Sie sind auf Seite 1von 90

CHAPTER I

THE PROBLEM

Online social networking sites allow individuals to make their own public or

even private profile within this web-based service (Boyd & Ellison, 2007). It also

makes it possible for them to connect with other people who have also made their

own profile. These enable us to start in social interaction online to help us find

others with common interest and make a forum of discussion as well as share

ideas with one another. Most people referred it as a virtual community which brings

people from all over the world to talk, share their opinions, ideas as well as their

interest or even to make friends. This said type of collaboration and sharing is

known as social media. Unlike the traditional media that was typically created by

no more than ten people, social media sites contain content created by hundreds

or even millions of different people (Computer Hope, 2018). For this reason, the

researchers came up with this study, to know the possible influences of online

social networking to students and also, to make an instructional manual based on

the disadvantages that online social networking has.

Online social networking sites offer plenty of opportunities when it comes to

learning and also interacting. It’s not that hard to see that online social networking

sites have benefits to give to the students and as the 21 st century learners use

technology in their classrooms, they remake the traditional way of learning.

Nowadays, students’ experiences in the world are different unlike before for

them, it’s not just about reading books nor doing assignments anymore they are

1
also adapting and acquiring knowledge through a modern way of communicating.

Today where connections are essential, recently graduates are working into their

field with a great deal to offer.

Online Social Network sites are intended with the end goal of shared

associations. Today’s students are getting to Facebook, Twitter, Tumblr,

Snapchat, Instagram and so onto associate with everyone around them. An

interesting thing about Online Social Networking is that it gives its clients a chance

to associate and draw in with each other through as web nearness, maybe, never

at any point meeting face to face. Even though they are simply sharing individual

pictures, connections to different locales or even simply remarking on somebody's

post, the commitment of the students are there, extending past social association

purposes alone. Students utilize web-based life consistently to collaborate with

their companions and even with their instructors to examine about class-related

subjects. Not only do they know how to use social media to connect with others on

the Internet, they likewise realize how to utilize essential and even complex

capacities so as to do as such.

Online social networking sites users impart and share among themselves

their thoughts consistently, giving data and getting it at fast speed communicate

and share among themselves their ideas almost every day, giving information and

receiving it at rapid speed. This data is more than entertaining images; they share

perspectives and suppositions; tips, traps, and even DIY ventures; and, among

students, accommodating data for classes. Their capacity to survey, break down,

2
hold and offer data is multiplying and they didn't understand how quick they are

creating. Just individuals, who were conceived before the Internet was concocted,

are probably going to comprehend the degree of this new style of correspondence.

The greater part of the more seasoned age would not totally comprehend

or concur with the measure of online life action by today’s students however they

will likewise profit by it. As the innovation is progressing, so as how the world works

with it. Today, we are seeing schools adjusting these advancements into their

framework to improve the student’s life even the instructors' life. The use of Online

Social Networking sites in education gives the student an opportunity to have an

access to useful information through connecting through learning groups.

Online social network furnishes students and institutions with different

chances to improve learning strategies in light of the fact that through these

systems, you can incorporate web-based life modules that empower sharing and

communication. Students can profit by online instructional exercises and assets

that are shared through social networks (Dlamini, 2017).

Through online social networks students gain valuable knowledge as well

as experiences on various points or issues for study purposes. It is additionally a

way where students can set up gainful associations for their vocations. As an

instructive foundation, it is imperative to be dynamic in numerous social stages

conceivable; this helps make better student training strategies and shapes student

future.

3
Schools can interface with students through internet-based life systems, for

example, Facebook, Gmail, YouTube, etc. These sites can be utilized to convey

grounds news, make declarations and furnish students with valuable data. This

fabricates commitment among schools and students which help handle numerous

student’s issues through the group interaction.

Foundations can make posts that are strong or even positive that can

achieve all students in the school who are associated with the systems and pages

made formally by the organization. Nowadays, hashtags have been in trend,

schools can start hashtags via web-based networking media to draw in students

and online exchanges that are useful. They can also create videos which is a

conspicuous device in online networking that schools can use to share valuable

recordings that motivate students and help them in their course subjects. Through

online networks, these social mediums, among students and the institutions can

be supported. It is prudent to be particular about which social stages to use for the

best practice.

Furthermore, the researchers strived to identify the influence of the

specified online social networking sites to the development of English learning of

Junior high school students at Batangas State University ARASOF-Nasugbu.

Statement of the problem

This study aimed to identify the online social networks that influence the

English learning of High School students at BatStateU ARASOF - Nasugbu and

4
how these social networks affect them, their advantages and disadvantages as

well as the demographic profile of the respondents.

Specifically, this study aimed to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 age; and

1.2 sex?

2. What are the social networks that influence the English learning

of Junior High School students at BatStateU ARASOF -

Nasugbu?

3. How do these social networks influence the English learning of

Junior High School students in BatStateU ARASOF – Nasugbu?

4. What are the advantages and disadvantages of these social

networks to the English learning of Junior High School students

at BatStateU ARASOF – Nasugbu?

5. Is there a significant difference between:

5.1 the assessment of the respondents on how social

networks influence their English performance when grouped

according to profile variables;

5.2 the assessment of the respondents on the advantages of

social networks to their English learning when grouped according to

profile variables; and

5
5.3 the assessment of the respondents on the disadvantages

of social networks to their English learning when grouped according

to profile variables?

6. Based on the analysis, what instructional manual may be

proposed to enhance the students’ language learning through the

use of social networking sites?

Scope, delimitation, and limitation of this study

This study is focused on identifying online social networks that influence the

English learning of Junior High School at Batangas State University (BatStateU)

ARASOF - Nasugbu, how it affects the students, and their advantages and

disadvantages. Descriptive method is used in this study. Furthermore, the study is

confined to getting the responses of the student-respondents.

The study was limited to the responses of the students as stated in the

questionnaire. However, this does not include responses of other senior high

school students and faculty members of the Laboratory School.

The study was limited to the determination of the perception of Junior High

School students at BatStateU ARASOF - Nasugbu, Batangas.

Significance of the study

The researchers intended to develop the English language learning in the

classroom by identifying different online social networks that will help the students

6
to learn effectively and how it affects them. After finishing the study, the

researchers expect that this study will help the students by making an instructional

manual based on the disadvantages in order to help them use the Online Social

Networking sites properly.

The study would be beneficial to the following:

BatStateU ARASOF-Nasugbu. The result of the study will serve as guide

in the instruction which will help achieve its mission to develop productive citizen

by providing the highest standard of instruction. This will serve as a baseline data

to improve the classroom language learning.

College of Teacher Education. This study may be used as a basis in

utilizing online social networking sites in teaching, specifically in teaching language

in order for the students to enhance their language learning.

Faculty. This study will provide teachers with a cognizable information

about the proper use of online social networking sites in improving their instruction

for an effective teaching and learning process.

Future researchers. The result of this study may help and serve as a guide

and inspiration for their future studies of the related topic. This may also be a

source of information that can help them in developing their research.

7
CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of conceptual and research literature

which has direct bearing on the present study. The topics were arranged in logical

sequence as culled from the book sources and other references.

Conceptual Literature

The following review deals with the different concepts related to 1)

Language Learning; 2) Social Networking; and 3) Social Media.

Language Learning. Language learning as many people viewed today is not

use for communication purposes but rather a product of direct instruction from

formal schools by the use of rules in language. In language learning, students have

a brief background knowledge about the specific new language and they can also

talk about that knowledge as well. (Foppoli, 2007)

Language learning as an active process for us starts at the beginning of life,

at birth, and it continues and develops throughout our life. Students today learn a

language for the purpose of communicating their thoughts, to express feelings and

to share experiences as well as to establish harmonious relationships with family

or relatives and friends. Students might also come to school having more than one

language to speak, or to learn another in school. It is essential for individuals to

respect each other’s first language. It is important to respect and build upon each

student’s first language. In the early years of childhood, all children develop

language in normal situations, or most of people known as the adapting stage of

8
language learning, which is develop informally. Before children can understand

complex language rules or grammars rules, they already have the language to use

in order to reproduce, to construct and to convey meaning in their own language.

Later, learning a language happens in a specific place or context for the users own

specific purposes. Some of them use language to learn about a particular topic, or

even in participating in their community. People today use language for the

purpose of pursuing work or some of their leisure activities. Developing a language

is a continuous process. Students can improve their language learning through the

use of what they already know in a new context with increasing sophistication.

They have to reflect upon their use of language and use their own prior knowledge

to further enhance their language and understanding. By learning through

incorporating new language rules or structures in their repertoire and by using

them in different situations, students can possibly develop language fluency and

proficiency (Oas-Ela, 2016).

