CHAPTER 1

INTRODUCTION

1.1 Introduction

This chapter comprises background of the study, statement of problem, purpose of the

study, objective of the study, research questions, research hypothesis, significance of study

and scope of the study.

1.2 Background of study

Since their introduction, social network sites (SNS) such as MySpace, Facebook, Friendster,

Skype and many more have attracted millions of users, many of whom have merged these

sites into their daily practise. Facebook for example, one of the social-networking websites

that has become one of the favoured modes of communication on the internet, has

influenced language in terms of its usage and practices. 

In Malaysia, “bahasa rojak” or Manglish is a term popularly used to describe the language

situation of Malaysia or specifically Malaysian English. According to Bakar (2009), Manglish

is the result of an overlapping of English words with words from several languages and

dialect that are available in Malaysia. This sub-variety is also referred to as Colloquial

Malaysian English (CME) (Pillai & Fauziah, 2006) or Manglish (Lee, 1998). Tongue (1974)

quoted, “Anyone who has been only a short time in Singapore and Malaysia will have had

experience of listening to a speaker conversing in a very informal version of English [Singlish

and Manglish] when speaks to someone familiar or chats on the telephone with an intimate

friend.” Singlish or Manglish is used in daily social interaction and reflects the speaker’s

situational and communicative needs.

Visiting the social network sites, where the conversation and discussion takes place has

become daily routine that everyone does in today’s generation including University Malaysia

1

Pahang (UMP) students. Therefore, in this research project, a survey will be carried out

among UMP students to investigate the effect of code-switching on social network sites in

the terms of language use.

1.3 Statement of problem

The code-switch application on English is generally considered inappropriate in formal

situations. Ghazali (2010) stated that due to the bilingual education system and plurality of

the society in Malaysia, speakers are bound to know more than one language. Other than

acquiring their mother tongue through informal family instruction at a young age, students

also learn and use a second or even a third language through formal education. Therefore,

code-switching is more likely to occur in order for communication to be successful among

speakers of different social backgrounds. In many instances, Manglish (Lee, 1998) is

preferred. Lee’s compilation of Manglish terms shows the influence of vernacular languages

on English. One example is the expression lah which often appears at the end of a word,

phrase or sentence.

In technology-mediated communication such as emails, online threaded discussions, blogs

and phone texting (SMS) another form of English surfaces. This may include the use of

emoticons and a hybrid form of English containing local terms and short forms. Due to this

kind of informal version of language used in social network among UMP students without

realizing that it may influence their language use.

Therefore, this research is carried out to investigate the effect of code-switching on social

network sites (SNS) among UMP communities in the term of language use.

1.4 Purpose of study

With the increasing number of social network sites all over the world, people tend to code-

switch in their conversation either face to face or online without even knowing the impact of

doing so towards language used. The purpose of this study is to investigate how code-

2

switching in social network sites or online conversation would affect the social community

towards their language used.

1.5 Objective of study1.5.1 To investigate the effect of code-switching on social network sites on language use

among UMP students.

1.6 Research Question

1. Does social network sites influence the way of UMP students communicate in terms

of language use?

2. How far do UMP students code-switch in their daily communication?

3. What is the effect of code-switching on UMP students in terms of language use?

1.7 Significance of study

This study will be timely and significant for two reasons. Firstly, analysis can be done among

UMP students to investigate whether social network sites influence UMP students to code-

switch. Secondly, the findings will inform UMP students the prevalence of code-switching

among UMP students in daily communications on social network sites. This information can

then be analyzed to get the significance of code switching among UMP students.

1.8 Scope of study

The data collection focused on UMP students. The survey will be conducted in Week 7 and

8 of semester 2 of the 2011/2012 academic year. The study will be carried out to investigate

the effect of code-switch in social network sites among UMP students. Sixty participants

were involved in answering the questionnaire. The distribution of questionnaire was based

on age and race. Sixty respondents with different races, such as Malay, Chinese, Indian and

others will be randomly chosen to answer the questionnaire. All sixty participants were from

UMP including the lecturers, staffs and also students. The participants were selected

3

randomly from members in UMP. They also required to fill-in some basic information such as

race and age on the questionnaire.

1.9 Conclusion

As conclusion, this chapter presented the overview ideas of this research. Background of

study, statement of problem, purpose of study, objective of study, research questions,

significance of study and scope of study were presented to readers. In the next chapter, the

literature review of previous studies on code-switching in social network sites that similar to

this study.

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CHAPTER 2

LITERATURE REVIEW

2.1 Introduction

This chapter provides literature review of previous studies on code-switching in social

network sites that are similar to this study.

2.2 Research Question 1: The communication via social network sites influence daily conversations

Bonk and Kim (1998) observed that, electronic wide-area networks, spread across the World

Wide Web, connect speakers from a wide range of backgrounds and enable expanded

opportunities for social interaction and language learning. Indeed, the online language

learning environment has greatly impacted the cognitive and social aspects of language

learning.

According to Richardson (2006) said that, “Blogs, wikis, podcasts, and other powerful web

tools for classrooms can promote creative, intuitive and associational thinking (creative and

associational thinking in relation to blogs being used as brainstorming tool and also as a

resource for interlinking, commenting on interlinked ideas)”. Within the structure of a blog,

students can demonstrate critical thinking, take creative risks, and make sophisticated use of

language elements. In doing so, the students acquire communication, and collaborative skills

that may be useful to them in both scholarly and professional contexts.

