T1 112010127 Full text

Introduction

Conversations are rhythmic in nature, and the rhythms of conversation have long attracted the attention of diverse communication researchers (Brady, 1965; Cappella, 1979; Jaffe & Feldstein, 1970; Sacks, Schegloff, & Jefferson, 1978 in Kalman, 2006). An on-off pattern determines the rhythm of a conversation, and the pauses or gaps in speech that constitute that pattern have been investigated in depth under various names, including pause, gap, and silence (McLaughlin, 1984 in Kalman, 2006). Historically, the needs for the internet as the medium for communication have been started since the emergence of email in the beginning of 1990s (Sumakul, 2011). Since the era of the internet, the amount of users is increasing every year, even every day. Furthermore internet has become a media for communicating with others. All technology has been used to communicate, from chatting, emailing, browsing, etc.

Chun (1994) says that online writing or computer mediated communication (CMC) is a good bridge between speaking and writing, with the strength of each mode supporting each other. Since there are no limitations to communicate, people tend to communicate freely and express what they want. We can find it easily in the internet. People can create blog or other social media to express their selves. Internet has become a media where people can express them self freely. On the other side, there are still some people who still limit the way they communicate, because they think it is not ethical to share everything on the internet. The reasons are because people will see the context, whether it is gender, social status, word choice, grammar, etc. In this research, I want to point out the online communication that involves cognitive process, whether the user is aware or not. When speaking, as part of the cognitive process (Bygate, 2001), people think about the language they use. The consideration involves social factors for example who they are talking to, their gender, age and class (Kerswill, 2000 in Llama, 2007).

In speaking when people process the language in their brain, this could be signaled or observed by looking at pauses and hesitation or silence in speaking. This can also be observed in online communication. There are many rationalism why people tend to do pause and revision when doing CMC. Pauses and silences are an integral component of computer-mediated communication (CMC) (Tannen & Saville-Troike, 1985).Since context is important in conversation, it is also important to know why people do pauses and revision in CMC to help explain the context of the CMC communication. In this research, social factors will be investigated by observing the language choice that being used in pause and revision when doing CMC. This study was conducted to answer the research question, "What are the social factors affecting the pause and revision in CMC?

Theoretical Framework

Social Factors in Communication

As we all know, human is social creature. People need to interact with each other, whether it is face to face or using media. It is no secret that people nowadays tend to use media for their communication tool. The reason is because it is really easy to do it and we can do it whenever and wherever we want. Technology nowadays also support communication through media such us mobile phone, computer, even tab, but not many people realize when they are communicate with others, they do not aware of that social factors effecting the way they communicate. For example when talking or chatting with older people, they use polite language and with their peer, they will use emoticon, slang, and harsh words. According to Hymes (1974), when speaking, people will use some kind of method or strategy that might be helpful, which are:

S. The first letter ("S") designates Situation, which includes both the scene and the setting. This is where the activities are talking place and the overall scene in which they are a part.

P. The second refers to the Participants involved. This area includes the people present and the roles they play, or the relationships they have with other participants.

E. Next, the Ends or goals of communication.

A. Acts, or speech acts include both form and content. That is, any action can be considered a communicative action if it conveys meaning to the participants.

K. One can also choose to focus upon the Key or tone of speech. How the speech sounds or was delivered.

I. Instrumentality or the channel through which communication flows can be examined. N. The Norms of communication or the rules guiding talk and its interpretation can reveal meaning.

G. Finally, one can look at cultural or traditional speech Genres, such as proverbs, apologies, prayers, small talk, problem talk, etc.

In relation to the methods or strategies above, Hymes (1962) explains that there are 4 social factors influencing language choice in interaction; they are setting, participant, topic and function. Participant is one of those factors and was further elaborated by (Kerswill, 2000) into gender, age, and class. According to Galtung (1986), age is the sense of chronology, meaning which year the person was born and birth order within the family. Gender simply the sex of the person, and class is where in the division of labor the person is located. These three kinds of social factors really affect how people communicate. For example, when speaking with someone who is younger or at the same age than us, people will use informal language. On the other hand, when speaking with someone who is older we tend to use formal language. This shows why someone‟s age can make people choose the language choice differently. If we see from gender factor, we can find another example like when male talk to male, they will use harsh and sarcastic words because they know it will not hurt their interlocutor‟s feeling. Lee (2003) also supported that when addressing each other, men will use derogatory names calling, and harsh teasing. However, when male talk to female, he will not use harsh and sarcastic word. Instead, he will use softer language. On the other hand, female also have different style of communicate with male and female. If female communicate with male she will be more straightforward. In comparison, when female communicate to female, she will tell her feeling and condition because it is a usual thing to do if we see female

communicate to another female in a long period time. This is the reason why gender also has a big impact in communication. According to (Crosby, Faye and Nyquist, 1977) males‟ language is considered to be more adult and assertive, and females‟ language is hyper-polite and commonly non-assertive. The last social factor that we need to talk about is class. Actually there are many examples of class factors. For example, when people talk to their boss, they will use formal language, and when student talk to their own lecturer they will use formal language. This is why class also has significance impact in how people communicate with others.