Language learning is a conscious process, it is but a product of years of

formal learning situation or a self-study program (Kramina, 2000). Moreover,

language learning is the learning of any language in practice, or it can also be in

language teaching and applied linguistics as well. The basis of language learning

in psychological and neurological nature is not known, but some statements can

be made of its educational and social aspects. In general terms, there are two

types of foreign-language learning: informal (‘picking a language up’) and formal

(taking an organized course). (Encyclopedia, 2018)

9
Social Networking. Social networking is an aspect of social media, it is

where individuals share ideas and interests or for looking or searching to meet

people with the same ideas and interest in the community. Social networking tools

are one of the most dominant on the Web today. These services help people to

connect with others of common experiences, interest and activities which allows

people to share their similarities. Social networking sites also assist people to do

task such as chatting, sharing files, discussing ideas, emailing each other and so

forth (Bonk 2009).

Social networking technologies help people in communicating and sharing

their views about a particular topic. In addition, these social networking sites are

mainly used by people to socialize and for their own entertainment purposes as

well. They help individuals stay connected with their peers and family members

(Gustchmidt, 2012).

Caremean and Haefner (2002) explained that social networks are applied

online technologies which help people to use their second language in order to

learn by making it more socializing, enjoyable with minimal stress. They also

mentioned that when real learning happens, it leads to a meaningful understanding

of material and content. In addition, Kendie and Northcote (2001) claimed that

people who like to discuss something in online groups and searching online

information were given the chance to learn their useful skills implicitly. Most times,

feedback is more evident in online discussion and online situation because of the

high confidence people possess when posting online. In their study they compared

10
small group of learners which the researchers found out that online situations can

make the learner engage more in the discussion.

Lee (2002) implemented a concurrent e-chat which has task-based

instruction to help learners increase communication skills. Moreover, Warschauer

(2000) mentioned learners are more motivated in online interactions because they

have more interactive conversation without concerning about the right

pronunciation or grammar in the target language.

Social Media. Social media is an Internet based technology that is used in

sharing and creating information online which helps in facilitating media and

information sharing, participation and collaboration (Evans, 2014). It is used by

the students mostly to communicate with others of the same interests and

sometimes would refer to it as their virtual learning environment where they share

information or even create information for academic purposes. Social media refers

to a set of web-based tools and services which is used and applied in a wide range

of contexts. In addition to this, Social media is characterized as Web 2.0 resources

which active participation, ability to connect, collaboration, as well as shared

knowledge and ideas among its users are given emphasis. There are new ways

for sharing information online Web 0.2 provides in an open social environment.

Different types of social media tools and services are used for different

purposes. Moreover, Social media also referred to as number of web-based

applications through which people interact with one another. It encourages users

to interact with other users in order to share their experiences, ideas, knowledge

11
or sometimes their locations. This can also contribute to the educational

development of the students as well as their teachers by utilizing it in classroom

discussions or in the learning environment (Lee, McLoughlin, 2010).

Social media fulfills different communication needs for different users. To

facilitate communication and allowing users to reconnect with family and friends in

a more convenient way, interactions via the computer is possible. It can also help

people to learn about social events, and to find out about activities of other users.

These helps people to be updated at all times regarding the latest events or

activities which are happening (Quan-Haase et al., 2010).

Moreover, Social media has gained credibility over the years as a trusted

source of information and a medium through which different organizations interacts

with, of course, the audiences. Social media when utilize in education can provide

the students the ability to gather useful information and to connect with other

learning groups which makes education more convenient. Students who use social

media can benefit through watching online tutorials and resources which can be

shared by another student through this virtual platform. As an educational

institution, it is essential to be active in different trends that will encourage students

to learn and to create better learning environment for the students. The good thing

about social media is that you know who you are following or which expert in a

particular fields and subjects. When users start to follow these experts, they may

gain useful content from them and empowers the users to produce great results.

Furthermore, Social media helps in the research process. It offers audience and

12
subject monitoring tools that the researchers may use. It can also help students in

compiling and producing useful contents for researches (Khanyie Dlamini, 2017).

Social media today have been a huge part in the lives of the people in the

present generation. Social media are redefining how individuals reconnect with

each other through relating their own experiences It is similar to a dialog which

brings people together to discover and share information (Solis, 2008).

Research Literature

The following research studies and literature focus of studies and

researches including the different point of views which are related to the topic

online social networks.

Sponcil and Gitimu (2014) examined in their study the college students’

social media usage and the effects of it in communicating with others, as well as

the students’ self-concept. In their study, they made the students complete

questionnaires which helped them assessed the college students’ personal use of

social media, how they communicate with their peers and with their family, and its

effects on self-concept as well. The results showed that most of these students

were using a common social networking website. Between the usage of social

media and communication with family and friend they found out that there was a

.586 Pearson correlation. Between the usage of social media and self-concept,

they found out that there was a .658 Pearson correlation. These findings provide

information that may help future researchers which has the similar study to know

implications on why these social networking sites have gained popularity.

13
Liu (2010) determined that through the use of YouTube, people can

effortlessly access information and courses which are related to their study. This

provides free usage and it connects the students to a larger community of people

of common interests. It is in these environments that a user or groups of users

have their freedom to decide what their topic to discuss will be and on who they

want to work with as well to attain their educational goals. However, in his study,

he stated that Facebook is one of the most significant social media websites there

is because of its communicative and interactive features which help not just in

socializing but in specific educational purposes as well. Just a simple registration

can give the user the available possibilities of this site. Through the use of

Facebook, users can post, links, photos, films and other files as well as to write

their own comments on other people’s posts. It also helps us to make use of this

site to make us updated in the upcoming events or activities. Moreover, Facebook

can be used in posting surveys to diagnose needs or to create discussions as well.

The use of Facebook also has guidelines which users ought to know for their

private purposes. They should know the author’s rights as well when posting

materials which are transferred from another site.

Based on research finding conducted by El-Badawy and Hashem (2015)

about the impact of social media on the academic development of school students,

in their study, they found out that the relationship between social media and

academic performance is not evident. this is clearly shown in their overall grade

average.

14
Moreover, Lenhart, Purcell, Smith, and Zickuhr (2010) identified in their

study called the Two Pew Internet Project which implemented surveys of teens

and adults which further revealedthat there is a decline in blogging among teens

and young adults and a modest rise among adults 30 and older. 12-17 and young

adults ages 18-29 which is 28% of the study ages 18-29 were bloggers in 2016,

but by 2009 the numbers of teenshad dropped to 14% and the young adults had

dropped to 15% of.During this same period, adults over thirty who were bloggers

rose from the percentage of 7% blogging in 2006 to 11% in 2009.

In the study of Koçak and Guzin (2011), they determined the individuals’

purposes in using the social networks by means of focusing on the possible

differences between genders. Facebook, being considered as one of the most

widely used and the most popular used social network, was investigated in their

study. 870 Facebook users responded in an online survey designed and

conducted by the researchers. The results of their study showed that the purpose

of using this social network can be categorized into four, namely, for maintaining

existing relationships, for building new relationships, for academic purposes and

for following specific agenda. They also found a significant difference between

male and female in all the purpose which were mentioned.

The only demographic variable which affects the use of social media is

Gender, because there are some differences on how each gender use social

media. Studies claims that women are more likely to have a personal profile on

Facebook than men, but men are more likely to sustain a profile on LinkedInthan

15
women (Lenhart et al., 2010). Tufekci (2008) further claimed that women were

more likely to use social networking sites than that of the men. Moreover, Sheldon

(2008) found out that in general, women are more likely to use social media for the

purpose of maintaining relationships, for passing time and for their own

entertainment, while men were more likely to use social media for meeting people.

A study conducted by Subrahmanyam and Greenfield (2008) about online

communication and adolescent relationships determined that the contents online

can have a positive and negative side. Although, teens nowadays find support

which can be valuable to them on websites, racism, and hate messages can be

encountered on websites as well. Electronic communication may also give children

a wide range of sites which parents cannot control for them to access it. Some

hailed the Internet’s utilization in education as a savior but authors say that schools

today are trying to use the internet’s positive effects and unconsciously, use its

negative effects as well to children at school. The negative use of the Internet and

Smart phones in the educational setting while preserving its positive contributions

to education is a bigger challenge for the schools today which when done can

contribute not just for the academic purposes of students but also to the

educational development of the school.

Numerous educational technologies supported the use of online social

networks for educational purposes. They have highlighted all the benefits of

utilizing the technology in adult educational contexts. McLoughlin (2010)

suggested in their studies that learners were engaged in different discussions

16
online and it enables the instructors as well to participate as well in the online

environment in order to connect with one another in a group learning process.

Moreover, Baruah (2012) further elaborated this concept, the effectiveness of

social media as a tool of communication was discuss in her study. Her study also

promoted the use of social networks which help increase the communicating skills

of individuals, specifically the learners/students of educational institutions. Social

media have this possibility of fundamentally changing the character of our social

lives, both on a community and interpersonal level.