Furthermore, according to Kern (1995) and Freiermuth (2001) in their studies, the internet

acts as natural link to anyone who is online allowing peers to exchange e-mail message for

example or to carry on live (synchronous) conversation through a text. Freiermuth (2001)

also claimed that internet chat has produced measurable language gain by students while

providing them with satisfying language learning experience.

From the above arguments, we can conclude that communication through social network

can give a major impact on the daily conversation. Through this relationship, the level of our

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knowledge will be increased while it also can improve the level of critical thinking and

creative risks in use of language elements.

2.3 Research Question 2: Preference to code-switch in daily life

Code-switching is used to define or negotiate identities between bilinguals has been studied

by a number of researchers (Heller, 1988; Scotton, 1988; Woolard, 1988). In these studies, it

is assumed that each language reflects a particular identity in bilingual communities. The

functions of code-switching have been studied extensively.

In addition, as claimed by Skiba (1997) in his article, the code switching may be viewed as

an extension to language for bilingual speakers rather than interference and from other

perspectives it may be viewed as interference, depending on the situation and context in

which it occurs. This conclusion is drawn from the notions that switching occurs when a

speaker: needs to compensate for some difficulty, express solidarity, convey an attitude or

show social respect (Crystal, 1987; Berthold, Mangubhai and Bartorowicz, 1997).

According to De Fina (1989) in her study on an important distinction as drawn by Gumperz

(1982) studies between two types of code switching: situational and conversational. The

former type is viewed as a one-to-one relationship between social factors and linguistic

behaviour, where the alternation is determined by variables such as settings, speakers and

topics of conversation. This point being supported by Nishimura (1992) which has agrees

that English nouns are used to fill in gaps whenever the Nisei speaker does not know the

Japanese lexical items. English nouns are also used when they have been part of the

customary use of the group; some are used in free variation. According to Grice (1989)

some basic principles govern conversation: quantity of information, quality, pertinence and

manner. The neglect of one of these principles as in the case of code switching implies that

the hearer is pushed to look for additional conversational meaning.

6

Taking a contrary view to this position, Li and Milroy (1995) argues that there is no simple,

one-to-one relationship between code-switching structure and community-level language

preference. The other researcher said that language used and chosen has a connection with

a mother tongue and also culture. Code-switching used among Malaysian is the effect of

mother tongue. For instances, according to Scheu (1995) code switching can be understood

as a means of calling into play specific forms of shared linguistic and cultural knowledge.

There is apparently strong cultural motivation for, or significance attached to the practice of

code switching.

These findings taken together provide strong evidence that code switching is a verbal skill

requiring a large degree of linguistic and cultural competence in more than one language.

The mutual influence of two cultures and two languages combined in bilingualism and

biculturalism also supports the position of weak linguistic determinism, being indicative for

linguistic and cultural parallelism. The frequent use of code-switching, as a feature of

effective interaction, also implies that values and meanings from both cultures attached to

each language are shared by all the members of the community.

2.4 Research Question 3: Code-switch effect and perspective

According to Ayeomoni (2006), his studies showed that code-switching and code mixing

correlate positively with the educational attainment of individuals, and both phenomenon

have their own merit and demerit as well. But, only one hope that nowadays English teacher

must do is to prevent the demerit from affecting the language process of the child.

On this basis, still the chance of code switching to interfere into a language exist within the

occurrence of particular pattern. For instances, Cook (1989; 1991) stated in his studies, code

switching may facilitate language development as a mechanism for providing language

samples and may also be utilised as a teaching method for teaching second languages.

Furthermore, Skiba (1997) claimed in his studies, if code switching is not utilised carefully as

teaching method, the scopes to cause interference in a language may exists. He concluded

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that when code switching is to compensate for a language difficulty it may be viewed as

interference and when it is used as a socio-linguistic tool it should not.

These arguments concluded that code-switching can bring either positive or negative effect

in term of language used because the chance of code switching to interfere into a language

may occur.

2.5 Conclusion

There are three main sections that are discussed in the review of literature which are the

communication via social network sites influence daily conversations, preference to code-

switch in daily life and code-switch effect and perspectives. All three literature review is

important in this research in order to analyse the effect of code-switch in social network sites

among UMP students.

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CHAPTER 3

METHODOLOGY

3.1 Introduction

This chapter describes the details of the methodology used by researchers by providing

explanation on the selection of participants, data collection method and data analysis of this

study.

3.2 Participants

A survey was conducted among UMP administrative staffs, academic staffs and students.

This survey involved sixty randomly selected participants from the age of below twenty till

above forty years old with different races which are Malay, Chinese, Indian and others. A

summary of the participants of the study is provided in the following tables (Tables 3.1 (Age),

Table 3.2 (Race), and Table 3.3 (Status)).

Table 3.1: Age

Age Frequency

Below 20 1

20 to 30 52

30 to 40 6

40 and above 1

Total 60

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Table 3.2: Race

Race Frequency

Malay 40

Indian 9

Chinese 8

Others 3

Total 60

Table 3.3: Status

Status Frequency

Administrative staff 6

Academic staff 5

Students 49

Total 60

3.3 Data Collection Method

The data collection method used in this study was aimed at studying on effect of code

switching in social network sites of UMP’s. Only one data collection instrument were used in

this study which are survey questionnaire.

3.3.1 Survey Questionnaire

A number of questions were asked to study the effect of code-switching in social network

(SNS) sites. The survey questionnaire consists of thirteen questions which are all in form of

close- ended type of questions. The questionnaire is divided into three sections. The first

section, Section A, requires the participants to fill-in relevant demographic information which

include range of age, race and status. It is staff, lecturer or student. Section B is being

developed from Research Question one in order to know about their knowledge on code-

switching and the factors that influences them to code- switch in SNS. While Section C

which is the combination of Research Question two and three asked more on the effects and

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influence that cause the participant to code-switch in SNS. These questionnaires were

distributed randomly by all group members in UMP Gambang campus area such as hostel,

cafe and also administrative office.

