A N A N A LYS I S O F M A L A YS I A N S C O M M E N T S T O F A C E B O O K P O S T B A S E D

O N I N T E R P E R S O N A L F U N C T I O N A L A N A LYS I S A N D B L O O M S T A X O N O M Y

GROUP MEMBERS:
AMIRAH JAZIMAH SABJAN 1223714
NUR FADZILAH BT MUHAMAD ZAMANI 1224434
NUR AMALIA BINTI ANUAR 1229610
ABU TALHAH BIN SYED MOHAMED 1126245

INTRODUCTION

PURPOSE OF
STUDY
To what extent
Malaysians being
critical in giving
responses to
Facebook posts

INTRODUCTION: FRAMEWORK
1.

Halliday's Functional Analysis

Interpersonal Metafunction

2. Blooms Taxonomy

INTRODUCTION
Research
Question
s
How Malaysians
use higher order
thinking skills in
giving comments
through Facebook
posts?

What are the types

of interpersonal
mood Malaysians
use in their
Facebook
comments?

INTRODUCTION
STATEMENT OF
PROBLEM
Facebook users are not
incorporating the skills of creative
and critical thinking in their
conversations
Due to economic downturn and the
increase in the unemployment
rate, Malaysians must integrate
higher order thinking skills in their

INTRODUCTION
SIGNIFICANCE OF THE
STUDY
Benefit society at large
Call to do reflection
regarding
their conversations
Able to explore our
societys ability
Able to enhance our own
thinking styles

LITERATURE REVIEW
According to the research done by Tong, Heide & Langwell (2008), the amount
of connections and friends on Facebook does not necessarily determine the
character of an individual in being extrovert or introvert.
According to Richard and Hessey (2009), Facebook users have various
preferences where some choose to remain silent although they were online
and some people tend to approve their friend request only if they have met
them at least once.

METHODOLOGY
Qualitative method
- Corpus: Facebook comments from Jinnyboys video on
How Malaysians pay bills
- 1000 words are analysed
- The data is quantified and put in tables

FINDINGS

DECLARATIVE

INTERROGATIVE

EXCLAMATIVE

IMPERATIVE

(n=24)

(n=33)

(n=7)

(n=69)

Subtotal

Typical

61

Typical

11

Typical

28

Typical

106

80

Non-typical

Non-typical

13

Non-typical

Non-typical

27

20

TOTAL 133

Table1:Distributionofmoodandsentence

HIGHER ORDER THINKING SKILLS

QUANTITY

Evaluation

14

Synthesis

Analysis

Application

Table2:Distributionofhigherorderthinking
skills

DISCUSSION

This research is based on two major

frameworks:

) Hallidayan Interpersonal functional

analysis
) Blooms Taxonomy

) HALLIDAYAN INTERPERSONAL
FUNCTIONAL ANALYSIS
Typical & non-typical group of responses
e.g: - What is your name?

- I am sure all of you have read the slides on Functional Analysis.

The non- typical type of comments indicates:

-The failure to adhere to the traditional form and function of

mood they have been set earlier
-Malaysians level of intelligence in applying HOTS (Blooms
Taxonomy)

NT

) BLOOMS TAXONOMY

 Peoples ability to apply, analyze, synthesize or evaluate

knowledge
Examples:

NT ()Are you sure Malaysia guys is like that meh?

-

MOOD: INTERROGATIVE

Evaluation: to criticize

NT ()Ui boss when i go to your work place belanja me

ah?
-

MOOD: INTERROGATIVE

Application: to apply knowledge

NT ()I totally cant recognize him..!!!!!

-

MOOD: EXCLAMATIVE
Analysis: to compare and analyze

REFERENCES
Bloom, B. S., Engelhart, M. D., Furst, E. J.,Hill, W. H. & Krathwohl, D. R.
(1956).Taxonomy of educational objectives: The classification of educational
goals. Handbook I: Cognitive domain. New York: David McKay Company.
Ferlazzo, L.(2009). The Best Resources For Helping Teachers Use Blooms
Taxonomy In The Classroom. In edublogs. Retrieved April 8, 2016, from
http://larryferlazzo.edublogs.org/2009/05/25/the-best-resources-for-helping-tea
chers-use-blooms-taxonomy-in-the-classroom/

Nana, N. (2014). In Facebook [JinnyboyTV]. Retrieved March, 15, 2016 from

https://www.facebook.com/search/top/?q=how%20malaysian%20pay%20bills

THE END