Similarly, Brannan (2014) in his study indicated that there are advantages

which social media provides for the students. Students can simply contact their

classmates for their school projects and assignments with the use of Social media.

Working in group assignments can also be possible for them even when they are

in the comfort of their own homes. His study also claims that students that use

social media are more likely to participate more in class. If social media will be use

in teaching, students who are having a hard time expressing their thoughts will

most probably get involve in the learning process. It is also stated that it will help

build the students’ self-confidence as well. Doing home works through the use of

social media can be a great help for students also. Students who are having doubts

can get it cleared by posting a message online or by contacting a friend to ask

about it and students can receive a feedback from the teacher through the social

media instantly. On the other hand, social media, too, has its own disadvantages.

It can be a distraction for most of the students when used inappropriately. Class

17
discussions can be distracted by students who are using their phones during the

class which will make the teacher have a hard time distinguishing which student is

not really paying attention. There is a possibility that students may use their

technologies not for their academic purposes but for their personal communication.

Synthesis

This includes the significance of the related conceptual literature and

research studies which involves its similarities and differences to the present study.

The study of Froppoli is similar to this study since the respondents were

students who already have their prior knowledge about the English language.

However, the present study is different because Froppoli’s concepts somehow

contradicted with the present study conducted because he firmly believed that

language learning is not communicative. On the other hand, this study shows

language learning through communicating is possible with the use of online social

networking sites.

In the study of Kramina is somehow similar to this study because online

social networking sites can be both informal and formal depending on how it will

be used. For instance, online social networking sites can be used formally in

developing their English language learning by doing home works, projects and

such. On the other hand, it can also be used informally through communicating

with others regarding their own purpose or intentions.

The study of Lee where he implemented a concurrent e-chat which has

task-based instruction to help the learner increase communication skills is similar

18
to the present study in a way that the researchers made an instructional manual in

using online social networking sites in order to develop the English learning of the

students.

Moreover, Warschauer mentioned learners are more motivated in online

interactions because they have more interactive conversation without concerning

about the right pronunciation or grammar in the target language. However, in the

present study it was stated that students can get distracted easily as well in using

online social networks which they can use this for their own purposes.

A study conducted by Sponcil and Gitimu indicated that all of the college

students who responded in the survey were using a common form of social

networking website. This is in contrary with the present study because their study

examined the use of social media by the college students and its effects in

communicating with others, and college students' self-concept while the present

study determined the online social networking sites that influence the English

leaning of Junior high school students along with its advantages and

disadvantages.

In the study of Liu, he identified that the most significant social media

website is Facebook because of its communicative and interactive features which

help not just in socializing but in specific educational purposes as well. However,

in the present study, YouTube got the highest rank which means that it is the most

significant or influential in the students’ language learning.

19
Based on the study of El-Badawy and Hashem, the students mostly used

Facebook among the social media sites while SnapChat was the least which is

contested by the present study that YouTube is the widely used platform in learning

English language with Edmodo as the least influential. However, this is also related

to the present study due to the fact that social media is a useful medium in

completing assignments.

A study of Lenhart, Purcell, Smith, Zickuhr included respondents whose

age ranges from 12 years old to 30 and older. Nevertheless, the present study

was limited to Junior high school students whose age ranges from 14-17.

In the study of Koçak and Guzin, they stated that there was significant

difference between the respondents’ gender and how they use social media. This

is irrelevant to the present study, it is because it showed no significant difference

between the students’ gender and how they use social media.

A study conducted by Subrahmanyam and Greenfield demonstrated that

the contents online can have a positive and negative side. Although, teens

nowadays find support which can be valuable to them on websites, racism, and

hate messages can be encountered on websites as well which is similar with the

present study because it also revealed that students can get distracted and start

using online social networking sites for their purposes without paying attention to

the educational content that leads them to inappropriate actions.

The studies conducted by Lee, McLoughlin, and Baruah examined that

social media have this possibility of fundamentally changing the character of our

20
social lives, both on a community and interpersonal level. This is related with the

present study because this revealed that social media increases their collaboration

that helps them create and maintain connections to many people unlike the

generations before.

The study of Brannan revealed students can simply contact their

classmates for their school projects and assignments with the use of Social media,

but they can also be distracted from their school work. This is similar with the

present study due to its findings that online social networking sites can be useful

in searching for ideas and information in doing assignments and projects

nonetheless, students can also be distracted in using social media.

Theoretical Framework

The framework contains the theory that supports the impact of Online Social

Networks and Their Influences on the English Learning of Junior High School

Students at Batangas State University ARASOF-Nasugbu.

This study is anchored on theories promoted by Albert Bandura, B. F.

Skinner and Abraham Maslow. Bandura's Social Learning Theory, as social media

have already been a part of our lives like it made it into our homes, which

influenced the social learning of the impressionable minds of the children

especially the adolescents by the social media. Teenagers have the most easily

influenced minds, which explain their ability to learn and their ability to understand

quickly or even to acquire behaviors from their own parents, friends and the

environment they live in. Now imagine if a child listening to a conversation from

21
her parents, friends, teachers and other classmates, and afterwards you can see

the child using the same words that he has learned from listening to them. It is not

necessary to teach them always, because they can learn just through observation.

As social networking sites gradually can into most of our households, social

media have been identified by social learning theories which stated that it

influenced the shaping of behaviors of the children as well as the adolescents

specifically their ability in learning new words every now and then. These social

networking sites are considered as the virtual words of the internet users where

they spend much of their time while affecting the academic learning abilities of the

young minds and the youths’ behavior as well specifically their capacity to learn

English through the use of these social networking sites or the social media. The

constant exposure of these children and their interaction in the virtual world is

where the students discover new concepts or words to add on to their vocabulary.

Their ability to learn English language through the constant use of social media for

communication and interaction online, can continue as they grow old.

Operant Conditioning Theory of B.F Skinner was based upon the

assumption that learning is function of change in overt behavior. Individuals’

changes in behavior are based on how the individual itself response to events that

occur to their environment. In the case of students who are exposed in and

engaging in social networking sites, the main reason why they are addicted to the

modern social media is the stimulus or the environment that makes them practice

such.

22
Abraham Maslow’s Psychological theory of needs identified that humans

have the need to feel a sense of belongingness and acceptance whether it comes

from different large groups or even in social networking sites. In this theory, it

pointed out that humans have these needs love and to be loved by others. If these

are not satisfied, many people become lonely, and they can also have social

anxiety and may lead to clinical depression. Social networking sites helps also on

the development of the English learning of the students when they know that they

are accepted, their opinions are not rejected and by connecting with other people

who has the same interest as he has. Through sharing, communicating, the

students can discover new words from the person they are talking to or discussing

the topic they are talking about. The students can even discover the wrongs and

rights of using the language through communication.

Behaviorist theorized that we learn if there are interactions within our

environments. There are two assumptions in this theory, one is that the

environment is the one who shapes our behavior which drives us to use the social

networking sites we have today and that considering the thoughts, feelings, and

motions to explain behavior is useless.

In 2004, the paper “Connectivism: A Learning Theory for the Digital Age”

(Siemens, 2004) launched connectivism as the theory which is based on critique

of previous main learning theories synthetically labelled as behaviorism,

cognitivism and constructivism. According to Siemens, even the latter theory,

which seemed to be a possible theoretical framework for e-learning practices could

23
not provide enough theoretical support to the occurrences brought by the new

learning approaches. Siemens introduced the connectivism theory to fill this gap.

According him, “The pipe is more important than the content within the pipe”,

meaning that the basis of the learning processes is the network itself. If society

requires an individual to further develop or update his knowledge, it cannot happen

as a process of accumulation, but it can happen through preserving our

connections. Learning, as it is also intended in Wenger’s community of practice

vision (Wenger, 2002) and in Lévy’s collective intelligence work (Lévy, 1996) is

viewed as a mainly for social activity. In this view, staying connected and belong

to the digital communities with the same interest is the true competence for a

lifelong learner of the knowledge and society. Owing given information is less

important than knowing where and how to retrieve it.

Conceptual Framework

Below is the paradigm of the conceptual framework of this study which uses

the System Approach with Input-Process-Output as a framework for evaluation.

Figure 1 shows the paradigm of conceptual framework.

Figure 1 Research Paradigm on the Online Social Networks and Their

Influences on the English Learning of Junior High School Students at

Batangas State University ARASOF Nasugbu.