3.4 Data Analysis

In this part, all the data obtained from the survey questionnaire by using the specified data

analysis procedures. The analysis data were presented in the mode of frequency. ‘Microsoft

Excel’ was used for this calculation process. Graphical statistics will be the techniques used

to convey the data.

3.4.1 Analyzing data from the Questionnaire

Data from survey questionnaires were analyzed using Microsoft Excel spreadsheet. It was

analyzed and presented using the following procedures.

Step 1

Each questionnaire in the survey questionnaire was numbered in the following order for

reference, to make sure that the questionnaire can be identified easily. It was numbered

from 1 to 60.

Step 2

For each type of question it is an independent variable whereas each choice is a variable for

rank questions. This is to differentiate the frequently for each choice.

Step 3

Data or answers obtained from the survey questionnaire were transferred and arranged into

a summary sheet. This is to simplify the process for calculating the frequency data.

Step 4

The next process was to count the frequently and calculate the percentage of the data in the

summary sheet. Frequency data is calculated by using the functions available in

the “Microsoft Excel”.

Step 5

Finally, the information was tabulated for easy reference.

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3.5 Conclusion

Overall, this chapter presented the full methodology explanation on the selection of

participants, data collection method and data analysis used in this study.

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CHAPTER 4

RESULTS AND DISCUSSION

4.1 Introduction

This chapter presents the overall results and discussions of the research. The data was

examined based on research questions.

4.2 RESEARCH QUESTION 1: WHAT INFLUENCES UMP STUDENTS DAILY CONVERSATION IN SOCIAL NETWORK SITES?

The study was conducted to investigate about the influence toward UMP student’s daily

conversation on SNS. As the research priority is in searching for the information regarding

effects of code-switching, researchers took it as a must to be studied.

4.2.1 The frequently used SNS by UMP students

Figure 4.1: The frequency of frequently used SNS by UMP students

The graph (see figure 4.1) illustrates the frequency of frequently types of SNS used by UMP

students. According to the graph, the students’ highest choice is “Facebook” whereas the

student lowest choice is “Twitter”. From this finding, there were 52% of UMP students chose

“Facebook”, 4% of the students chose “Skype”, another 1% chose “Twitter” and 3% of them

chose “others”.

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The graph shows that most of them prefer to use the utility site like “Facebook” rather than

other sites of social network. It can be concluded that Facebook as the largest social

network website where code-switching often happens (Choy, 2011).

4.2.2 The things UMP students tend to do on SNS

Figure 4.2: The frequency of things UMP students tend to do on SNS

The graph (see figure 4.2) indicates the frequency of things UMP students tend to do on

SNS. Twenty-nine percents students prefer chatting with friends while only 5% of them are

using SNS to share their knowledge with each other. The other 19% students agree talking

with friend and 7% students tend to discussing topic on the SNS. The above results indicate

that most UMP students used SNS, their medium of interaction and communication as the

highest number of students is agreeing with chatting with friends and followed by the lowest

factor which is discussing a topic.

In conclusion, there are many things that can be done by electronic media which are allows

users to connect with other people, share information or communicate online (Choy, 2011).

In return, it is always depends on the users itself whether to use it correctly or not.

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4.2.3 The students whoever code-switch and feel comfortably code-switch.

Figure 4.3: The frequency of the student whoever code-switch and feel comfortably code-switch.

The graph (see Figure 4.3) illustrates the frequency of the student whoever code-switch and

feel comfortably code-switch. According to the graph above, most students claimed ever

code-switch, and also very comfortable to code-switch. Fifty percents of the student chose

“yes” for “ever code-switched” and another 10% chose “no”. For the “comfortably code

switch”, 53% students chose “yes” while another 7% answered “no”.

The graph shows most of UMP student has experiences code-switches on their SNS

communication. It can be concluded that the social network sites itself produced

measureable language gain by students while providing them with satisfying language

learning experience (Freiermuth, 2001).

15

4.2.4 The Influence to code-switch on SNS among UMP students.

Figure 4.4: The frequency of influence to code-switch on SNS among UMP students.

The chart (see Figure 4.4) indicates the frequency of influence to code-switch on social

network sites among UMP students. According to the chart above, majority of the students

chose “People to talk to” as the influence for their code-switch on SNS, whereas only a small

number chose “Family influences”. Responses received showed that there were 39(38%)

chose for “People to talk to”, 28(28%) for “Topic of discussion”, 26(26%) for “Environment of

communication” and 8(8%) for “Family influences”.

Respectively, the chart shows that many students agreed “People to talk to” is the cause

UMP students are influenced by code switch. It can be concluded that UMP students is a

society that emphasizes honouring the person by whom they speak to. This is because they

will code-switch when they consider the person they communicate to do not understand

what they are trying to convey, for example chatting with the foreigners. It is assumed that a

language reflect a particular identity in bilingual communities (Heller, 1988; Scotton, 1988;

Woolard).

16

4.2.5 The UMP students’ friends understood level of messages conveyed when code-switch.

Figure 4.5: The frequency of the UMP students’ friends understood level of messages conveyed when code-switch.

The graph above (see figure 4.5) shows the frequency of the UMP students’ friends

understood level of messages conveyed when code-switch. From the graph, the highest

chose from students is “maybe”, while the lowest chosen is “no”. Majority of students chose

“maybe” with 30%, and less than a half (29%) chose “yes” while 1% of the students chose

“no”.