Swansburg (1990) as cited in Wright (1993), for instance, identifies the factors that affect communication as "limitations to perception [that] are cultural and emotional" (p. 388). Cultural and emotional factors also can affect how people communication. For example, when Javanese people speak to older people and strangers, they will use „kromoinggil‟ (formal) term, but if they communicate to someone they are already familiar with, who is younger or at the same age, they will use „ngoko‟ (informal). In contrast with western‟s culture, it does not matter whether they are speaking to older or younger people; there is no different variation that needs to be used. They only need to call the first interlocutor‟s name to show respect to them, because western‟s culture tend to give their children the father‟s last name (Pearson, 2011), like Tony Stark, western people will called him Tony not Stark because there are possibilities his father last name is Stark, and it will be considered as impolite to call him/her with his/her father‟s name. Another example is if we see from gender aspect, when talking to female, people tend to use politer language rather than when they talk to male. We can it see clearly in our daily life. In class example, we can easily found cases when an employee talk to their boss, the employee will use formal language, and always show their respect in front of their boss. Different when the employee talks to another employee they will use informal language. Intercultural and intracultural communication factors also can play a role when people with two different background cultures communicate to each other. According to Allwood (1985), intercultural communication can happen when two people who have different cultural backgrounds communicate

using one language. Furthermore Allwood categorized into four sections that tells intercultural communication might be happen, there are:

1. Patterns of thought – common ways of thinking, where thinking includes factual beliefs, values, norms, and emotional attitudes.

2. Patterns of behavior – common ways of behaving, from ways of speaking to ways of conducting commerce and industry, where the behavior can be intentional/unintentional, aware/unaware or individual/interactive.

3. Patterns of artifacts – common ways of manufacturing and using material things, from pens to houses (artifact = artificial object), where artifacts include dwellings, tools, machines or media. The artifactual dimension of culture is usually given special attention in museums.

4. Imprints in nature – the longlasting imprints left by a group in the natural surroundings, where such imprints include agriculture, trash, roads or intact/ruined human habitations. In fact, “culture” in the sense of “growth” (i.e. a human

transformation of nature) gives us a basic understanding of what the concept of culture is all about.

On the other side, according to Djan (2010) as cited in Samovar and Porter (2001), intracultural communication is the type of communication that takes place between members of the same dominant culture, but with slightly different values. This is some example why cultural can make people use language choice differently. If we it see from emotional aspect, Woman more likely to add emotional subject rather than male. Lee (2003) mentions that female conversations contain more emotional subject matters, Lee also said female also tend to generally open a conversation with a greeting of some sort. Another way of categorizing factors according to Potter and Perry (1989) as cited in Wright (1993) is by interpersonal variables, which are defined as "perceptions, values, cultural background, knowledge, and roles and the setting of interaction" (p. 493). To sum up, all of these factors affecting how people communication the one which makes it different is from the participant , their age, gender, class, cultural background and background knowledge.

From all of these researcher‟s point of view, it shows that social factors have a big impact in communication because before we communicate our brain process something about our hearer, like gender, age, status, etc. This research will emphasize on the social factors that affect pause in revision on CMC, because it is really important to look at social factors especially when the language users produce cognitive process and creating product in their brain. The move from the „language of CMC‟ to computer-mediated discourse (Herring, 2004 in Androutsopoulos, 2006) has important implications for the theory and methodology of CMC research from a sociolinguistic viewpoint. Furthermore through CMC, we can see how social factors can affect the way people communicate in online communication by looking at the language choice that the participant makes when communicate with others.

CMC: A New Mode in Communication

Warschauer (1997) mentions that since the era of the internet, the rate of human interaction through text-based form has been increased. Trunk (2009) explains that young people now write more, particularly on internet sites. CMC is a new way to communicate through internet. CMC is defined as the direct use of computers in a text-based communication processes (Miller & Sullivan, 2006:2 in Sumakul, 2012). CMC comes in two different modes, synchronous and asynchronous (Hyland, 2003). Synchronous writing occurs when people interact in real time, such as chats, while asynchronous writing occurs when people communicate in delayed way, such as emails (Sumakul, 2011).CMC can be used for complex communication such as problem-solving and decision-making, and that the outcome is qualitatively equal to FtF communication (Adrianson & Hjelmquist, 1999).This is the reason why CMC have important role in developing individual or groups skills through internet.

CMC is a combination of spoken and written language. This is the advanced invention in language because, through CMC, spoken and written language can be at the same time. However spoken and written language contrast to each other, each mode has its own features which are mediated in CMC (Sumakul, 2011). Chafe (1987) also said

that speaking and writing have their own validity. According to Chafe (1987), language in its written form can be collected, stored, examined, manipulated and analyzed in ways that were until very recently impossible,for spoken language. Lingley (2005) also said that written texts may be neatly categorized as planned, organized, and transactional while spoken communication is often presented as unplanned, less structured and interactive in nature. However, features of written language can easily be found in spoken language just as written texts can exhibit aspects of conversation (Lingley, 2005). Interestingly, by communicating through CMC, people can do spoken and written language at the same time, then make spoken and written language became a part in CMC. Spoken and written and CMC become an important media for communication nowadays because spoken and written language integral with CMC. Furthermore, one of the features from CMC is pause and revision. So, by doing CMC, we can observe what happen when people do pause and revision, which might be caused by social factors.