Frame 1 presents the input of the demographic profile of the respondents in terms

of age and gender, the online social networks that influence the English learning

24
of Junior High School Students at BatStateU ARASOF-Nasugbu, how online social

networks affect the students, the advantages and disadvantages of

INPUT PROCESS OUTPUT

I. Profile of the I. Data gathering


respondents in procedure
terms of through
 age questionnaire.
II. Assessment of
 gender the respondents’
II. The online perception of
social about the
networks that advantages and
influence the disadvantages of Developed instructional
English the online social
networks. manual for the students
learning of
Junior High III. Tabulation, to be more acquainted
School analysis and in using the online
interpretation of social networks
Students at
data.
BatStateU IV. How online social identified to integrate
ARASOF networks affect with their studying that
Nasugbu. the students. can help influence their
III. The V. A significant
English learning.
advantages difference in the
and dis- assessment of
advantages of the respondents
social on how social
networks to the networks
influence, on the
students.
advantages of
social networks,
and on the
disadvantages of
social networks
to their English
learning when
grouped
according to
profile variables.

to the students and the significant difference in the assessment of the respondents

on how social networks influence, advantages of social networks, and on the

25
disadvantages of social networks to their English learning when grouped according

to profile variables.

Frame 1 presents the input of the demographic profile of the respondents

in terms of age and gender, the online social networks that influence the English

learning of Junior High School Students at BatStateU ARASOF-Nasugbu, how

online social networks affect the students, the advantages and disadvantages of

social networks to the students and the significant difference in the assessment of

the respondents on how social networks influence, advantages of social networks,

and on the disadvantages of social networks to their English learning when

grouped according to profile variables.

Frame 2 shows the thru put. This includes the data gathering procedure and

also the assessment of the data gathered through questionnaire. The tabulation

and presentation analysis and interpretation of data are also included.

Frame 3 shows the output. This refers to the finished product which is the

instructional manual for the students to be more acquainted in using the online

social networks identified to integrate with their studying that can help influence

their English learning.

26
Hypothesis

Ho= There is no significant difference in the assessment of the respondents on

how social networks influence their English performance when grouped according

to profile variables.

Ho= There is no significant difference in the assessment of the respondents on the

advantages of social networks to their English learning when grouped according

to profile variables.

Ho =There is no significant difference in the assessment of the respondents on the

disadvantages of social networks to their English learning when grouped according

to profile variables.

Ha = There is a significant difference in the assessment of the respondents on how

social networks influence their English performance when grouped according to

profile variables.

Ha = There is a significant difference in the assessment of the respondents on the

advantages of social networks to their English learning when grouped according

to profile variables.

Ha = There is a significant difference in the assessment of the respondents on the

disadvantages of social networks to their English learning when grouped according

to profile variables.

27
Definition of Terms

The following terms were defined conceptually and operationally for a better

understanding of this study.

Education. It is a process through which a child or an adult obtains

knowledge, experience, skill and sound attitude (Parankimalil,2012). Within the

context of the study, the term refers to the process which will have to be integrated

by social networking sites to identify the influence of it to the English learning of

the students.

Junior High School. It is a school intermediate between elementary school

and senior high school (Your Dictionary). In the present study, the term refers to

the respondents assessed by the researchers.

Media. This refers to the plural form of medium, which refer to any channel

of communication. This can be in the forms of printed paper to digital data, it also

encompasses art, news or educational content. Digital media, makes up a variety

of ways for people to communicate, (Techopedia). Operationally, it pertains to

different media platforms that the students are exposed to.

Online Social Networks. They refer to online service or site that facilitate

social interaction to help individuals in finding other individuals which have the

common interest, establishing a forum for discussion, and exchanging information

(IGI Global). In the present study, it refers to the online services that the students

are using in order to communicate.

28
Social Networking. It is the use of websites and other internetservices to

communicate with other people and make friends (Cambridge Dictionary).In the

present study, the term refers to the use of dedicated websites and applications to

interact with other users, or to find people with similar interests in helping or

providing students the knowledge to develop their English learning.

Social Media. It is a computer-based technology that facilitates the sharing

of ideas and information and the building of virtual networks and communities

(Investopedia). In the context of the study, this refers to the social media sites that

the students have or employing in order to communicate with others or even to

discuss class-related subjects.

Technology. It is a body of knowledge devoted to creating tools, processing

actions and the extracting of materials (Techucation). Operationally, it refers to

gadgets or tools that the students use in order to access information for different

purposes.

29
CHAPTER III

RESEARCH METHOD AND PROCEDURE

This chapter provides discussions on the research methods that were

utilized in the study.

Research Design

Descriptive research method was used in the study. It focused on obtaining

the information needed for the study. According to Calmorin as cited by Beltran

(2010), the descriptive method of research is an organized attempt to analyze,

interpret, and report the present status of anything, group of persons, and sets of

condition or any other phenomena to obtain concrete and vital facts as well as

information. This method is suited to identify the online social networks and their

influences on the English learning of Junior High School at Batangas State

University ARASOF-Nasugbu.

Research Environment

This part of the study describes the setting where the study was undertaken,

for the gathering of needed information.

This study was conducted in Batangas State University ARASOF-Nasugbu.

It has something like one canteen, clinic, computer lab, general academic

classroom, home economics, industrial/workshop, kindergarten classroom,

laboratory, office, and special education classrooms, with the instructional rooms

30
of standard, which means they meet the DepEd's rules for security and ease of

use.

The researchers decided to conduct the study in the said school because

of its accessibility. This means the school can offer the researchers an easier way

of collecting data in compliance with the needed information for the study.

Participants of the Study

This study was conducted at Batangas State University ARASOF-Nasugbu.

It has the population of 250 students with 160 survey questionnaires gathered from

the respondents.

Data Gathering Instrument

The main data gathering instrument for the study was the questionnaire.

One set of questionnaires was used: the student’s questionnaire. The student’s

questionnaire has three parts that dealt with (a) profile of the students in terms of

age and gender; (b) the online social networks they used in learning English; (c)

how do these online social networks affect them in learning English; (d)

advantages of Online Social Networking sites; and (e) disadvantages of Online

Social Networking sites.

Construction of the Questionnaire. After a thorough study of the topic,

the researchers did extensive library and internet research regarding the study to

make sure all the necessary items concerning the study are included in the

questionnaire and is aligned with the statement of the problem and the purpose of

the study.

31
Validation of the Questionnaire. As indicated by Shuttleworth (2008),

legitimacy envelops the whole exploratory idea and builds up whether the

outcomes got meet the majority of the necessities of the logical research technique

Kramer et al (2009) added that validity is also dependent on the measurement

measuring what it was designed to measure and not something else instead.

Before the construction of the questionnaire, as it is the main data gathering

instrument, the researchers examined different thesis to gain background

information on how to construct a questionnaire. The first draft of the questionnaire

was presented to the adviser for corrections and suggestions. Thereafter,

necessary revisions were done.

Administration. During the administration of the questionnaire, the

researchers considered the need and preferences of the participants of the study,

the skills and resources available to the research team, and the nature of the study.

Scoring. The data gathered were tabulated and processed manually using

the following measures:

Online Social Networking Sites that Influence the Respondents

Scale Statistical Limit Verbal Interpretation

5 4.20 – 5.00 Extremely Influential

4 3.40 – 4.19 Very Influential

3 2.60 – 3.39 Moderately Influential

2 1.80 – 2.59 Slightly Influential

1 1.00 – 1.79 Not Influential at all

32
Scale Statistical Limit Verbal Interpretation

4 3.25 – 4.00 Strongly Agree


/Very Influential
3 2.51 – 3.24
Agree/Influential

2 1.75 – 2.50 Disagree/Slightly


Influential

1 1.00 – 1.74 Strongly Disagree/


Not Influential at all

Scale Statistical Limit Verbal Interpretation

4 3.25 – 4.00 Strongly Agree

3 2.51 – 3.24 Agree

2 1.75 – 2.50 Disagree

1 1.00 – 1.74 Strongly Disagree

Data Gathering Procedure

Prior to the selection of the participants, the researchers made a letter of

request addressed to the Dean of the College of Teacher Education for

endorsement and approval. After that, a letter of request was presented to the

principal of the Junior High School at Batangas State University ARASOF -

Nasugbu. The letter was handled by the researchers themselves to ensure

effective delivery and to solicit assistance from the principal and the respondents.

33
After the approval of the principal, the researchers distributed the

questionnaires to the Junior High School students at Batangas State University

ARASOF - Nasugbu. After a week, the researchers collected the questionnaires

to start the analysis of data gathered.

Statistical Treatment of Data

Factual treatment of information is basic so as to utilize the information in

the correct structure. Crude information accumulation is just a single part of any

investigation; the association of information is similarly essential with the goal that

fitting ends can be drawn.

Frequency/Percentage. These were used to describe the profile of the

respondents.

Weighted Mean. This was used to describe the assessment of the

respondent

T-test/ANOVA. These were used to determine the significant difference in

the assessment of the respondents when grouped according to profile variables.