The graph shows that most of UMP student are not very sure whether the other party really

understand what they try to convey when they code-switch on SNS.

17

4.2.6 The hours spent by UMP students on SNS a day

Figure 4.6: The frequency of hours spent by UMP students on SNS a day

The chart (see Figure 4.6) indicates the hours spend a day by UMP students on social

network sites. From the chart, the highest time spend on SNS by students per day are

between “1 to 2 hours”, while the lowest are “a few minutes”. Twenty-two (37%) UMP

students who preferred to spend time between “1 to 2 hour”, while the rest who chose “2 to 5

hours” 19(32%), “5 hours and above” 11(18%) and “a few minutes” 8(13%) students.

The chart shows that majority UMP students preferred surfing the social network sites

between 1 to 2 hours compared to 5 hours and above.

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4.3 RESEARCH QUESTION 2: WHY UMP STUDENTS PREFER TO CODE-SWITCH ON SOCIAL NETWORK SITES?

From the research questions, the aim is to find the cause of why UMP students prefer to

code-switch on SNS. The results below shows when they usually code-switch, and when

they start to code-switch.

4.3.1 The language often used by UMP students on SNS

Figure 4.7: The frequency of language often used by UMP students on SNS

The chart (see Figure 4.7) indicates the frequency of language often used by UMP students

on social network sites. According to the chart above, most UMP students prefer to use

“Malay” language rather than other languages in social network sites. From the chart,

majority UMP students chose “Malay” 44(44%), another 43(43%) students preferred

“English”, “Tamil” 7(7%), “Chinese” 4(4%) and a few of the students, 2(2%) chose “others”.

The chart shows that most UMP students prefer to use Malay because majority ethnic in

UMP were Malay compared with India and Chinese. This is similar to research done by

Scheu (1995), where code-switching plays specific form of shared linguistic and cultural

knowledge.

19

4.3.2 The total languages used by UMP students to code-switch.

Figure 4.8: The frequency of total languages used by UMP students to code-switch.

The pie chart (see Figure 4.8) shows the frequency of total languages used by UMP

students to code-switch. The highest chosen total language used by UMP students is “2 to

3” while the lowest is “3 and above”. The chart above shows, majority of UMP students

44(73%) tend to use two to three languages to code-switch. The ranking followed by using

only one language (20%) and using three languages and above to code-switch (7%) which

carries the lowest percentage in the pie chart shown.

This finding is similar to Ghazali (2010) in his research, “due to the bilingual education

system and plurality of the society in Malaysia, speakers are bound to know more than one

language”. Hence, resulting them to use the languages when communicates with each other.

20

4.3.3 The UMP students start to code-switch.

Figure 4.9: The frequency of UMP students start to code-switch

The pie chart (see Figure 4.9) illustrates about when UMP student’s starts to code switch.

The highest percentage 32(54%) shows that most of UMP students tend to code switch

since their secondary school while only a few of them 2(3%) started to code switch since

childhood. Fifteen (25%) claims that they recently started to code-switch while the rest that

contribute to code-switching about 18% in the chart started to code-switch since primary

school.

The above results can be supported by previous research that claims about the “bilingual

educational system and the uses of mother tongue through informal family instruction which

effecting the language used by the speakers” (Ghazali, 2010). From here, it can be

concluded the speaker’s starts to code-switch in order to adapt on the social environment

and thus aiming to have better communication with people around them.

21

4.3.4 UMP students usual code-switch

Figure 4.10: The frequency of UMP students usual use code-switch

According to Figure 4.10 above, shows the frequency of UMP student’s usual use of code

switch. From the chart, students’ highest choice is social network sites, while the lowest

choice is chatting room. Most UMP students chose social network sites 22(37%), which

contribute the highest percentage, followed by daily conversation, 17(28%) as second

chosen, while SMS 15(25%) as the third and chatting room 6(10%) as the last choice.

UMP Students preferred social network sites because it getting more popular these days.

22

4.3.5 The reasons for UMP students to code-switch on SNS

Figure 4.11: The frequency of reasons for UMP students to code-switch on SNS

The chart (see Figure 4.11) indicates the frequency of reasons for UMP students to code-

switch on SNS. There are six reasons given in the questionnaire, which are ‘to convey

intimacy, to give strength and courage to communicate, to follow current trend of

communicating, to fill the unknown term or English sentences, to avoid misunderstanding

and also to make it easier to communicate’. The chart above categorises the factors to see

the most likely answer for the ranking question.

From the graph above, the most chosen reason for UMP students to code switch is ‘to give

strength and courage to communicate’ ranked as number one with 16%. Second reason

choose by students is ‘to avoid the misunderstanding and miscommunication’ with 17%. The

‘to convey intimacy’ reason was chosen as ranking third (13%). Forth reason choose by

students are ‘to follow current trend of communicating’ with 16%. As for the reasons ranked

fifth and sixth are ‘to fill the unknown term or English sentences’ with 15% and ‘to make it

easier to communicates’ reason with 17%.

As a conclusion, most of the students agreed by the reason why they tend to code-switch on

SNS is because they believes code-switch can give them strength and courage to

communicate with others. The frequent used of code-switching reflects effective interaction,

23

also implies values and meaning from various culture attached to each language, then

shared by all the community member (Scheu, 1995).

4.4 RESEARCH QUESTION 3: WHAT IS THE EFFECT AND PERSPECTIVE OF CODE-SWITCHING ON UMP STUDENTS IN TERM OF LANGUAGE USE IN SNS?

