THE LINGUISTIC FEATURES OF TEXT MESSAGING BY TEACHERS AT CINTA BUDAYA NATIONAL PLUS SCHOOL MEDAN.
LINGUISTIC FEATURES OF TEXT MESSAGING
BY TEACHERS AT CINTA BUDAYA NATIONAL PLUS
SCHOOL MEDAN
A THESIS
By LYLIES
Registration Number: 8106111019
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
MEDAN
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ABSTRACT
Lylies, The Linguistic Features of Text Messaging by Teachers at Cinta Budaya National Plus School Medan. Thesis: English Applied Linguistic Study Program, School of Post Graduate Unimed, 2015 Advisors: (1) Dr. Eddy Setia, M.Ed TESP (2) Prof. Dr. Lince Sihombing, M.Pd
This research is a qualitative research since the data were ordinarily expressed in qualitative terms. In addition, this is because the data analysis were not employed in hypothetical test. This research is a qualitative descriptive of single-site case study design. This research deals with the purpose of finding and elaborating the linguistic features of text messaging found in the text message activities of teachers in Cinta Budaya National Plus School Medan. The subjects of research were eight teachers with satisfying knowledge in Indonesian and English language. The data obtained was by requiring the subjects to forward the message wrote to the researcher. An unstructured interview and tape recording were used in this research as one of the research methodology. The Interactive Model Technique of Miles and Huberman was applied to analyze the data of this research. The analysis consisted of three concurrent flows of activities: data reduction, data display and conclusion drawing/verification. The research resulted in the finding that there are some linguistic features of text messaging occured in the text messages which are abbreviation and shortening, slang words and non-standard spellings, asterisk emoting, emoticon, punctuation, and some syntactic reductions such as the omission of auxiliaries, subject pronouns and articles. However, the researcher found that new phenomena occured which are the occurrence code mixing and style in language. These occurrences due to the fact that the sender and receiver wanted to have a natural conversation as if the activity took place similar to the face to face conversation.
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ABSTRAK
Lylies, The Linguistic Features of Text Messaging by Teachers at Cinta Budaya National Plus School Medan. Thesis: Program Studi Linguistik Terapan Bahasa Inggris, Sekolah Paska Sarjana Unimed, 2015 Pembimbing: (1) Dr. Eddy Setia, M.Ed TESP (2) Prof. Dr. Lince Sihombing, M.Pd
Penelitian ini bersifat kualitatif dikarenakan data dipaparkan secara kualitatif. Selain itu, analisa data tidak menggunakan hipotesa. Penelitian ini adalah penelitian kualitatif diskriptif dengan menggunakan single-site case study design. Penelitian ini dilakukan dengan tujuan untuk menemukan dan menelaah fitur linguistik pesan tertulis yang digunakan dalam kegiatan pesan singkat telepon genggam oleh guru-guru di Sekolah Nasional Plus Cinta Budaya Medan. Subjek penelitian ini adalah delapan orang guru dengan pengetahuan yang sangat baik akan bahasa Inggris dan bahasa Indonesia. Perolehan data dilakukan dengan meminta kepada semua subjek untuk meneruskan pesan-pesan singkat mereka kepada peneliti. Peneliti menerapkan wawancara yang tidak terstruktur dan media rekaman sebagai salah satu metodologi penelitian. Peneliti menggunakan metode teknik penelitian interaktif dari Miles dan Huberman untuk menganalisa data pada penelitian ini. Analisa ini menerapkan tiga aktifitas yaitu: reduksi data, pemaparan data dan kesimpulan/verifikasi. Pada penelitian ini ditemukan bahwa ada beberapa fitur linguistik dari pesan tertulis yang diteliti yaitu penyingkatan, bahasa tidak baku dan tidak standar, penggunaan emotikon, tanda baca, elipsis dan beberapa reduksi sintaksis seperti pengecualian dalam penggunaan kata bantu, kata ganti dan artikel. Namun demikian, peneliti juga menemukan fenomena baru yaitu ditemukannya code-mixing dan gaya dalam berbahasa. Fenomena ini dikarenakan pengirim dan penerima pesan ingin melakukan percakapan yang alami dan normal layaknya percakapan yang dilakukan secara langsung.
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ACKNOWLEDGEMENTS
The writer would like to express her gratitude to Almighty God who granted countless blessings, guidance, opportunity and possibility pour upon the writer, so that the writer could accomplish this thesis.
This thesis is written as a partial fulfillment of the requirements of the degree of Magister Humaniora (M.Hum) from the English Applied Linguistics Department of the PostGraduate School State University of Medan.