34
CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the presentation, analysis and interpretation of data

gathered from the instruments used in this study in online social networking and

its influence on the development of English learning of Junior High school students

at Batangas State University ARASOF – Nasugbu. The data were presented

through the use of survey questionnaire.

1. The demographic profile of the respondents

1.1 age

The present study determined the profile of the students in terms of age to

identify the major and the least users of social media which affect the English

learning of Junior Highs School students.

Table 4.1 shows the profile of the respondents in terms of age. The Junior

High school students’ ages ranged from 14-17, with the majority being 16 as 38%

of the respondents were at this age It should be borne in mind that students aged

16 probably use online social networking sites more to integrate it to their study.

In 2015, it is now easier to access the internet than ever before. This easily

leads to the misuse of the technology that we are provided with but not everybody

misusing it. Studies show that the age group of 12-21 access social media more

than any other

35
Table 4.1
Profile of the respondents in terms of Age
Age Frequency Percentage

17 28 18

16 61 38

15 31 19

14 40 25

Total 160 100

. Being that I fall into this age group I know that social media such as Twitter,

Instagram and Snapchat were used to keep up with the latest trends, our favorite

artists and an easy way to stay up to date with what our peers are doing (Nia

Crawford).

As indicated by the investigation of Lenhart, A., Purcell, K., Smith, A.,

Zickuhr, K. (2010) in their investigation they additionally discovered that 28% of

teenagers ages 12-17 and youthful grown-ups ages 18-29 were bloggers, however

by 2009 the numbers had dropped to 14% of adolescents and 15% of youthful

grown-ups. Amid a similar period, the level of online grown-ups more than thirty

who were bloggers ascended from 7% blogging in 2006 to 11% in 2009.Their study

also included the age of what the researchers were focusing on.

36
1.2 sex

The profile of the respondents helped the present study to identify the

frequency of social media usage of male and female.

Table 4.2
Profile of the respondents in terms of Sex
Sex Frequency Percentage

Male 56 35

Female 104 65

Total 160 100

Table 4.2 shows the profile of the respondents in terms of sex. It is quite clear

that out of the total respondents investigated for this study, overwhelming majority

(65 percent) of them were females whereas about 35 percent were found to be

males. This could be interpreted that females are more prone to using online social

networking sites more than males.

Females use social media less than men for business reasons, whereas

women use social media to share more personal information than me, revealing

more about their personal lives. Women are more vocal, expressive and willing to

share. In other words, women are biologically wired for social networking

(Brandwatch).

In the studies Lenhart (2010) and Tufekci (2008), they stated that gender is the

main critical statistic variable influencing internet-based life use, as there are a few

37
contrasts between use by people Furthermore, ladies were four to multiple times

almost certain than men to utilize long range interpersonal communication. In

addition, Sheldon, (2008) found that general ladies were bound to utilize internet-

based life for keeping up associations with family and companions, breathing easy,

and diversion, however men were bound to utilize web-based social networking to

meet new individuals. The result of their study supports the result of the present

study regarding female as more prone to using online social networking sites than

male.

2. The social networks that influence the English learning of Junior High

School students at BatStateU ARASOF –Nasugbu

The different social media stated in this study greatly influenced the English

learning of Junior High School students. These social networks were used as a

platform for Junior High School students to develop and to improve their English

learning.

Table 4.3 shows the online social networks that influence the Junior high

school students.

YouTube ranked first with a weighted mean of 4.39 which is verbally

interpreted as extremely influential to the English learning of the Junior high

school students. The students are mostly engaged in learning English by

watching videos on YouTube.

38
Table 4.3
Social Networks that Influence the English Learning of the Respondents
Social Network Weighted Mean Verbal Interpretation Rank

1. Facebook 4.29 Extremely Influential 3

2. Google 4.33 Extremely Influential 2

3. Gmail 3.40 Very Influential 6

4. YouTube 4.39 Extremely Influential 1

5. Instagram 3.60 Very Influential 5

6. Twitter 3.76 Very Influential 4

7. Pinterest 2.63 Moderately Influential 7

8. Yahoo 2.81 Moderately Influential 8

9. Edmodo 2.43 Slightly Influential 10

10. Skype 2.78 Slightly Influential 9

General Weighted
3.44 Very Influential
Mean

Then, Google ranked second with a weighted mean of 4.33 which is verbally

interpreted as extremely influential to the English learning of the Junior high school

students. The students are choosing Google as way for learning English. Lastly,

Facebook was favored in rank third with a weighted mean of 4.29 and verbally

interpreted as extremely influential to the English learning of the Junior high school

39
students. Apparently, Facebook is not just a means of communication but also a

means for the English learning of the students through their exposure to posts and

shared stories online.

Furthermore, Twitter ranked fourth with a weighted mean of 3.76 and

verbally interpreted as very influential which means that Junior high school

students can also acquire English learning through this social media. Instagram

gained the fifth rank with a weighted mean of 3.60 and verbally interpreted as very

influential which means that Junior high school students can also learn English

through this social media. Gmail ranked sixth with a weighted mean of 3.40 and

verbally interpreted as very influential.

In addition to this, Pinterest with a seventh ranking and has a weighted

mean of 2.63 and verbally interpreted as moderately influential. Yahoo got the

eight ranking with a weighted mean of 2.81 and verbally interpreted as moderately

influential.

Moreover, Skype ranked ninth with a weighted mean of 2.78 and verbally

interpreted as slightly influential to the English learning of high school students.

Lastly, Edmodo got the lowest rank with a weighted mean of 2.43and verbally

interpreted as slightly influential to the English learning of Junior high school

students.

The composite mean of this table is 3.44 and is verbally interpreted as very

influential which means that the students are greatly influenced by these different

online social networking sites.

40
According to the study of Megan Sponcil and Priscilla Gitimu (2014), their

results indicated that all of the sampled college students were using at least one

form of social networking website which in this study, it was evident that students

were using online social networking sites as well in developing their English

language learning.

However, In the studies of Koçak, Guzin and Liu, Facebook is one of the

most popular and being most widely used social network and stated that a standout

amongst the most noteworthy web-based life sites is Facebook because of its open

and intelligent highlights, and to the first accentuation and spotlight on the

scholastic market. Their study which stated that Facebook is one of the most

popular and being widely used social network was different compared to the result

of the present study which identified that the most used social media of the

respondents were YouTube.

3. The influences of social networks to the English learning of Junior High

School students at BatStateU ARASOF – Nasugbu

There are several influences that greatly affect the Junior High School

students as stated in this study which help them develop their English learning.

Table 4.4 shows the influence of social networks to the English learning of

Junior high school students. With the average weighted mean of 3.47, the result

41
shows the influences of online social networks to the English learning of the Junior

high school students and verbally interpreted as very influential.

Table 4.4
Influence of Social Networks to the English Learning of the Respondents
Weighted Verbal
Statement Rank
Mean Interpretation
1. I am able to search for ideas and Strongly
information that I can use in doing 3.64 Agree/ Very 1
my assignments and projects. Influential
2. I am able to watch videos that help
Strongly
me enhance my English
3.53 Agree/ Very 2
proficiency when it comes to writing
Influential
and speaking.
3. I am able to know technical words Strongly
that I can use in writing. 3.51 Agree/ Very 3
Influential
4. It gives me access to e-books,
Strongly
research and blogs that provide me
3.47 Agree/ Very 4.5
information and ideas for future
Influential
use.
5. I am able to have an access to
different activities and fun learning Strongly
games that can enhance my 3.47 Agree/ Very 4.5
English vocabulary and writing Influential
skills.
6. I am furnished with a protected and
simple route for my class to Strongly
interface and team up, share 3.43 Agree/ Very 6
substance, and access homework, Influential
evaluations and school takes note.
7. I can make and offer
accumulations of visual bookmarks
Strongly
that I can use to do things like
3.41 Agree/ Very 7
arrangement excursions and
Influential
ventures, compose occasions or
spare articles.
8. I am able to discuss class-related Strongly
topics in speaking English fluently 3.28 Agree/ Very 8
through the use of video calls. Influential
Strongly Agree/Very
General Weighted Mean 3.47
influential

42
With these influences, the statement that ranked first was the students are

able to search for ideas and information that they can use in doing their

assignments and projects with the weighted mean of 3.64 which is verbally

interpreted as strongly agree while the lowest mean rating was the students are

able to discuss class-related topics in speaking English fluently through the use of

video calls which has a weighted mean of 3.28which is verbally interpreted as

strongly agree.

The statement that they were able to watch videos that help them enhance

their English proficiency when it comes to writing and speaking ranked second

which has a weighted mean of 3.53 and verbally interpreted as strongly agree.

They were able to know technical words that they can use in writing ranked third

which has a weighted mean of 3.51 which is verbally interpreted as strongly agree.