Looking For Social Factors in CMC: Pauses and Revisions

Writing is a complex activity to do. It needs cognitive process which produce product and process based. By doing writing, especially in internet, many people do pause and revision. We can see the pauses and the revisions from the grammatical errors, context, and to whom they are communicating with. Pauses and revisions not only can be seen from these three aspects, but also from how they plan what they will write, and how they predict the reaction of the people whom they are communicating with. According to Griffith (1991), from 1970 until now, pausology has continued to have an impact both within and beyond the domain of psycholinguistics and speech production. The interactions between the processes of writing that leave traces as pauses and revisions have been shown to vary between situations depending on, among other things the writing medium (Hass, 1989, 1996; Van Waes, 1992; Van Waes & Schellens, 2003 in Leitjen, 2005).

Goldman-Eilser (1972) found out that the longest pauses appeared between sentences or before coordinate clauses, and the shortest within clauses. Not only do pause in chatting with others people, they also do revision. Revision is also a common thing that people do when chatting. According to Hayes (2004) as cited in Lindgren (2005) revision process focused either on revision made to previously written text or on revision undertaken while text is being produced. Revision can also be triggered when writers discover new opportunities in their texts. When a writer has noticed a mismatch, a decision has to be made, first, whether to revise or second, where to locate the revision (Flower. 1986; Hayes. 1986). Reading can also trigger discovery of new ideas or relationships in the text and result in revision (Hayes, 2004 in Lindgren,2005). The revision may in turn result in a need to plan the following section, in order to fit it in with the revised text and the planning may in turn result in more revision. Pause and revision is very important in writing and it takes important part in communication whether we see it from positive or negative impact. According to Tannen & Saville-Troike in Kalman( 2006) pauses and silences are an integral part of communication. Social factors in CMC could be seen through pause and revision. By researching how people do CMC, we can find more about the reason how social factors affecting pause and revision. It is really important to know that social factors have a big impact on pause and revision.

The Study

Context of study

Internet communication is common nowadays considering people can do online communication everywhere and anytime. By analyzing chats conversation, focusing in pauses and revisions, this study wanted to investigate the social factors affecting language choice in CMC interaction. The CMC interaction in here, takes place in online communication. This research will be done in qualitative research. Qualitative research aims to addressing questions concerned with developing an- understanding of the meaning and experience dimensions of humans‟ lives and social worlds (Fossey, 2002). Qualitative research has been described as the type of research that relies on verbal description (Perry, 2011: 79), and the data will be recorded and then the participants will be interviewed, after that the data will be obtain.

Participants

The participants were English Department students of Satya Wacana Christian University. This research used purposive sampling. According to Given (2008), purposive sampling is a method of collecting data which sees sampling as a series of strategic choices about with whom, where and how to do your research. In this research, there are six participants, three males and three females. They were final year students in English Department. The reason to choose them was because they were considerd fluent in English, both spoken and written, compared to the younger students. Moreover, the participants were the people who usually did chatting or texting whether in Facebook, Twitter, SMS, E-mail, etc. This feature was required by this study as it looked at the language used in CMC environment.

Research instrument

This research will use SRP (Stimulated Recall Protocol) or common term named verbal protocol. SRP has been widely used in second language research and has been generally described under introspection terminology (Gass & Mackey, 2000 in Sumakul, 2011). This was achieved by asking speakers to report those thought after they have completed a task or activity (Gass & Mackey, 2000 in Jimenez, 2007).

Moreover, there were two softwares used in this study: 1. Cam Studio (Version 2.7.1)

In the SRP sessions, Cam studio was used to record the activity that the participant did when chatting. All the activities in the monitor were recorded by this software. An example of video image from cam studio is as shown in image 1.

Image 1

2. Actual spy key logger (Version 2.9)

This software was used is used to capture the keystroke during the chat sessions. The record of the keystroke was used to represent the video in this writing report. An example of key logger can be seen in figure 1

Figure 1

Example of data from key logger kee

[Enter] thankss [Enter]

Thankkk[R01][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp]thankyou[Space]ve[R02 ][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][ BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][P01]hehehehehe

[Enter]

maaf[Space]yaa[RO3][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][B kSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkS p][BkSp][BkSp][P02]yuooo[R04][BkSp][BkSp][BkSp]psss[PgDn]

[Enter]

By seeing this data will show when the participant do revision from key logger, for example [BkSp] is for when participant did revision.[RO1]-[R04] shows the time when the participant did revisions, and [P01]-[P02] shows the time when the participant did pauses.