On this special occasion, she would like to express her sincere appreciation for her two advisors, Dr. Eddy Setia, M.Ed TESP and Prof. Dr. Lince Sihombing, M.Pd for their priceless advises, guidance, comments and valuable time spared for the writer. May God’s blessing shall be poured upon them forever. Deepest thanks to her board of examiners, Prof. Dr. Sumarsih, M.Pd, Prof. Dr. Berlin Sibarani, M.Pd, Dr. Sri Minda Murni, M.S. for the best critics on this thesis for the improvement of her writing and research. She also would like to express her special gratitude to the Head of the English Applied Linguistics Study Program, Prof. Dr. Busmin Gurning, M.Pd for the encouragement and priceless mental support.
Her deepest gratitude to all of her lecturers for the knowledge during her studying in pursuing her magister title and all UNIMED Postgraduate school staff for the easy access to all administration matters and the chance given to the writer in accomplishing her study.
Her special and unspeakable thanks to her beloved family. For her beloved father Lisman Hadinata and her beloved mother Lim Sioe Lai, her sisters and brother, Many, S.E ; Hartiny, S.E ; Helen, S.E, Meria, S.E and Wijaya Salim Putra, D. BIC and her beloved husband Willi, S.S. They deserve her very special gratitude for their love, patience, and encouragement that have been a fundamental moral support that has brought the writer to the accomplishment of her study and finishing of her thesis.
Her special thanks to all of the teachers who voluntarily become the subjects of the research. Without them this thesis would not be carried out.
Finally, her deepest thanks to all of her fellow teachers at Nanyang Zhi Hui School, Cinta Budaya School and Bina Insan Mandiri School, Yusni Hati,
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Berliana Naipospos, Diana, Agustini, Hestika Ginting whose love and support and anger have accompanied her into finding the the courage to carry out her thesis till the end. May God always be with you all.
Medan, July 2015 The writer,
LYLIES 8106111019
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TABLE OF CONTENTS
CONTENTS PAGE
ABSTRACT...i
ABSTRAK...ii
ACKNOWLEDGEMENTS...iii
TABLE OF CONTENTS...v
LIST OF TABLES...viii
LIST OF FIGURES...ix
LIST OF APPENDICES...x
CHAPTER 1: INTRODUCTION 1.1 The Background of the Study ...1
1.2 The Problems of the Study ...7
1.3 The Objectives of the Study ...7
1.4 The Scope of the Study ...8
1.5 The Significance of the Study ...8
CHAPTER 2: REVIEW OF LITERATURE 2.1 Language and Linguistics ...10
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2.2 Language and Communication ...13
2.2.1Communicative Competence in Text Messaging ...14
2.2.1.1 Literacy ...14
2.3 Interrelationship between Language and Literacy ...16
2.4 TeLCU Model ...16
2.5 Text Messaging...20
2.5.1 Composing a Text Messaging ...21
2.5.2 Linguistic Features of Text Messaging ...23
2.6 Previous Related Research ...40
CHAPTER 3: RESEARCH METHODOLOGY 3.1 Research Design ...45
3.2 Data and Source of Data ...45
3.3 The Techniques of Data Collection ...46
3.3.1 Interview ...46
3.3.2 Tape Recording ...47
3.4 The Technique of Data Analysis ...47
3.4.1 Data Reduction ...48
3.4.2 Data Display...49
3.4.3 Conclusion Drawing/ Verification...49
3.5 The Trustworthiness of the Data ...49
CHAPTER 4: DATA ANALYSIS, FINDINGS AND DISCUSSIONS 4.1 Data Analysis ...51
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4.1.1 The Occurence of Linguistics Features of
Text Messaging ...52 4.2 Findings...67
4.2.1 The Linguistics Features of Text Messaging Used by Teachers of Cinta Budaya
National Plus School Medan...67 4.2.2 The Reasons of Using the Linguistic Features of
Text Messaging...68
4.3 Discussion...70
CHAPTER 5: CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ...72 5.2 Suggestions ...73
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viii
LIST OF TABLES
Page
Table 4.1 Shortenings in Bahasa Indonesia...55
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ix
LIST OF FIGURES
Page
Figure 1. Technology-conditioned approach to
Language Change and Use(TeLCU)...18 Figure 2. Text message on the screen of the mobile
phone and the keypad...23 Figure 3. Miles and Huberman’s Interactive Model...48
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x
LIST OF APPENDICES
Appendix Page
Subject Researched...79
Text Messages...80
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1 CHAPTER I INTRODUCTION
1.1The Background of the Study
Language is always changing. Language changes across space and social group. Language changes for a variety of reasons. Large-scale shifts often occur in response to social, economic and political pressures. History records many examples of language change fueled by invasions, colonization and migration. Even without these kinds of influences, a language can change dramatically if enough users alter the way they speak it.