It gives them access to e-books, research and blogs that provide them information

and ideas for future use ranked fourth which has a weighted mean of 3.47 and

verbally interpreted as strongly agree. They were able to have an access to

different activities and fun learning games that can enhance their English

vocabulary and writing skills ranked fifth which has weighted mean of 3.47 and is

verbally interpreted as strongly agree. They were provided with a protected and

simple path for their class to interface and team up, share substance, and access

homework, evaluations and school takes note ranked seventh which has a

weighted mean of 3.43 and verbally interpreted as strongly agree.

43
The results imply that on the whole, all eight (8) statements were found to

be important and relevant influences to the English learning of Junior high school

students.

As indicated by the study of Francisco Brannan (2014), internet-based life

can empower students to effectively get in touch with one another concerning

school ventures and assignments. It is furthermore feasible for them to tackle

gathering assignments from the comfort of their own homes. Students who utilize

online networking can likewise take an interest more in class. At the point when

internet-based life is utilized in teaching method, students who experience issues

in communicating their musings in their homerooms can get engaged with the

learning procedure.His examination bolsters the present study with regards to

web-based life as a path for the students to get in touch with one another

concerning their school undertakings and home works.

The advantages and disadvantages of these social networks to the English

learning of Junior High School students at BatStateU ARASOF – Nasugbu

Social media networks have different influence to Junior High School

students that caused advantages and disadvantages to the English learning of

Junior High School students.

Table 4.5 shows the advantages of social networks to the English learning of

Junior high school students. With the average weighted mean of 3.41, the result

shows the advantages of online social networks to the English learning of the

Junior high school students and verbally interpreted as strongly agree.

44
With these advantages, the highest mean rating was that social media can be

useful for team projects to have the capacity to make and keep up associations

with numerous individuals in numerous ventures that will end up being a basic

piece of building up a profession or building business ranked first with the weighted

mean of 3.51and verbally interpreted as strongly agree while the lowest mean

rating was having the capacity to make and keep up associations with numerous

individuals in numerous enterprises is a vital piece of building up a vocation or

building a business which has a weighted mean of 3.31and verbally deciphered as

strongly agree.

Social networking can make a superior English open condition for students and

building resumes and individual sites, which are progressively utilized as online

portfolios, advantage significantly from the aptitudes acquired by redoing the

format and structures of interpersonal interaction profiles ranked 2.5 with a

weighted mean of 3.46and verbally interpreted as strongly agree. Having the

capacity to get moment input from loved ones on their innovative outlets and even

language structures help students refine and build up their masterful capacities

and English capability can give truly necessary certainty or help them choose what

profession way they might need to seek after ranked third with a weighted mean

of 3.44 and verbally interpreted as strongly agree.

45
Table 4.5
Advantages of Social Networks to the English Learning of the Respondents
Weighted Verbal
Statement Rank
Mean Interpretation
1. Social Media can increase student
3.33 Strongly Agree 5
collaboration.
2. Social Media can be valuable for
group extends so as to have the
capacity to make and keep up
associations with numerous
3.51 Strongly Agree 1
individuals in numerous enterprises
that will end up being a necessary
piece of building up a profession or
building business.
3. Social networking can create a
better English communicative 3.46 Strongly Agree 2.5
environment for students.
4. Being ready to make and keep up
associations with numerous
individuals in numerous ventures is 3.31 Strongly Agree 6
a basic piece of building up a
vocation or building a business.
5. Building resumes and individual
sites, which are progressively
utilized as online portfolios,
advantage incredibly from the 3.46 Strongly Agree 2.5
abilities gotten by altering the
format and plans of person to
person communication profiles.
6. Being ready to get moment
criticism from loved ones on their
imaginative outlets and even
punctuations help understudies
refine and build up their masterful
3.44 Strongly Agree 4
capacities and English capability
can give genuinely necessary
certainty or help them choose what
profession way they might need to
seek after.
General Weighted Mean 3.42 Strongly Agree

Social media can increase student collaboration ranked fourth which has a

weighted mean of 3.33 and verbally interpreted as strongly agree.

46
The results imply that on the whole, all six (6) statements were found to be

important and relevant influences to the English learning of Junior high school

students.

According to the studies of Lee, McLoughlin, Francisco Brannan,

Subrahmanyam and Greenfield (2008) about social networking sites

demonstrated that online content itself can be both positive and negative. This

study has relation to the present study because web-based social networking is

additionally valuable for students while doing homework or even doing team

projects or group projects. Any questions can be cleared by posting a message

through online networking. Any inquiries that they may have can be asked on a

message board and different students can likewise profit by the criticism given by

the educator. Be that as it may, alongside the points of interest internet-based life

additionally has a few drawbacks. Web-based life can be a diversion for certain

students. Students might be occupied from their school work and the instructors

will have no choice of knowing which student focuses. There is dependably a

plausibility that the students won't utilize web-based life for instructive purposes.

Table 4.6 shows the disadvantages of social networks to the English learning

of Junior high school students

47
Table 4.6
Disadvantages of Social Networks to the English Learning of the
Respondents
Weighted Verbal
Statement Rank
Mean Interpretation
1. Students can get distracted and
start using the social media for
Strongly
their purposes and not pay 3.51 1
Agree
attention to the educational
content.
2. Lack of control for inappropriate Strongly
3.39 5.5
content. Agree
3. Relying too much on social
media for communication can Strongly
3.39 5.5
hinder student’s ability to Agree
interact in person.
4. Social networking sites can be
a potential risk for teachers as
some applications allow users Strongly
3.35 7
to communicate and the Agree
content can lead to discrediting
or offensive messages.
5. Students mostly use slang
words or shortened forms of Strongly
3.43 3
words which are not found in Agree
English dictionary.
6. Many students rely on the
accessibility of information on
social media specifically and
the web in general to provide
answers. That means a Strongly
3.44 2
reduced focus on learning and Agree
retaining information and a
possibility of getting false
information from unreliable
sources.
7. Student who attempt to multi-
task, checking social media
sites while studying, shows
reduced academic Strongly
3.40 4
performance which will also Agree
affect their interactivity in the
classroom as well as their
communication skills in class.

48
8. The popularity of social media,
and the speed at which
information is published, has
created a careless attitude
Strongly
towards proper spelling and 3.32 8
Agree
grammar. This reduces a
student’s ability to effectively
write without relying on a
computer’s spell check feature.
9. Students get low grades in
school due to lack of the
desired information which 3.16 Agree 9
affects their reading and writing
skills.
Average Weighted Mean 3.38 Strongly Agree

With the average weighted mean of 3.38, the result shows the

disadvantages of online social networks to the English learning of the Junior high

school students and verbally interpreted as strongly agree.

With these disadvantages, the statement that ranked first was that students

can get distracted and start using the social media for their purposes and not

paying attention to the educational content with the weighted mean of 3.51and

verbally interpreted as strongly agree while the lowest mean rating was students

get low grades in school due to lack of the desired information which affects their

reading and writing skills with a weighted mean of 3.16and verbally interpreted as

agree.

Many students rely on the accessibility of information on social media

specifically and the web in general to provide answers ranked second with a

weighted mean of 3.44 and verbally interpreted as strongly agree that means a

49
reduced focus on learning and retaining information and a possibility of getting

false information from unreliable sources. Students mostly use slang words or

shortened forms of words which are not found in English dictionary ranked third

with a weighted mean of 3.43 and verbally interpreted as strongly agree. Students

who attempt to multi-task, checking social media sites while studying, shows

reduced academic performance which will also affect their interactivity in the

classroom as well as their communication skills in class ranked fourth with a

weighted mean of 3.40 and verbally interpreted as strongly agree. Lack of control

for inappropriate content ranked fifth with a weighted mean of 3.39 and verbally

interpreted as strongly agree. Relying too much on social media for communication

can hinder student’s ability to interact in person ranked sixth with a weighted mean

of 3.39 and verbally interpreted as strongly agree. Social networking sites can be

a potential risk for teachers as some applications allow users to communicate and

the content can lead to discrediting or offensive messages ranked seventh with a

weighted mean of 3.35 and verbally interpreted as strongly agree. The popularity

of social media, and the speed at which information is published, has created a

careless attitude towards proper spelling and grammar. This reduces a student’s

ability to effectively write without relying on a computer’s spell check feature ranked

eight with a weighted mean of 3.32.

The results imply that on the whole, all nine (9) statements were found to

be important and relevant influences to the English learning of Junior high school

students.

50
In relation to the studies of Lee, McLoughlin, Francisco Brannan,

Subrahmanyam and Greenfield (2008), social media can be a distraction for some

students. Students may be distracted from their school work and the teachers will

have no option of knowing which student pays attention. There is always a

possibility that the students will not use social media for educational purposes.