This research question is to obtain data on the effect of code-switch and perspective of UMP

students regarding code-switch on SNS. Six variables were listed to obtain the opinion of

participants about the effect of code-switching on SNS. The variables are “Strengthen ties

between partners”, “Enriches the English language”, “Indicates prestige”, “As good mean to

access Western civilization and technology”, “Facilitate communication” and “Indicates

cultural colonization”. Students were required to choose the most appropriate answer from

the likert scale.

4.4.1 The effect of code-switch on SNS

Figure 4.12: The frequency of effect of code-switch on SNS

The chart above (see figure 4.12) shows the effect of code-switch on SNS. Most of the

students, 37% agrees that code switch in SNS “facilitate communication”. Thirty-two percent

agrees on “enriches English language”, another 26% preferred “strengthen ties between

social partner”, 14% on “good means to access Western civilization & technology”, 10% on

“indicates prestige” and the only 9% of the students agreed on “indicates cultural

colonization”.

24

The finding shows that code-switch on SNS will only facilitates the communication, between

UMP students and another SNS users. Hence, in regards, it can be concluded code-

switching facilitates the transmission of ideas, emotions and desires from individual to

individual and the refinement of the same within the individual (Roberts, 1998).

4.5 Summary of the chapter

Generally, Facebook become the most popular SNS among UMP students, and they tend to

chat with their friends on SNS. Most of the UMP students ever code-switch and they are

comfortable with it. The factor that influence them to code-switch on SNS is the people

whom they talk to. However, majority UMP students are not very sure whether the other

party or their virtual friends understood of what they try to convey. Besides, UMP students

likely to spend between 1 to 2 hour a day on SNS.

In addition, UMP students prefer Malay language to code-switch, and they also use between

2 and 3 languange to code-switch on SNS. In the other hand, many UMP students start to

code-switch since secondary school. As predicted, majority UMP students prefer social

network sites as a medium to code-switch. The reason for students to code-switch on SNS is

they believe, they could gain strength and courage to communicate with anybody.

In the other hand, from students view, the resulting effect comes from the code-switch on

SNS is facilitate communication, which the purpose is to enable meaning of words or

sentences conveyed easily.

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CHAPTER 5

CONCLUSION AND RECOMMENDATION

5.1 Introduction

This chapter provides the overall result from every research question. It summaries the

information and data gained from the investigation that was completed. Besides, this study

also aims to give some relevant suggestions and recommendations to the effect that faced

by UMP students regarding code-switching application on social network sites. The

researchers hoped that the recommendations suggested will be practiced by UMP students.

5.2 Conclusion

Through the first research question, the researchers found out that social network sites do

contribute to the influence of the way UMP students communicate. By spend mostly between

less than 2 hours per day in front of their laptop, they prefers to chat with friends on

Facebook, since Facebook as the largest social network site and has millions of users all

over the world. The code-switch on SNS happens due to UMP students itself emphasizes

honouring the person they communicate to. This is because, they are considering whether or

not the other party understand of what they trying to convey. From the analysis, UMP

students seems to be considering the other party understood level even though they are not

very sure whether the other party understand or not.

Meanwhile, the second research question reveals that majority UMP students prefer to use

Malay-English language to code-switch on SNS due to Malays as a majority ethnic not only

in UMP, but also in Malaysia. Most of students start applying code-switch since secondary

school. This supported by the finding whereas UMP students used less than 3 languages to

code-switch, in regards to bilingual education systems and ethnic plurality in Malaysia, UMP

students tend to practice more than one language. For students, code-switching on SNS

give them strength and courage to communicate with others which emits effective

interaction, implies value and meaning from various culture or ethnic and then shared by the

entire community.

26

In the other hands, the third research question reveals the effect of code-switch on SNS. The

researchers believe the effect that comes from code-switch on SNS is facilitating

communication. By the disclosure from this finding, in the other words, code-switching

enables the meaning of words or sentences were conveyed and understood easily by

students and the other party.

As a conclusion, facilitating communication effect cause by applying code-switch on SNS

was quite reasonable. Of course, it may give harm to language structures for being

improper, if only applied on formal condition. Otherwise, in terms of understanding on

messages conveyed was not a fault.

5.3 Recommendation

As been mention above, there are room for improvement to get a better result of effect

cause by code-switch on SNS among UMP students.

In future research, more research questionnaire can be distributed in a large number of

participants involving UMP PEKAN students, containing students from different faculty so

that the results are more satisfactory and favourable. As students faculty issues were not

addressed in this study, research can be done to find out whether code-switch sparks in

different faculty students in seeks of code-switch effect on SNS.

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REFERENCES

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Abu Bakar, H. (2009). Code-switching in Kuala Lumpur Malay, Explorations, 9.Retrieved from http://scholarspace.manoa.hawaii.edu/bitstream/10125/10712/1/UHM.Explorations.2009.v9.AbuBakr.Rojak.pdf

Heller, M. (Ed.). (1988). Code-switching: Anthropological and sociolinguistic perspectives. Berlin: Mouton De Gruyter.

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Cook, V. (1989). 'Reciprocal Language Teaching: Another Alternative'. Modern English Teacher, 16, 3\4, p. 48-53.

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Choy, W.F. (2011). Functions and Reasons for Code-Switch on Facebook by UTAR English-Mandarin Chinese Bilingual Undergraduates. Universiti Tunku Abdul Rahman.

30

APPENDICES

31

THE STUDY ON THE EFFECT OF CODE SWITCHING IN SOCIAL NETWORK SITES

Our study is primarily about code-switching. Code-switching is defined as a linguistic phenomenon where two or more varieties are used alternatively by bilinguals in a conversation [Gal, S. (1988). The political economy of code choice.]