Data Collection

SRP involved interviewing the participants. SRP was conducted immediately after the chat sessions because the effectiveness of SRP “can be greatly affected by the temporal proximity of the recall to the original task” (Gass, 2001: 221 in Jimenez, 2007). First step is I asked the participants to conduct an online chat and recorded them using Cam Studio for about 15-20 minutes. This method was adapted from Liu and Lu (2008), when the videos were used for the SRP sessions to reveal the strategies during writing. After they finished chatting I showed them the Video recorded by Cam Studio and watched the video with the participants. While watching the video, the participants were interviewed on the reasons for the pauses on revisions they did during their chats. Their answers were then recorded and later transcribed.

Data Analysis

The analysis were based on the data from the chats, focusing on pauses and revisions. These pauses and revisions were confirmed with the reasons given by the participants during the SRP interview. The data from chats and interviews were later analysed using the theories discussed in Theoretical Framework section.

Morever, in the analysis, I added(Pxx) and (Rxx) marks. For example, (P01) is the mark for the first pause and (R02) is the mark for the revision pause. Pause represent the time participant do not do anything just thinking of certain words. Pause cannot be seen through key logger but visible from video. Different from revision, revision can be seen through video and key logger.

FINDINGS AND DISCUSSION

This study found that there were 3 social factors affecting the participants‟ pauses and revisions in their chat sessions. They were Age, Gender, and Class. The following section will focus the discussion on each factor.

Age

It was found that age is a factor the participants consider when using their language in conducting online conversation. The following excerpt shows how Participant 3 and 5 paused and revised when conversing with younger and older interlocutor

Figure 2

Excerpt from participant 3 talking to younger interlocutor

then[Space]how'[Space]sonya[P04][R01][BkSp][BkSp][BkSp][BkSp][BkSp]dek[Space] Sonya [Shift]?[Space]did[Space]you[Space]still[Space]mad[Space]at[Space]me[Shift]? [Enter]hahahaha[Space]no[Space]goliiii

In the above excerpt Participant 3 paused after finish writing the word „Sonya‟ then participant paused and revised the word Sonya. First of all the participant want to write „Sonya‟ then she paused and do revised by changing it into „dek Sonya‟. During the SRP session participant explained” Saya baru tau kalau teman saya lebih muda dari saya, jadi saya memutuskan memakai dek karena saya tidak terlalu dekat denganya”

(TR: The participant realized that she was talking with someone who younger than the participant, so participant use ‟dek‟ because she not really closes with the interlocutor so she decided to use „dek‟).

Figure 3

Brandon[R01][BkSp][BkSp][BkSp][BkSp][P01][BkSp][BkSp][BkSp][BkSp][BkSp][Bk Sp][P02][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp]hi[Space]mr.br andon

In the above excerpt Participant 5 paused after finish writing the word „Brandon‟ then participant did pause and revision by changing the word „Brandon‟ into „hi Mr. Brandon‟. During the SRP session, the participant explained,” Kalau ngomong sama dosen, saya harus hati-hati dengan bahasa yang saya gunakan terutama grammar, tidak pakai basa basi, dan juga harus sopan karena melihat lawan bicara saya dosen dan lebih tua (TR: when talking to lecturer the participant have to give extra attention to language (grammar), straight forward, and always using polite language regarding their status and age)”. Participant also added „hi‟ to act more polite, rather than just saying „Mr. Brandon‟.

From the key stroke it shows when the participants did chatting with someone who was younger or at the same age or older than the participant, they would use „dek‟ and when talking with someone who older they would use „Mr. or sir‟ to show their respect to them. It is something usual that happens when people communicate with someone younger and older than us. This confirms Kerswil (2000) who says that age matters in the ways people communicate especially in term of address.

However, it was interesting to find that in figure 2, intercultural communication played a role in the interaction. The participant changed „Brandon‟ into „hi Mr. Brandon‟ because the participant was using patterns of thought (Allwood,1985). The participant used her beliefs, values and norms to change it into „hi Mr. Brandon‟ because in Indonesian culture it is more polite to call older people using „Mr. or sir‟ even though western people more likely to be called by first name. It‟s also confirms Allwodd (1985) who says when two people with different culture, intercultural might happen. This is because language is a part of culture (Jiang, 2000). Language cannot be separated from the culture itself.

Gender

It was found that gender was another factor the participants consider when using their language in conducting online conversation. The following excerpt shows how Participant 6 and 2 paused and revised when conversing with their male and female counterparts.

Figure 4

Excerpt from Participant 6 talking to male

[Shift]I[Space]put[Space]kevin[Space]in[Space]your[Space]hands[Space][BkSp][BkSp][ Space]for[Space]the[Space]next[Space]couple[Space]of[Space]days[Space]bro[P05][R0 7][BkSp][BkSp][BkSp][fuckers[Shift]:D

In the above excerpt, participant 6 paused after finishing writing the word „bro‟ then participant did pause and revise. The participant wanted to type „bro‟ and changed it into „fuckers‟. During the SRP session participant explained “ Saya ganti kata „bro‟ jadi „fuckers‟ karena saya tau tidak mungkin teman saya marah atau sakit hati soalnya itu hal yang biasa terjadi kalo cowo manggil temennya pake kata kasar atau sarkastik” (TR: The participant did that revision because he knew it would not hurt interlocutor‟s feeling and it was usual things if males used harsh and sarcastic words). Furthermore the participant explained that he only used harsh word when communicating with male. Figure 5

Excerpt from participant 2 talking to female

Kyaaaa!!![Space]heii[Space][P01]lucy[R01][BkSp][BkSp][BkSp][BkSp]cantik[Space]it‟ s[Space]been[Space]a[Space]long[Space]time[Space]where[Space]are[Space]yor[BkSp] u[Space]now[Shift]?