4. Test of Significant Difference in the Assessment of The Respondents on

Social Networks in Relation to Their English Learning

Significance tests play a key role in experiments: they allow researchers to

determine whether their data supports or rejects the null hypothesis, and

consequently whether they can accept their alternative hypothesis.

4.1 Test of Significant Difference in the assessment of the respondents

on how social networks influence their English performance when

grouped according to profile variables

51
Table 4.7
Comparative Analysis on the Significant Difference in the assessment of
the respondents on how social networks influence their English
performance when grouped according to profile variables
Computed Decision on
Profile Variables p-value Conclusion
Value Ho
Failed to
Age 0.777 0.508 Not Significant
Reject
Failed to
Sex -0.367 0.714 Not Significant
Reject
Level of Significance = 0.05

The computed value on the test of significant difference in the assessment

of the respondents on how social networks influence their English performance

when grouped according to age was 0.777 and resulted to the p-value of 0.508

which was greater than the level of significance (p>0.05), thus the null hypothesis

was not rejected. As a result, there was no significant difference in the assessment

of the respondents on how social networks influence their English performance

when grouped according to age.

The computed value on the test of significant difference in the assessment

of the respondents on how social networks influence their English performance

when grouped according to sex was -0.367 and resulted to the p-value of 0.714

which was greater than the level of significance (p>0.05), thus the null hypothesis

was not rejected. As a result, there was no significant difference in the assessment

of the respondents on how social networks influence their English performance

when grouped according to sex.

However, according to the study of Koçak and Guzin, significant differences

were found between genders in all of the purposes mentioned in using online social

52
networking sites. While in the present study, the findings stated that there are no

significant differences on how social network sites influence them according to

profile variables.

5.2 Test of Significant Difference in the assessment of the

respondents on the advantages of social networks to their

English learning when grouped according to profile variables

Table 4.8
Comparative Analysis on the Significant Difference in the assessment of
the respondents on the advantages of social networks to their English
learning when grouped according to profile variables
Computed Decision on
Profile Variables p-value Conclusion
Value Ho
Failed to
Age 0.427 0.734 Not Significant
Reject
Failed to
Sex -0.026 0.979 Not Significant
Reject
Level of Significance = 0.05

The computed value on the test of significant difference in the assessment

of the respondents on the advantages of social networks to their English learning

when grouped according to age was 0.427 and resulted to the p-value of 0.734

which was greater than the level of significance (p>0.05), thus the null hypothesis

was not rejected. As a result, there was no significant difference in the assessment

of the respondents on the advantages of social networks to their English learning

when grouped according to age.

The computed value on the test of significant difference in the assessment

of the respondents on the advantages of social networks to their English learning

53
when grouped according to sex was -0.026 and resulted to the p-value of 0.979

which was greater than the level of significance (p>0.05), thus the null hypothesis

was not rejected. As a result, there was no significant difference in the assessment

of the respondents on the advantages of social networks to their English learning

when grouped according to sex.

However, in the study of Sheldon (2008), he mentioned that overall women

were more likely to use social media for maintaining relationships with family and

friends, passing time, and entertainment, but men were more likely to use social

media to meet new people. Wherein, in the present study’s findings there are no

significant differences on the advantages of social network to their English learning

when grouped according to profile variables.

5.3 Test of Significant Difference in the assessment of the

respondents on the disadvantages of social networks to their

English learning when grouped according to profile variables

Table 4.9
Comparative Analysis on the Significant Difference in the assessment of
the respondents on the disadvantages of social networks to their English
learning when grouped according to profile variables
Computed
Profile Variables p-value Decision on Ho Conclusion
Value
Failed to
Age 0.730 0.536 Not Significant
Reject
Failed to
Sex -0.830 0.408 Not Significant
Reject
Level of Significance = 0.05

54
The computed value on the test of significant difference in the assessment

of the respondents on the disadvantages of social networks to their English

learning when grouped according to age was 0.730 and resulted to the p-value of

0.536 which was greater than the level of significance (p>0.05), thus the null

hypothesis was not rejected. As a result, there was no significant difference in the

assessment of the respondents on the disadvantages of social networks to their

English learning when grouped according to age.

The computed value on the test of significant difference in the assessment of

the respondents on the disadvantages of social networks to their English learning

when grouped according to sex was -0.830 and resulted to the p-value of 0.408

which was greater than the level of significance (p>0.05), thus the null hypothesis

was not rejected. As a result, there was no significant difference in the assessment

of the respondents on the disadvantages of social networks to their English

learning when grouped according to sex.

In addition to this, Francisco Brannan (2014), stated that social media can

be a distraction for some students. Students may be distracted from their school

work and the teachers will have no option of knowing which student pays attention.

There is always a possibility that the students will not use social media for

educational purposes. They may use social media for their personal

communication. Which generally identified that all students, will have the possibility

to use social media for their own purposes.

55
5. The instructional manual can be created to assist the students in the use

of social networking sites.

Instructional manual is usually accompanying a technical device and explaining

how to install or operate it. (Mnemonic Dictionary) It is a booklet or book, usually

accompanying an appliance, device, computer game or vehicle, which contains

written guidelines informing how to use it (Collins).

The instructional manual is the product of the author’s efforts to guide the

students in using online social networking sites to enhance their language learning.

The purpose of this instructional manual is to discuss the influence of social

networks and to offer some general advice for taking steps in using online social

networking sites moderately.

This manual contains the definition of online social networks stating that it

allows individuals to make their own public or even private profile within this web-

based service. Most people referred to it as a virtual community which brings

people from all over the world to communicate. This said type of collaboration and

sharing is known as social media. This manual also includes tips in using social

networking sites to learn English effectively by giving five guidelines as well as

providing different accounts of people that may help the students to be exposed to

English grammar lesson using different social media accounts. Furthermore, this

manual contains the discussion of the influences of social networks along with the

problems they may encounter and how they are going to deal with it. (Appendix C)

56
CHAPTER V

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the findings, so conclusions drawn

from the results of the study. findings and the corresponding recommendations

related to the findings of the study.

Summary

This study aimed to identify the online social networks that influence the

English learning of High School students at BatStateU ARASOF - Nasugbu and

how do these social networks affect them, their advantages and disadvantages as

well as the demographic profile of the respondents.

Specifically, this study aimed to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age; and

1.2 sex?

2. What are the social networks that influence the English learning of Junior

High School students at BatStateU ARASOF - Nasugbu?

3. How do these social networks influence the English learning of Junior High

School students at BatStateU ARASOF – Nasugbu?

4. What are the advantages and disadvantages of these social networks to the

English learning of Junior High School students at BatStateU ARASOF –

Nasugbu?

5. Is there a significant difference between:

57
5.1 the assessment of the respondents on how social networks

influence their English performance when grouped according to profile

variables;

5.2 the assessment of the respondents on the advantages of social

networks to their English learning when grouped according to profile

variables; and

5.3 the assessment of the respondents on the disadvantages of

social networks to their English learning when grouped according to profile

variables?

6. Based on the analysis, what instructional manual may be proposed to

enhance the students in the use of social networking sites?

This study was conducted at Batangas State University ARASOF – Nasugbu

with the population of 250 students. This study used questionnaire for gathering

data and frequency/percentage, weighted mean, and t-test/ANOVA were utilized

in the analysis of data.

Findings

The salient findings of the study are as follows:

1. The demographic profile of the respondents in terms of:

1.1 age

The Junior High school students’ ages ranged from 14-17, with the majority

being 16 as 38% of the respondents, 14 as 25% of the respondents, 15 as 19% of

the respondents and 17 as 18% of the respondents, which is the least age that use

58
online social networking sites. It should be borne in mind that students aged 16

probably use online social networking sites more to integrate it to their study.

1.2 sex

It is quite clear that out of the total respondents investigated for this study,

overwhelming majority (65 percent) of them were females whereas about 35 per

cent were found to be males. Stating that females are more prone to using online

social networking sites more than males.

2. The social networks that influence the English learning of Junior High

School students at BatStateU ARASOF –Nasugbu

The findings show that YouTube, ranked first with the weighted mean of 4.39

verbally interpreted as Extremely Influential, Google ranked second with the

weighted mean of 4.33 verbally interpreted as Extremely Influential, Facebook

which ranked third has the weighted mean of 3.40 verbally interpreted as Very

Influential and last is Edmodo with the weighted mean of 2.43 and verbally

interpreted as Slightly Influential, second to the last that ranked ninth is Skype with

a weighted mean of 2.78 verbally interpreted Slightly Influential and third to last

that ranked eight was Yahoo with a weighted mean of 2.81 verbally interpreted

as Moderately Influential which means the students are not that so expose in the

said social network. The overall influence of the different social networks provided

has general weighted mean of 3.44 and verbally interpreted as Very Influential

which means that the students are greatly influenced by these different online

social networking sites.