Instruction: Dear Respondent; please respond to all questions in this questionnaire. Thank you.

SECTION A: Please tick ( / ) in the box below.

Age: ( ) Below 20 ( ) 20 to 30 ( ) 30 to 40 ( ) 40 and above

Race: ( ) Malay ( ) Indian ( ) Chinese ( ) Others

( ) Staff ( ) Lecturer ( ) Student ( ) Others

SECTION B: Please tick ( / ) in the box below.

1. What languages do you often use in Social Network Sites (SNS)? (you may tick more than one answer)( ) Malay ( ) English ( ) others :__________( please state)( ) Tamil ( ) Chinese

2. Have you ever code switched in SNS?( ) Yes ( ) No

3. How many language/s did you use for code switching?( ) one only ( ) 2 to 3 ( ) 3 or more

4. Are you comfortable using more than one language?( ) Yes ( ) No

5. Do your friends on SNS understand what you are trying to convey/deliver when you code switch?( ) Yes ( ) No ( ) Maybe

6. What influences you to code switch? (you may tick more than one answer)( ) topic of discussion ( ) people you are talking to( ) family influence ( ) environment you communicating in

7. When do you usually use code switching( ) daily conversation ( ) chatting room( ) SMS ( ) Social network site (e.g; Twitter, Facebook)

8. Since when did you start code switching on SNS?( ) childhood ( ) primary school( ) secondary school ( ) recently

SECTION C: Please rate you answer for question 9 below, from 1 to 6. ( 1 is most important while 6 is least important).

9. What are the reasons for you to code switch on SNS?( ) To convey intimacy( ) To give strength and courage to communicate( ) To follow the current trend of communicating( ) To fill the sentence when you don’t know the English term to used( ) To avoid misunderstanding and miscommunication( ) To make it is easier to communicate using my own language

10. What do you think is the effect of code switching? (you may tick more than one answer)( ) Strengthen ties between social partner( ) Enriches the English language( ) Indicates prestige( ) As a good means to access Western civilization and technology( ) Facilitates communication( ) Indicates cultural colonization

11. Which of the SNS below do you frequently use?( ) Facebook ( ) Skype( ) Twitter ( ) others:_______

12. How many hours do you spend on SNS a day?( ) a few minute ( ) 2 to 5 hours( ) 1 to 2 hours ( ) 5 hours or more

13. What do you tend to do when on SNS?( ) talking with friends ( ) chatting with friends( ) discussing a topic ( ) sharing knowledge

~Thank you for your cooperation~

32

ASAMPLE QUESTIONNAIRE

THE STUDY ON THE EFFECT OF CODE SWITCHING IN SOCIAL NETWORK SITES

Our study is primarily about code-switching. Code-switching is defined as a linguistic phenomenon where two or more varieties are used alternatively by bilinguals in a conversation [Gal, S. (1988). The political economy of code choice.]

Instruction: Dear Respondent; please respond to all questions in this questionnaire. Thank you.

SECTION A: Please tick ( / ) in the box below.

V1Age: (1) Below 20 (2) 20 to 30 (3) 30 to 40 (4 ) 40 and above

V2Race: (1) Malay (2) Indian (3) Chinese (4) Others

V3 (1) Staff (2) Lecturer (3) Student (4) Others

SECTION B: Please tick ( / ) in the box below.

14. What languages do you often use in Social Network Sites (SNS)? (you may tick more than one answer)V4( ) Malay V6( ) English V8( ) others :__________( please state)V5( ) Tamil V7( ) Chinese

15. Have you ever code switched in SNS? V9(1) Yes (2) No

16. How many language/s did you use for code switching? V10 (1) one only (2) 2 to 3 (3) 3 or more

17. Are you comfortable using more than one language? V11(1) Yes (2) No

18. Do your friends on SNS understand what you are trying to convey/deliver when you code switch? V12(1) Yes (2) No (3) Maybe

19. What influences you to code switch? (you may tick more than one answer)V13 ( ) topic of discussion V15 ( ) people you are talking toV14 ( ) family influence V16 ( ) environment you communicating in

20. When do you usually use code switching? V17(1) daily conversation (3) chatting room(2) SMS (4) Social network site (e.g; Twitter, Facebook)

21. Since when did you start code switching on SNS? V18(1) Childhood (3) primary school(2) Secondary school (4) recently

SECTION C: Please rate you answer for question 9 below, from 1 to 6. ( 1 is most important while 6 is least important).

22. What are the reasons for you to code switch on SNS?(V19) To convey intimacy (V20) To give strength and courage to communicate (V21) To follow the current trend of communicating (V22) To fill the sentence when you don’t know the English term to used(V23) To avoid misunderstanding and miscommunication(V24) To make it is easier to communicate using my own language

23. What do you think is the effect of code switching? (you may tick more than one answer)(V25) Strengthen ties between social partner(V26) Enriches the English language(V27) Indicates prestige(V28) As a good means to access Western civilization and technology(V29) Facilitates communication(V30) Indicates cultural colonization

24. Which of the SNS below do you frequently use? V31(1) Facebook (2) Skype (3) Twitter (4) others:_______

25. How many hours do you spend on SNS a day? V32(1) a few minute (3) 2 to 5 hours(2) 1 to 2 hours (4) 5 hours or more

26. What do you tend to do when on SNS? V33(1) talking with friends (3) chatting with friends(2) discussing a topic (4) sharing knowledge

