter:
1. Ayesha
2. Afifah
3. Amalina
Neutral:
Others
Any ideas?
19 Apr 00:43 - Aina Alimin: Boleh la.
19 Apr 00:43 - Aina Alimin: Haha
19 Apr 00:54 - Kak Aza: Consulter buat
apa
19 Apr 00:56 - Raimy Rhyme Rahim: Be on
yana's side 😁
19 Apr 00:57 - Kak Aza: Wuu
19 Apr 00:57 - Kak Aza: I can do that
19 Apr 00:57 - Kak Aza: So how's the
food division going
19 Apr 00:59 - Raimy Rhyme Rahim: Or
kalau susah2 just buat private je lah dengan yana. One of the pusher can do
that. Later pergi tempat meeting, bilik gelap, semua keluar 'surprise!'
19 Apr 01:00 - Raimy Rhyme Rahim: For
food can anyone yang ada kereta belikan cake? 😁
19 Apr 01:02 - Nur Almaz: We need to
know nak buat dekat mana juga
19 Apr 01:03 - Raimy Rhyme Rahim: Tempat
meeting biasa
19 Apr 01:03 - Raimy Rhyme Rahim: *?
19 Apr 01:03 - Nur Almaz: Edu?
19 Apr 01:03 - Raimy Rhyme Rahim: Ok
tak?
19 Apr 01:05 - Nur Almaz: Hahaha I know
you're really excited and you really want to kenakan Yana but I think everyone
is already asleep. So we'll continue tomorrow okay, Raimy.
19 Apr 01:05 - Raimy Rhyme Rahim: Hahahahah
sorry everyone I m kinda a nocturnal 😂
19 Apr 01:06 - Raimy Rhyme Rahim: Lupa
dah lewat
19 Apr 01:06 - Fatihin Rashid: Lagi best
kalau kena twice. Kena marah dengan Almaz dulu, then dalam meeting kena marah
lagi. Pastu someone go out take the cake, come back in and surprise her.
19 Apr 01:07 - Nur Almaz: Eh, dia ni
lagi jahat! Lagi ah menangis dia tu!
19 Apr 01:07 - Fatihin Rashid: Just
tryna help hahaha 💁
19 Apr 01:07 - Kak Aza: I can buy the
cake
19 Apr 01:07 - Kak Aza: Although idk
what's good
19 Apr 01:07 - Kak Aza: So tell me the
budget, I'll try and look around
19 Apr 01:08 - Raimy Rhyme Rahim: But
come to think of it yana pulled a prank on me sort of like these kind of prank,
the drama and all. I m pretty sure she will know when something smells fishy.
19 Apr 01:09 - Nur Almaz: Tak, you
sendiri cakap dia takut dengan I 💁. It'll work.
19 Apr 01:09 - Nur Almaz: Kot
19 Apr 01:09 - Nur Almaz: Hahahaha
19 Apr 01:10 - Raimy Rhyme Rahim: So I
think instead of direct marah dalam meeting, yang private one will work I
guess, sebab tak nampak ketara sangat.
19 Apr 01:10 - Raimy Rhyme Rahim: Macam
verrrry personal sampai kena cakap alone
19 Apr 01:11 - Raimy Rhyme Rahim: Bila
dah kena confront then balik bilik
meeting then BAM, happy birthday!
19 Apr 01:12 - Raimy Rhyme Rahim: Ok
sambung esok 🙏🏼😂
7.2 Analysed Data
7.3 Summary of Analysis
Code- Switched Parts
of Speech
|
Frequency
|
Verb
|
40
|
Adjective
|
8
|
Adverb
|
4
|
Noun
|
6
|
Pronoun
|
4
|
Preposition
|
8
|
Conjunction
|
6
|
Interjection
|
5
|
Total
|
81
|
7.4 Description of Framework for Analysis
There
are two kinds of code-switching, situational and metaphorical. Situational
code-switching is when the languages change according to the situation that the
speaker themselves are involved in. Situational code-switching is usually easy
to classify, however, the situations may be socially prescribed that they can
even be taught like ones in a certain ceremony or functions.
Metaphorical
code-switching, on the other hand, requires a change in the language use and
involves some certain social values. It can be changed as defined by the
situation like from formal to informal, solemn to cheerful and even official to
personal. Metaphorical code-switching is slightly more complicated than
situational code-switching as metaphorical code-switching is deeply ingrained
and that it serves subtle but strong functions.
8. References
Annie Dayani Ahada, S. M. (2014). Convenience or
Nuisance?: The ‘WhatsApp’ Dilemma. Procedia: Social and Behavioral
Sciences, 189-196.
Man, C. K. (2014).
Word's Up with WhatsApp: The Use of Instant Messaging in
Consciousness-raising of Academic Vocabulary. ResearchGate. Kuching:
ResearchGate.
Salem, A. A. (2013).
The Impact of Technology (BBM and WhatsApp Applications) on English Linguistics
in Kuwait. International Journal of Applied Linguistics and English
Literature, 64-69.
Wardaugh, R. (1998).
Code-Switching. In R. Wardaugh, Introduction to Sociolinguistics (pp.
99-115). London: Blackwell.