In the above excerpt, participant 2 paused and revised after finishing writing the word „Lucy‟, then the participant did pause and revision. The participant wanted to type „Lucy‟ and change it into „cantik‟. During the SRP session participant explained” Kalau ngomong sama cewek lebih enak, soalnya kita bisa curhat apapun yang kita mau, dan saya udah biasa pake kata „cantik‟ soalnya itu hal yang biasa terjadi kalo cewe ngomong sama cewe” (TR: The participant explained because it is more enjoyable to chat with female rather than male, and the participant can share anything she wants and she tend to use the word „cantik‟ when communicate with female). This kind of language can make the participant and interlocutor feel closer with each other, but this kind of language is only used when communicating with her close friend to indicate she still loves to do chatting with her friend, even though they were separated by place.

We can see from the key stroke that gender factor really affects the way people communicate. When males communicate with males, they tend to use harsh word like „fuckers‟, because the participant know it would not hurt the interlocutor‟s feeling. It was a common thing when male communicate with male. It is the reason why it is a common thing when male talks to male they will use derogatory and harsh teasing. Lee (2003) confirms that when addressing each other, men will use derogatory names calling, and harsh teasing. In interview session, the participant said it is normal things to call his best friend with harsh words, the interlocutor also use harsh words to calls the participant.

However, when female communicate with female they will use words that make their interlocutor feels like a really close friend to them, because it is one way to make interlocutor want to talk more with the participant. Lee (2003) says that female conversations contain more emotional subject matters. It was evident in this research when the participant changed „Lucy‟ into „cantik‟ to be more emotional involved. Lee further says that female also tend to generally open a conversation with a greeting of some sort. In this example it shows from the word „kyaaaa!!! Heii cantik‟.. _{This is in line} with Kerswil (2000) who says that gender matters in the ways people communicated. The

approach that they use is different. Thus, it is why gender has a big role in communication, particularly in CMC environment as shown in this study.

Class

It was found that class is a factor the participants consider when using their language in conducting online conversation. The following excerpt shows how Participant 1 and 4 paused and revised when conversing with someone who has different class with them.

Figure 6

Excerpt from participant 1 talking to her own lecture

pak,[Space][Shift]I[Space]am[Space]sorry[Space]if[Space][Shift]I[P01][Space][R01][Bk Sp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp ][BkSp][BkSp][BkSp][BkSp][BkSp][P02][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][Bk Sp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp]sir[BkSp][BkSp][BkSp][BkSp][BkSp][Bk Sp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp ][BkSp][BkSp][BkSp][BkSp][BkSp][BkSpBkSp][BkSp][BkSp][BkSp][BkSp][BkSp][Bk Sp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp ][BkSp][BkSp][BkSp]how[Space]about[Space]your[Space]study[Shift]?

In the above excerpt, participant 1 paused before finishing writing the sentence, and then the participant changed „pak‟ into „sir‟. During the SRP session, the participant explained “ Karena saya hati-hati dengan grammar saya, dia dosen jadi pasti pintar dalam grammar, saya takut kalau kata yang saya gunakan menyakiti perasaannya. Soalnya kita punya budaya yang beda, dia sekarang tinggal di jepang. Saya juga pasti pake bahasa yang formal sama sopan”. (TR: The main reason why she changed it because she is careful ( in using grammar), the interlocutor is expert in English (lecturer), the participant really scare that the word that she used hurt the interlocutor feeling

,because they have different cultural background. The participant also uses formal and polite language.)

Figure 7

Excerpt from participant 4 talking to his friend who now studied in another country ia[Space]m[Space]sorry[P04][Space]Nita[BkSp][BkSp][BkSp][BkSp][R07]Angel[Space ]oohh[Space]oka[BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp][BkSp]

In the above excerpt Participant 4 paused before finally writing the word „Nita‟, and then the participant changed „Nita‟ into „Angel‟. During the SRP session, The participant explained “ Saya memutuskan mengikuti aturan luar negeri, manggil temen pakai nama depannya. Alasan saya melakukan revisi soalnya saya butuh waktu buat baca sama mengerti apa yang dia omongin sama untuk tau dia pake istilah apa, soalnya dia temen saya yang sekarang kuliah di luar negeri jadi dia pasti punya istilah khusus dalam berkomunikasi”. (TR: Participant decided to follow some western‟s habit by using her first name. The reason why she changed it because needs time to read and understand what they are talking about and also to know the term that the interlocutor used because one of my friends is now study overseas so she has special term in daily communication.)