Frequently, the needs of speakers drive language change. New technologies, industries, products and experiences simply require new words. By using new and emerging terms, people drive language change. However, the unique way that individual speaks also fuels language change. That is because no two individuals use a language in exactly the same way. The vocabularies and phrases people used depend on where they live, their age, education level, social status and other factors. Through the interactions, people pick up new words and sayings and integrate them into the speech. Teens and young adults for example, often use different words and phrases from their parents. Some of them spread through the population and slowly change the language.
There are many causes of language change, including (1) economy: speakers tend to make their utterances as efficient and effective as possible to reach communicative goals. Purposeful speaking therefore involves a trade-off of costs and benefits. Speakers especially use economy in their articulation, which
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2 tends to result in phonetic reduction of speech forms (see vowel reduction, cluster reduction, lenition, and elision). After some time, a change may become widely accepted (it becomes a regular sound change) and may end up treated as a standard. For instance: going to [ˈɡoʊ.ɪŋ.tʊ] → gonna [ˈɡɔnə] or [ˈɡʌnə], with examples of both vowel reduction [ʊ] → [ə] and elision [nt] → [n], [oʊ.ɪ] → [ʌ]; (2) analogy: reducing word forms by likening different forms of the word to the root; (3) language contact: borrowing of words and constructions from foreign languages; (4) cultural environment: groups of speakers will reflect new places, situations and objects in their language, whether they encounter different people there or not; and (5) the medium of communication: which refers to the means of delivering and receiving data or information.
Historically, the medium can be divided into the following stages (1) ideographic writing, (2) alphabetic writing, (3) printing, (4) electronic recording and broadcasting, and (5) computer-mediated communication.
With the flourishing of information technology in the last 50 years, computer-mediated communication has become an important and significant part in human‟s daily life. Computer-mediated communication refers to a domain of information exchange via the computer. It is the communication produced when human beings interact with one another by transmitting messages via networked computers. Computer-mediated communication will be the asynchronous and synchronous creation and transmission of messages using digital techniques. Typical examples of asynchronous CMC tools include electronic mail (e-mail) and bulletin board system (BBS), while synchronous ones are instant messaging
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3 such as text messaging via mobile telephone and also other real time web-chat systems.
The mobile telephone has been the latest way to communicate quickly since the invention of text-messaging (Ong‟onda, 2011: 2). Text messaging refers to the brief typed messages sent using the Short Message Service, abbreviated SMS, of mobile/cell phones.
Short message service, abbreviated SMS, as defined within the GSM digital mobile phone standard, is a service that enables its users to send short text messages to one mobile phone from another, or to a mobile phone via the Internet‟ (Hard af Segerstad, 2002:68). A typical mobile text message consists of the following parts: (1) header, which usually includes the time and date of sending the message, the identity of the message sender either by a mobile phone number or by a name if that number has an entry in the recipient‟s contact list and (2) body of message, which is the main content of the message. The body of the message may be a new message or a forwarded message or a combination of both. Openings and closures can be added, though it is not common. Text messages may include words, numbers and also other symbols. There is no limit to the length of the composed messages. In the past, each message could only contain 160 characters for Latin alphabets and only 70 characters for non-Latin alphabets such as Chinese. But nowadays, even messages exceeding the number of characters can be sent between users as messages, which are too long, will be split into smaller chunks automatically during the sending process.
Theoretically, Li (2007: 21) states that when technologies are introduced, very often new concepts and ideas may emerge. And in order to express these new
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4 ideas emerging along with the new media and tools, new forms of language and literacy are often necessary. Thus, the ways in which people use their language may face changes due to the new media of communication. The technologies are dealt with Information and Communications Technologies (ICTs). In line to ICTs, Bodomo and Lee (Li, 2007:22) depict five characteristics of ICTs, including (1) flexibility, (2) connectivity, (3) affordability, (4) interactivity and (5) popularity.
The mentioned characteristics are important in the sense that they help distinguish ICTs in this information age from old passive modes such as television and radio which fail to show a high degree of flexibility, connectivity and interactivity. Also, Technology-conditioned approach to Language Change and Use (TeLCU) suggests that „the more of the above features a new technology carries, the more likely new forms of language and literacy will be introduced and the more widespread these new forms will be.‟ (Bodomo and Lee, 2002: 45).