~Thank you for your cooperation~

33

BCODE BOOK

V1 V2 V3 V4 V5 V6 V7 V8 V9 V10 V11 V12 V13 V14 V15 V16 V17 V18 V19 V20 V21 V22 V23 V24 V25 V26 V27 V28 V29 V30 V31 V32 V33R1 2 1 3 1 0 0 0 0 1 2 1 1 1 0 0 0 4 2 2 4 3 1 6 5 0 0 0 0 1 1 1 2 4R2 2 1 3 1 0 1 0 1 1 2 1 3 1 0 0 0 4 2 3 1 4 2 6 5 0 1 0 0 1 0 1 3 1R3 2 3 3 0 0 1 0 0 2 1 1 3 0 0 0 1 2 2 4 1 5 2 3 6 0 1 0 0 1 0 1 1 3R4 2 2 3 1 1 1 0 0 1 2 1 3 0 1 1 1 4 2 6 1 5 2 4 3 1 0 0 0 1 0 1 4 3R5 2 3 3 1 0 1 1 0 1 2 1 1 0 0 1 1 4 3 2 1 5 6 3 4 1 0 0 0 1 1 1 2 1R6 2 3 3 0 0 1 1 0 1 2 1 2 1 0 1 1 4 2 1 3 5 4 2 6 1 1 1 0 1 0 1 3 3R7 2 2 3 1 1 1 0 0 1 2 1 1 0 1 1 1 4 2 1 4 6 2 3 5 1 1 0 0 1 0 2 4 2R8 2 1 3 1 0 0 0 0 2 2 1 3 1 0 0 1 1 2 1 4 2 5 3 6 0 1 0 0 1 0 1 3 2R9 3 1 1 1 0 1 0 0 1 2 2 3 0 0 1 0 1 4 1 2 3 4 5 6 0 0 0 0 1 0 4 1 1