The key stroke, shows that the participant tend to use back space rather than write a sentence, it is because the participants chatted with their own lecturer and her old friend who live in Australia. It shows that the participants really thought what the participant wanted to write and what would happen next. The participants would think as hard as they could to not embarrass themselves by writing something that was inappropriate or something that would make the participants look stupid and the participants will use

polite language, also considering the interlocutor cultural background. The language that they used was formal language like „sir‟ and calls their interlocutor first name. Kerswil (2000) says that class matters in the ways people communicated.

Interestingly, intracultural communication occurs here. From figure 5 and 6, we can see both participant and interlocutor are Indonesian but the differences is the interlocutor now live in another country. This was the reason why intracultural happenned because both participant and interlocutor have same dominant culture but slightly different values because the interlocutor live in another country. Intracultural communication force and take some place in the participant‟s norm and value, and then the participant followed some rule from another country like changing „pak‟ into „sir‟ and changing „Nita‟ to „Angel‟.

The data analysis shows that almost all of the participants found that social factors (Age, gender, and class) affect the language choice which leads to pause and revision. Table 1 to shows what social factors affecting each participant in their interaction.

Table 1

participant Age Gender class

1   

2   

3  - 

4 -  

5   

6   

Total 5 5 6

As we see, many of them found that social factors affect the way they choose language choice while they are chatting. This table indicates that social factors have an impact in pause and revision even though not every single participant show that these

three social factors (Gender, age, and class) affected their language. For example, it was not found that gender does not affect the language choice of Participant 3. From participant 4, it was observed that age factor did not affect his language use. The rest of the participants are (1, 2, 5, and 6) confimed that all the social factors (age, gender, and class) really affect their language choice, which could be observed from the pauses and revisions in their chats.

This study aimed at finding social factors affecting the language use in online conversations. From the finding, it is shown that social factors played a great role in language choice which led to pauses and revisions. The participants admitted that they thought about the age, gender and class of their chat counterparts when communicating in online chats. This finding is in line with Kerswill (2000) who says that age, gender and class affect the way people communicate with others. Other findings also indicate intercultural and intracultural that might be involved in CMC environment. Intercultural communication happens when two people who have two different cultures communicate using one language, the example can be seen when Indonesian people conversed with western people. There were some cultural limitations that cannot be broken. For example is when the participant used the word „Mr.Brandon‟ instead of „Brandon‟. The Indonesian people cannot break the rule because of cultural limitation. Meanwhile, intracultural happens when two people who have similar backgrounds and chatting use one language with slightly different values. For example, when two Indonesians people chatted, one came from Indonesia and the other came from Indonesia too, but recently lived in another country. One of them had to follow the other rule when communicating with others. For example, it happened when the participant followed the other rule by using the interlocutor‟s first name rather than nick name, even though the participant‟s culture tend to use nick name rather than first name.

Conclusion

This study reported the findings about how social factors affecting communication in CMC. This could be seen by the pauses and revisions during online chats. The study was conducted by observing six participants through their online chats followed by SRP sessions. At the end, this study concludes that the communications was mostly affected by social factors, which are age, gender, and class, seen from the pauses and revisions during their conversations.

It was also found that this study confirmed Lee (2003) who says that when male talk to male, they will use derogatory names calling and harsh teasing. In contrast when female talk to female, the language that female used will contain more emotion and greets people with some sort of unique ways. Another interesting finding from this study was related to Allwood (1985) who explains that when two people who have different culture communicate using one language, intercultural communication might occur. Similarly, Djan (2010) also says that when two people who have same background, intracultural will occur.

This study only looked at age, gender, and class as the social factors affecting communication.For further studies, it is suggested that the studies look on others factors beside age, gender, and class. Therefore, the studies can find the others factors affecting language choice in communication which leads into pause and revision in CMC. The further study might be done by observing the events related to (Hymes, 1974). For example, further studies can observe the situations, norms, or genres. From pedagogical implication, teacher can teach not only the language but also social values. For example, the teacher can explain no need to put „Mr‟ to call western people, because it is more polite to call their first name. Also, if want to put „Mr‟ then we have to put last name after „Mr‟.

Acknowledgment

First of all, I want say thanks to Allah SWT for the favor and give me strength to finish this study. I am very thankful to my supervisor and second reader for guidance, feedback, patience, motivation and suggestion during the study. I am also happy to have parents who support me through this study. Last but not least, I would like to say thanks to all my participants who willing to spend their time with me to finish this study, also my friends who cheer me up when I feel depressed.

References:

Actual spy key logger (version 2.9). [Online] Available from http://http://actual-spy.en.lo4d.com/ (Accessed 1January 2014)

Adrianson, L., &Hjelmquist, E. 1999. Group processes in solving two problems: face-to-face and computer-mediated communication. Behaviour and Information Technology.

Allwood, Jens.(1985). Intercultural communication.University of Göteborg, Dept of Linguistics.

Androutsopoulos, J. 2006. Introduction: Sociolinguistics and computer-mediated communication. Introduction: Sociolinguistics and computer-mediated communication . Bygate, Martin.2001. Speaking. Cambridge: CUP

Camstudio (version 2.7.1). [Online] Available from http://camstudio.org/ (Accessed 1January 2014)

Chafe, Wallace.1987. Ann Rev Anthropol. The relation between written and spoken language.