There is an assumption that SMS language tends to create a novice language, which has become an integral part of the multilingual world. It pursues simple sentences structure for communication (Rafi, 2011:1). Texting reflects language change and innovation in communication language. The reflection shows in the occurance of certain linguistic features during the activity of texting. The occurance of the certain linguistic features intrigued the writer into having deep analysis on the texting activity.
Research on language uses due to technology interest many researchers. Similar research has ever been conducted previously with different scope of study, where the research focused on the language use in technology in this case computer. With the explosive growth of the Internet to include anyone who is
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5 interested, researchers into Computer Mediated Communication (CMC) are beginning to notice that computer networking constitutes a new revolution in communication media, on a par with speech, writing and print. (Cumming, 1995:4). In recent years, the topic of Computer-mediated communication (CMC) has been one of most popular research areas not only in the field of linguistics, but also in other disciplines such as social sciences, computer science and education.
Thurlow (2003:2) observes that text messaging impacts on literacy and standard language use. People tend to be more creative and innovative in texting the message. The popular belief is that texting has evolved as a twenty-first-century phenomenon, as a highly distinctive graphic style, full of abbreviations and deviant uses of language, used by people that do not care about standards. The dominant features in SMS language are the use of abbreviations, slang, syntactic reductions, asterisk emoting, emoticons, deletions of parts of speech, especially subject pronoun, preposition, articles, copula, auxiliary or modal verbs and contractions. Linguists and educators can therefore use the debate on text speak as a legitimate language and the breadth of its grammar, syntax and semantics to spark academic discussion and understanding of all variations of language (Ong‟onda, 2011:2).
The theory proposed by Bodomo and Lee (2002) which involves the framework of Technology-conditioned approach to Language Change and Use (TeLCU) leads the writer‟s interest to conduct this scientific research.
It is commonly known that communication via SMS has been the favourable option, considering the effectiveness as well as efficiencies. Communication via SMS knows neither boundaries nor time. Mobile phones
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6 which provide this technology offer the comfortable and portable device. Texting, as commonly known, has great contribution to the varieties of language feature used. Due to the effectiveness and efficiencies, users tend to shorten the words and even add symbols representing the users‟ thoughts and emotion. The activity of texting is conducted not only by those with limited knowledge of standar language but also by those of high knowledge on good standard language which in this case, the researcher focuses her intention on the teacher as users with adequate knowledge of standard language. Teachers are selected as the object of observasition due to the sense that they are well-educated and undoubtedly possess adequate knowledge on the use of language properly.
Having teachers as the subject of research regarding the use of SMS has been conducted during the research of “texting style of EFL/ ESL teachers in Saudi Universities: cultural perspectives”. This research had the sample of one thousand of male teachers of English ranging in age from 30 to 50 years from different nationalities but mostly from Saudi Arabia. In this research, the researcher found that code mixing which is very common in oral communication was surprisingly used quite often in text messages. One interesting finding was that one of the Saudi professor in linguistics used informal texting when using SMS, example: “Thanx for producing a strong abstract. It’ll be translated 2nite.”
This finding has become one of the reasons for the writer in choosing teachers of language who considerably capable of using formal and proper language as the subject of the research.
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7 This research conducts on the analysis of some linguistic features of teachers‟ text message related to the grammatical and lexical choices of the writer. It describes some of the lexical and grammatical resources –structural features- that realized in the texting activity which in this case text message. It is necessary to have literacy into discussion since the text message can only conducted by those who are literate. This study is going to investigate the language used and investigate the use of the linguistic features by teachers at Cinta Budaya National Plus School in text messaging in terms of the linguistic features presented from the perspective of Medan people.
1.2The Problems of the Study
The problems of this study are presented in the following questions: (1) What linguistic features of text messaging are used by teachers at Cinta
Budaya National Plus School?
(2) Why do teachers use such linguistic features of text messaging during their communication within text messaging ?
1.3 The Objectives of the Study
This research is aimed at highlighting the causal relationship between the introduction of new Information and Communication Technologies (ICTs) and new forms of language and literacy with reference to the model “Technology-conditioned approach to Language Change and Use”. Thus, the objectives of this study are
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8 (1) to investigate the linguistic features of text messaging used by teachers at
Cinta Budaya National Plus School.
(2) to elaborate the reasons why such linguistic features of text messaging used during their communication within text messaging.
