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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.
Interpersonal Metafunction
2. Blooms Taxonomy
INTRODUCTION
Research
Question
s
How Malaysians
use higher order
thinking skills in
giving comments
through Facebook
posts?
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
QUANTITY
Evaluation
14
Synthesis
Analysis
Application
Table2:Distributionofhigherorderthinking
skills
DISCUSSION
) HALLIDAYAN INTERPERSONAL
FUNCTIONAL ANALYSIS
Typical & non-typical group of responses
e.g: - What is your name?
NT
) BLOOMS TAXONOMY
MOOD: INTERROGATIVE
Evaluation: to criticize
MOOD: INTERROGATIVE
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/
THE END