Chun, Dorothy M. 1994. „Using Computer Networking to Facilitate the Acquisition of Interactive Competence‟. System Vol. 22/1, pp. 17-31.

Crosby, Faye &Nyquist, Linda.1977. Language in Society.Cambridge: Cambridge University Press

Djan, Tracy.2010. How to communicate efficiently and affectively in intercultural relations.

Flower, Linda; Hayes, John. 1986.Detection, Diagnosis, and the Strategies of

Fossey,Eillie.2002. Understanding and evaluating qualitative research.

Galtung, Johan.1986. Age, gender, and reace; Nation and Class: what is the relationship to cosmlogy

Given.m.Lisa (Ed.) 2008. The Sage Encyclopedia of Qualitative Research Methods. Sage: Thousand Oaks

Goldman-Eisler, Frieda. Pauses, clauses, sentences. Language and Speech, 1972. Griffith, R. 1991. Pausological research in an L2 context: A Rationale, and Review of Selected Studies.

Hyland, Ken 2003. Second Language Writing. Cambridge: Cambridge University Press.

Hymes, D. H 1962. The Ethnography of Speaking.Washington, DC: Anthropology Society of Washington.

Hymes, D.H. 1974. Ways of speaking. Cambridge: Cambridge University Press.

Jiang, Wenying. 2000. ELT journal. The relation between culture and language.

Jiménéz, Antonio F. J. 2007. „Stimulated Recall Methodology in Language Attrition Research‟. In Barbara Kopke, Monika S. Schmid, and Merel Keijzer (eds.) Language Attrition: Theoretical Research. Amsterdam: John Benjamins Publishing Company Kalman, Y. 2006. Journal of Computer-Mediated Communication. Pauses and Response Latencies: A Chronemic Analysis of Asynchronous CMC .

Koning, Alice. 1999. Research Paper Series. Conceptualising Opportunity Recognition as a Socio-Cognitive Process

Lee, Christine.2003.The mercury project for instant messaging studies.How Does Instant Messaging Affect Interaction Between the Genders

Leitjen, M. 2005. Writing with speech recognition:The adaptation processo fprofessiona lwriters with and without dictating experience.

Lingdren,Eva.2005. Writing and revising. Didactic and Methodological Implications of Keystroke Logging.

Lingley, D. 2005. The Asian EFL Journal Quarterly. Spoken Features of Dialogue Journal Writing .

Liu, Wenyu and Lu, Yang 2008. „Research on EFL Writing Strategy Using SRP‟. Asian EFL Journal Vol. 10/2

Meyer, Charles F. 2009. Introducing English Linguistics. Cambridge: Cambridge University Press.

Pearson, N.J. 2011. Marriage and Family. London

Perry, Jr., F. L. 2011. Research in Applied Linguistics: Becoming a Discerning Consumer. 2nd . New York: Routledge.

Sumakul,T. 2011. Communication strategies in synchronous CMC.

sumakul, T. 2012. CMC in ELT: Theories and Practices. CMC in ELT: Theories and Practices

Tannen, D., & Saville-Troike, M. 1985.Perspectives on silence. Westport, CT: Greenwood Publishing Group.

Trunk, Penelope 2009. „The Internet has Created a Great Generation of Writers‟. [Online] Available from http://blog.penelopetrunk.com/2009/10/19/the-internet-creates-an-era-of-great-writing/

Warschauer, Mark 1997. „Computer-Mediated Collaborative Learning: Theory and Practice‟. The Modern Language Journal Vol. 81/4, pp. 470-481.

Wright, M. 1993. Factors Affecting Communication Between emergency department nurses. Factors Affecting Communication Between emergency department nurses .

Yoram.M.Kalman. 2006. Online Pauses and Silence: Chronemic Expectancy Violations in Written .

Conclusion

This study reported the findings about how social factors affecting communication in CMC. This could be seen by the pauses and revisions during online chats. The study was conducted by observing six participants through their online chats followed by SRP sessions. At the end, this study concludes that the communications was mostly affected by social factors, which are age, gender, and class, seen from the pauses and revisions during their conversations.

It was also found that this study confirmed Lee (2003) who says that when male talk to male, they will use derogatory names calling and harsh teasing. In contrast when female talk to female, the language that female used will contain more emotion and greets people with some sort of unique ways. Another interesting finding from this study was related to Allwood (1985) who explains that when two people who have different culture communicate using one language, intercultural communication might occur. Similarly, Djan (2010) also says that when two people who have same background, intracultural will occur.

This study only looked at age, gender, and class as the social factors affecting communication.For further studies, it is suggested that the studies look on others factors beside age, gender, and class. Therefore, the studies can find the others factors affecting language choice in communication which leads into pause and revision in CMC. The further study might be done by observing the events related to (Hymes, 1974). For example, further studies can observe the situations, norms, or genres. From pedagogical implication, teacher can teach not only the language but also social values. For example, the teacher can explain no need to put „Mr‟ to call western people, because it is more polite to call their first name. Also, if want to put „Mr‟ then we have to put last name after „Mr‟.