1.4 The Scope of the Study
The scope of this study is the use of linguistic features of text messaging which focuses more on the Technology-conditioned approach to Language Change and Use (TeLCU), Short Message Service (SMS) and text messaging. The Information and Communication Technologies (ICTs) is related to new forms of language and literacy with reference to the model of “Technology-conditioned approach to Language Change and Use” (TeLCU) proposed by Bodomo and Lee. The theory of linguistic features proposed by Crystal which consist of (1) pictograms and logograms, (2) initialism, (3) omitted letters, (4) nonstandard spellings and (5) shortenings will be collaborated with the theory proposed by Li to investigate the linguistic features of mobile texting used by teachers at Cinta Budaya National Plus School.
1.5 The Significance of the Study
Findings of this study are strongly expected to have the theoretically and practically indispensable significances. Theoretically, the research findings will be valuable contributions for readers in identifying the linguistic features in the mobile phone text messaging context and elaborating the reasons of why such linguistic features used by teachers at Cinta Budaya National Plus School.
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9 Practically, on the other hand, the research findings will be beneficial for students who are interested in conducting detailed and deep study on text messaging and the role of new Information and Communication Technologies (ICTs) as references.
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72 CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Having conducted the research, some findings are found. There are some linguistic features of text messaging used by the subjects of the research. There are some dominants linguistic features of text messaging occur. The text messages flow naturally which are similar to the natural conversation.The choice of words, emoticons, punctuation and symbols have great contribution on giving the impression that the text messages are real conversation. The unique dictions somehow enable the researcher to get the feeling of the sender or receiver. Cultural also pays great contribution to the style and mood of the text messages. Below are the conclusions of the research findings.
(1) There are some linguistic features of text messaging occur in this research which are abbreviation/shortening, slang words or non-standard spellings, emoting which includes asterisk emoting, emoticons and punctuation. Syntactic reduction also occurs with the omission of auxiliaries, subject pronoun and articles. The researcher groups punctuation such as exclamation mark, question mark and ellipsis into emoting since those features functions to express feelings of the sender.
(2) The analysis shows, that the dominant linguistic feature of text messaging occurs in the text message is shortening. Compare to other features, shortening used in every text. These shortenings dominantly occur in Bahasa Indonesia texts. Only few occur in English text messages. The use of shortenings has nothing to do with the knowledge adequacy of the subject on the language used.
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73 (3) The subjects of research also admit that the use of linguistic features of text messaging is due to the efficiency and their comfortableness. In order for the written conversation to run naturally, to have the message and the feeling of the sender represented well, linguistic features of text messaging are indeed become great assistant.
(4) There were two phenomena found during the data analysis process. The style in language used and the code-mixing occur in the text messages analyzed. This is due to the fact that most of the subjects are bilingual. It is also due to the background of the subjects which lead them to have certain style and expression during the communication.
5.2 Suggestions
In accordance to the conclusions and findings, there are some beneficial suggestions to be notified.
(1) Linguistic features of text messaging are beneficial since it represents the sender’s view point, thought and feeling just like the real face to face conversation.
(2) Text messaging leads to the efficiency and enable the sender and receiver to express the feelings virtually. However, having effectiveness as the reason also leads to the improper use of standar language. Either in Indonesia, English or Hokkien itself.
(3) It is strongly encouraged that the texting should also be conducted in the proper way when it comes to the use of language. This way, the rules of the language shall not be violated.
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74 (4) Teachers are strongly recommended to convey the message to the students to get used to using proper language even when the text messaging takes place.
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75
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(3) The subjects of research also admit that the use of linguistic features of text messaging is due to the efficiency and their comfortableness. In order for the written conversation to run naturally, to have the message and the feeling of the sender represented well, linguistic features of text messaging are indeed become great assistant.
(4) There were two phenomena found during the data analysis process. The style in language used and the code-mixing occur in the text messages analyzed. This is due to the fact that most of the subjects are bilingual. It is also due to the background of the subjects which lead them to have certain style and expression during the communication.
5.2 Suggestions
In accordance to the conclusions and findings, there are some beneficial suggestions to be notified.
(1) Linguistic features of text messaging are beneficial since it represents the sender’s view point, thought and feeling just like the real face to face conversation.
(2) Text messaging leads to the efficiency and enable the sender and receiver to express the feelings virtually. However, having effectiveness as the reason also leads to the improper use of standar language. Either in Indonesia, English or Hokkien itself.
(3) It is strongly encouraged that the texting should also be conducted in the proper way when it comes to the use of language. This way, the rules of the language shall not be violated.
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(4) Teachers are strongly recommended to convey the message to the students to get used to using proper language even when the text messaging takes place.
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