R10 2 1 3 1 0 0 0 0 2 1 2 3 1 0 0 1 4 4 1 2 3 4 5 6 0 1 0 0 0 0 1 1 3R11 2 1 2 1 0 1 0 0 1 2 1 1 0 0 1 1 3 2 1 2 3 4 5 6 1 0 0 1 0 1 1 2 3R12 2 1 3 1 0 0 0 0 1 2 1 3 1 0 0 1 2 2 4 3 6 1 2 5 0 1 0 1 1 0 1 2 3R13 2 4 3 1 0 1 0 0 1 2 1 3 0 1 0 0 4 2 2 3 1 4 5 6 0 1 0 0 0 0 1 3 3R14 2 2 1 1 0 0 0 0 1 3 1 1 0 0 1 1 1 3 5 6 4 3 2 1 0 1 0 0 1 0 4 1 1R15 2 4 3 1 0 0 0 0 2 2 1 3 1 0 0 1 1 2 4 5 1 6 2 3 0 1 0 0 1 0 1 3 2R16 2 1 3 1 0 1 0 0 1 2 1 1 0 0 0 1 4 2 4 5 6 1 3 2 0 0 0 0 1 0 1 3 3R17 2 1 3 1 0 1 0 0 1 2 1 1 1 0 1 0 4 4 6 4 2 3 5 1 0 1 0 1 1 0 1 4 3R18 2 3 3 0 0 1 0 0 1 2 1 3 1 1 1 0 1 4 2 5 1 6 3 4 1 1 0 0 1 0 1 3 3R19 2 1 3 1 0 1 0 0 1 2 1 3 1 1 0 1 1 4 1 4 3 5 6 2 1 0 0 0 0 1 1 2 1R20 2 4 3 1 0 1 0 0 1 2 1 1 0 1 0 1 4 2 5 3 1 6 2 4 0 1 0 0 1 0 1 3 3R21 2 1 3 1 0 0 0 0 1 1 1 3 0 0 1 1 4 3 6 1 4 5 3 2 0 1 0 0 0 0 3 2 1R22 2 1 3 1 0 1 0 0 1 2 1 1 0 0 1 0 4 2 4 5 6 2 3 1 1 1 0 0 1 0 1 4 1R23 2 2 3 1 1 1 0 0 1 2 1 3 0 0 1 0 4 2 3 4 1 5 6 2 1 0 0 0 1 1 1 1 1R24 3 1 2 1 0 1 0 0 1 2 1 1 0 0 1 1 2 2 4 3 2 1 6 5 1 1 0 0 1 0 1 2 2R25 2 1 3 1 0 0 0 0 2 1 1 3 1 0 1 0 2 3 6 5 2 4 3 1 0 0 0 0 0 1 1 2 3R26 2 1 3 1 0 0 0 0 1 1 1 1 1 0 0 0 1 3 4 5 6 1 2 3 0 0 0 0 1 0 1 3 3R27 2 1 3 1 0 1 0 0 1 2 1 1 0 0 1 1 1 1 4 3 6 2 1 5 1 0 0 0 1 0 1 4 4R28 2 1 3 1 0 1 0 0 1 2 1 3 0 1 1 1 2 3 4 3 5 6 1 2 1 1 0 1 1 0 1 4 3R29 2 1 3 1 0 1 0 1 1 2 1 3 1 0 1 0 1 1 4 3 5 6 1 2 1 1 0 1 1 0 2 3 3R30 2 1 3 1 0 1 0 0 2 1 1 1 0 0 1 0 4 2 5 4 6 1 2 3 1 0 0 0 0 0 1 2 4R31 2 3 3 0 0 1 0 0 1 2 1 3 1 0 0 0 1 2 4 3 1 5 6 2 0 0 0 1 1 0 1 1 3R32 2 1 3 0 0 1 0 0 1 2 1 3 1 0 1 0 4 2 6 1 5 2 4 3 1 0 1 1 0 0 1 2 3R33 2 1 3 0 0 1 0 0 2 2 1 3 1 0 1 0 3 2 6 1 5 2 4 3 1 0 1 1 0 0 1 2 1R34 2 1 3 0 0 1 0 0 1 1 1 1 1 0 0 0 4 2 5 6 2 1 4 3 1 0 0 1 0 1 1 2 3R35 2 1 3 0 0 1 0 0 1 2 1 1 1 0 1 1 1 4 6 5 3 4 1 2 1 1 0 0 0 0 1 2 3R36 2 1 3 1 0 0 0 0 1 2 1 3 1 0 1 0 4 2 5 6 1 2 3 4 1 1 0 0 1 0 1 2 1R37 2 1 3 1 0 1 0 0 1 2 1 1 0 0 1 0 1 2 5 4 3 1 2 6 1 1 1 0 0 0 1 2 3R38 2 2 3 0 0 1 0 0 2 2 1 3 1 0 0 0 2 4 2 4 1 3 5 6 0 1 0 0 0 0 1 4 4R39 2 1 3 1 0 1 0 0 1 2 1 1 0 0 1 0 1 2 4 2 3 6 1 5 0 1 0 1 1 0 1 3 3R40 2 1 3 1 0 0 0 0 2 1 2 3 1 0 0 0 4 4 5 1 4 6 2 3 0 0 1 0 1 1 1 2 4R41 2 2 3 0 1 1 0 0 1 1 1 1 0 0 1 0 2 2 1 6 5 3 2 4 1 0 0 0 1 0 1 3 3R42 2 1 3 1 0 1 0 0 1 2 1 1 0 0 1 0 3 3 5 4 3 2 6 1 0 1 0 0 0 1 4 2 3R43 2 1 3 1 0 1 0 0 1 2 1 1 1 0 1 1 1 4 5 3 4 2 1 6 0 0 0 0 1 0 1 4 2R44 1 1 3 1 0 1 0 0 1 1 1 3 1 0 1 0 2 4 3 1 4 2 1 6 0 0 1 0 1 0 1 2 2R45 2 3 2 1 0 0 0 0 1 2 1 3 0 0 1 0 2 3 6 5 4 2 3 1 0 1 0 0 0 0 1 4 1R46 2 1 3 1 0 0 0 0 1 1 1 1 0 0 0 1 2 3 5 1 3 2 4 6 0 0 0 1 0 0 1 2 3R47 2 1 3 1 0 0 0 0 1 2 1 3 0 0 1 0 4 2 2 1 3 4 5 6 0 1 1 0 1 0 2 4 1R48 2 1 2 1 0 0 0 0 1 2 1 1 0 0 1 0 3 3 2 1 3 5 4 6 0 1 0 1 0 0 1 3 1R49 2 1 3 1 0 0 0 0 1 2 2 1 0 0 1 0 2 4 2 1 4 3 6 5 0 1 0 0 0 0 1 1 2R50 2 1 3 1 0 0 0 0 1 1 2 3 1 0 1 1 3 2 2 1 4 5 3 6 1 1 0 0 1 0 1 1 3R51 2 1 3 1 0 1 0 0 1 2 1 3 1 0 0 1 1 3 6 3 4 1 2 5 0 0 0 0 1 0 1 2 1R52 2 1 3 1 0 1 0 0 1 2 1 3 1 0 1 0 2 2 4 1 2 6 5 3 0 0 1 0 0 0 1 3 1R53 2 1 3 1 0 1 0 0 1 2 2 3 1 0 0 0 4 4 3 1 5 2 4 6 1 0 1 0 1 0 1 3 3R54 2 1 3 0 0 1 0 0 2 2 1 1 1 0 1 0 4 2 4 5 1 2 3 6 0 1 0 0 1 0 1 4 1R55 3 2 1 0 1 1 0 0 1 3 1 1 0 1 0 1 1 2 6 5 4 3 2 1 1 0 0 1 0 0 1 3 3R56 3 3 1 0 0 1 1 0 1 2 1 3 0 0 1 0 1 2 6 5 4 3 2 1 1 0 1 0 0 0 2 3 3R57 2 1 3 1 0 1 0 0 1 2 1 1 0 0 1 1 2 4 6 5 4 3 2 1 1 0 0 0 0 0 1 2 1R58 3 2 1 0 1 1 0 0 1 2 1 1 0 0 1 0 3 4 6 5 4 3 2 1 0 1 0 0 1 0 1 2 3R59 4 2 2 0 1 1 0 0 1 3 2 1 0 0 0 1 2 4 6 5 4 3 2 1 0 0 0 1 0 0 1 3 1R60 3 3 1 0 0 1 1 0 1 3 1 1 0 0 1 0 2 2 6 5 4 3 2 1 0 1 0 0 1 0 1 3 1

Frequency0 0 0 0 16 53 17 56 58 0 0 0 0 32 52 21 34 0 0 0 0 0 0 0 0 34 28 50 46 23 51 0 0 01 1 40 6 44 7 43 4 2 50 12 53 29 28 8 39 26 17 2 8 16 9 9 7 12 26 32 10 14 37 9 52 8 192 52 9 5 10 44 7 1 15 32 9 4 6 16 17 8 4 22 73 6 8 49 4 30 6 11 4 11 12 11 13 9 1 19 294 1 3 0 22 15 14 10 16 8 7 5 3 11 55 10 15 10 7 8 96 15 4 7 9 8 17

34

CCODING SHEET

35