Acknowledgment

First of all, I want say thanks to Allah SWT for the favor and give me strength to finish this study. I am very thankful to my supervisor and second reader for guidance, feedback, patience, motivation and suggestion during the study. I am also happy to have parents who support me through this study. Last but not least, I would like to say thanks to all my participants who willing to spend their time with me to finish this study, also my friends who cheer me up when I feel depressed.

References:

Actual spy key logger (version 2.9). [Online] Available from http://http://actual-spy.en.lo4d.com/ (Accessed 1January 2014)

Adrianson, L., &Hjelmquist, E. 1999. Group processes in solving two problems: face-to-face and computer-mediated communication. Behaviour and Information Technology.

Allwood, Jens.(1985). Intercultural communication.University of Göteborg, Dept of Linguistics.

Androutsopoulos, J. 2006. Introduction: Sociolinguistics and computer-mediated communication. Introduction: Sociolinguistics and computer-mediated communication .

Bygate, Martin.2001. Speaking. Cambridge: CUP

Camstudio (version 2.7.1). [Online] Available from http://camstudio.org/ (Accessed 1January 2014)

Chafe, Wallace.1987. Ann Rev Anthropol. The relation between written and spoken language.

Chun, Dorothy M. 1994. „Using Computer Networking to Facilitate the Acquisition of Interactive Competence‟. System Vol. 22/1, pp. 17-31.

Crosby, Faye &Nyquist, Linda.1977. Language in Society.Cambridge: Cambridge University Press

Djan, Tracy.2010. How to communicate efficiently and affectively in intercultural relations.

Flower, Linda; Hayes, John. 1986.Detection, Diagnosis, and the Strategies of Revision. College Composition and Communication

Fossey,Eillie.2002. Understanding and evaluating qualitative research.

Galtung, Johan.1986. Age, gender, and reace; Nation and Class: what is the relationship to cosmlogy

Given.m.Lisa (Ed.) 2008. The Sage Encyclopedia of Qualitative Research Methods. Sage: Thousand Oaks

Goldman-Eisler, Frieda. Pauses, clauses, sentences. Language and Speech, 1972.

Griffith, R. 1991. Pausological research in an L2 context: A Rationale, and Review of Selected Studies.

Hyland, Ken 2003. Second Language Writing. Cambridge: Cambridge University Press.

Hymes, D. H 1962. The Ethnography of Speaking.Washington, DC: Anthropology Society of Washington.

Hymes, D.H. 1974. Ways of speaking. Cambridge: Cambridge University Press. Jiang, Wenying. 2000. ELT journal. The relation between culture and language.

Jiménéz, Antonio F. J. 2007. „Stimulated Recall Methodology in Language Attrition Research‟. In Barbara Kopke, Monika S. Schmid, and Merel Keijzer (eds.) Language Attrition: Theoretical Research. Amsterdam: John Benjamins Publishing Company

Kalman, Y. 2006. Journal of Computer-Mediated Communication. Pauses and Response Latencies: A Chronemic Analysis of Asynchronous CMC .

Koning, Alice. 1999. Research Paper Series. Conceptualising Opportunity Recognition as a Socio-Cognitive Process

Lee, Christine.2003.The mercury project for instant messaging studies.How Does Instant Messaging Affect Interaction Between the Genders

Leitjen, M. 2005. Writing with speech recognition:The adaptation processo fprofessiona lwriters with and without dictating experience.

Lingdren,Eva.2005. Writing and revising. Didactic and Methodological Implications of Keystroke Logging.

Lingley, D. 2005. The Asian EFL Journal Quarterly. Spoken Features of Dialogue Journal Writing .

Liu, Wenyu and Lu, Yang 2008. „Research on EFL Writing Strategy Using SRP‟. Asian EFL Journal Vol. 10/2

Meyer, Charles F. 2009. Introducing English Linguistics. Cambridge: Cambridge University Press.

Pearson, N.J. 2011. Marriage and Family. London

Perry, Jr., F. L. 2011. Research in Applied Linguistics: Becoming a Discerning Consumer. 2nd . New York: Routledge.

Sumakul,T. 2011. Communication strategies in synchronous CMC.

sumakul, T. 2012. CMC in ELT: Theories and Practices. CMC in ELT: Theories and Practices

Tannen, D., & Saville-Troike, M. 1985.Perspectives on silence. Westport, CT: Greenwood Publishing Group.

Trunk, Penelope 2009. „The Internet has Created a Great Generation of Writers‟. [Online] Available from http://blog.penelopetrunk.com/2009/10/19/the-internet-creates-an-era-of-great-writing/

Warschauer, Mark 1997. „Computer-Mediated Collaborative Learning: Theory and Practice‟. The Modern Language Journal Vol. 81/4, pp. 470-481.

Wright, M. 1993. Factors Affecting Communication Between emergency department nurses. Factors Affecting Communication Between emergency department nurses .

Yoram.M.Kalman. 2006. Online Pauses and Silence: Chronemic Expectancy Violations in Written .