59
3. The influences of social networks to the English learning of Junior High

School students at BatStateU ARASOF – Nasugbu

In relation to the influence of online social networking sites, the statement that

ranked first was the students are able to search for ideas and information that they

can use in doing their assignments and projects with the weighted mean of 3.64

which is verbally interpreted as Strongly Agree, the statement that ranked second

was the students were able to watch videos that help them enhance their English

proficiency when it comes to writing and speaking with a weighted mean of 3.53

which is verbally interpreted as Strongly Agree, the statement that ranked third

was the students were able to know technical words they can use in writing with

a weighted mean of 3.51 which is verbally interpreted as Strongly Agree. While the

lowest mean rating was the students are able to discuss class-related topics in

speaking English fluently through the use of video calls which has a weighted

mean of 3.28 which is verbally interpreted as Strongly Agree, the second to the

last that ranked the seventh was the students can create and share collections of

visual bookmarks that they can use to do things like plan trips and projects,

organize events or save articles with a weighted mean of 3.41 which is verbally

interpreted as Strongly Agree, furthermore, third to the last is the students were

provided with a safe and easy way for their class to connect and collaborate, share

content, and access homework, grades and school notices with a weighted mean

of 3.43 which is verbally interpreted as Strongly Agree.

60
4. The advantages and disadvantages of these social networks to the

English learning of Junior High School students at BatStateU ARASOF –

Nasugbu

The highest mean rating in the advantages of online social networking sites

was that social media can be mostly used in doing team projects in order for the

students to create as well as to maintain their connection with other people in

different industries that will also become an integral part in developing their career

or in the students’ case, their development as an individual with the weighted mean

of 3.51 which is interpreted as Strongly Agree, tied to the second highest mean

rating in the advantages of online social networking sites is that social networking

can possibly create or redefine an environment through communicating using the

English language. This can be done by building resumes and personal websites,

which some used as online portfolios. Most people are benefiting greatly from the

skills obtain through customizing the designs and layout of social networking

profiles with a weighted mean of 2.5 verbally interpreted as Strongly Agree. While

the lowest mean rating was being able to create and maintain connections to many

people in many industries is an integral part of developing a career or building a

business which has a weighted mean of 3.31 and interpreted as Strongly Agree,

second to the lowest was social media can increase student collaboration with a

weighted mean of 3.33 and was verbally interpreted as Strongly Agree, third to the

lowest was being getting feedback instantly from the users’ friends and family on

their creative outlets and even in their grammars which help students to develop

61
and to define their abilities in using English proficiently which can provide them the

confidence they needed or to help them decide what path of career they want to

pursue with a weighted mean of 3.44 which is verbally interpreted as Strongly

Agree.

Moreover, the highest mean rating in the disadvantages was that social media

can get students distracted and start using the social media for their personal

purposes and not for academic purposes with the weighted mean of 3.51 which

was verbally interpreted as Strongly Agree, second highest mean rating in the

disadvantages was many students rely on the easiness to access the information

online specifically the web to provide them answers. That means that there might

be possibility that students can get the wrong information about the certain topic

from an unreliable source with a weighted mean of 3.44 verbally interpreted as

Strongly Agree and third highest mean rating was students mostly use slang words

or shortened forms of words which are not found in English dictionary with a

weighted mean of 3.43 verbally interpreted as Strongly Agree. While the lowest

mean rating was students get low grades in school due to lack of the desired

information which affects their reading and writing skills which has a weighted

mean of 3.16 and verbally interpreted as Agree, second to the lowest mean rating

is careless attitude towards proper spelling and grammar can be the cause of the

speed in which information is publish due to the popularity of social media. This

decreases the ability of the students to write effectively without relying too much

on the computer’s spell check feature with a weighted mean of 3.32 which is

62
verbally interpreted as Strongly Agree and third from the lowest mean rating is

social networking sites can be a potential risk for teachers because some of the

applications used by the students may allow them to communicate and its content

can lead to discrediting or delivering offensive messages with a weighted mean of

3.35 verbally interpreted as Strongly Agree.

5. The significant difference between

5.1 the assessment of the respondents on how social networks

influence their English performance when grouped according to

profile variables

The computed value on the test of significant difference in the assessment

of the respondents on how social networks influence their English performance

when grouped according to age was 0.777 and resulted to the p-value of 0.508

which was greater than the level of significance (p>0.05). It was interpreted as not

significant therefore the hypothesis is accepted.

The computed value on the test of significant difference in the assessment

of the respondents on how social networks influence their English performance

when grouped according to sex was -0.367 and resulted to the p-value of 0.714

which was greater than the level of significance (p>0.05). It was interpreted as not

significant therefore the hypothesis is accepted. As a result, there was no

significant difference in the assessment of the respondents on how social networks

influence their English performance when grouped according to profile variables.

63
5.2 the assessment of the respondents on the advantages of social

networks to their English learning when grouped according to

profile variables

The computed value on the test of significant difference in the assessment

of the respondents on the advantages of social networks to their English learning

when grouped according to age was 0.427 and resulted to the p-value of 0.734

which was greater than the level of significance (p>0.05). It was interpreted as not

significant therefore, the hypothesis is accepted.

The computed value on the test of significant difference in the assessment

of the respondents on the advantages of social networks to their English learning

when grouped according to sex was -0.026 and resulted to the p-value of 0.979

which was greater than the level of significance (p>0.05). It was interpreted as not

significant therefore, the hypothesis is accepted. As a result, there was no

significant difference in the assessment of the respondents on the advantages of

social networks to their English learning when grouped according to profile

variables.

5.3 the assessment of the respondents on the disadvantages of

social networks to their English learning when grouped according

to profile variables

The computed value on the test of significant difference in the assessment of

the respondents on the disadvantages of social networks to their English learning

64
when grouped according to age was 0.730 and resulted to the p-value of 0.536

which was greater than the level of significance (p>0.05). It was interpreted as not

significant therefore, the hypothesis is accepted.

The computed value on the test of significant difference in the assessment of

the respondents on the disadvantages of social networks to their English learning

when grouped according to sex was -0.830 and resulted to the p-value of 0.408

which was greater than the level of significance (p>0.05). It was interpreted as not

significant therefore, the hypothesis is accepted. Thus, there was no significant

difference in the assessment of the respondents on the disadvantages of social

networks to their English learning when grouped according to profile variables.

6. The proposed instructional manual based on the analysis to enhance the

students’ language learning through the use of social networking sites.

The developed instructional manual discusses the influence of social

networks and offers some general advice for taking steps to use the different online

social networking sites moderately or appropriately. This manual includes the

definition of online social networks and how students will use these sites in

improving their English learning, its detriment as well as the simple steps on how

they are going to deal with it.

65
Conclusions

Based on the findings of the study, the following conclusions are drawn.

1. Most of the Junior high school students aged 16 are more engaged in using

online social networking sites in learning English and majority of them are

females.

2. Most of the Junior high school students appear to be audio-visual learners.

3. Most of the Junior high school students rely on using online social

networking sites in searching for ideas and information that they can use in

doing their assignments and projects.

4. Most of the Junior high school students improve their collaboration with their

classmates and peers through the use of online social networking sites but

they can also get distracted when they use the social media for their

purposes without paying attention to the educational purpose.

5. The Junior high school students’ age and sex have no connection with how

online social networking sites influence them together with the advantages

and disadvantages of these online social networking sites.

Recommendations

From the findings and conclusion of the study, the following

recommendations are hereby endorsed:

1. The developed instructional manual may be used as a guide for the

students in using online social networks in English learning.

66
2. The teachers may well take into account this guide in improving their

instruction for an effective teaching and learning process.

3. Similar future studies on the online social networks exploring

appropriate strategy in the integration of different online social

networking sites in the development of the students’ learning in other

specific area.

67
BIBLIOGRAPHY

A. Unpublished Thesis/Dissertations

Derakshan, A. &Hasanabbassi, S. (2015, May). Social Networks for Language


Learning. Unpublished dissertation. Islamic Azad University, Gorgan, Iran

B. Articles in E-Journals

Abidin, M. J. Z., Ahmad, N., &Kabilan, M. K. (2010). Facebook: An online


Environment for learning of English in institutions of higher education.
Internet and Higher Education, 13 (4), 179-187. Retrieved from
https://www.learntechlib.org/p/108382/

Baker, J. (2013). How students benefit from using social media. Retrieved from
http://www.edudemic.com/how-students-benefit-from-using-social-media/

Berger, V. (2005). Famous Psychologists: Abraham Maslow. Retrieved from


http://www.psychologistanywhereanytime.com/famous_psychologist_and_
psych ologists/psychologist_famous_abraham_maslow.htm

Boyd, D. M., Ellison, N. B. (2007). Social Network Sites: Definition, history, and
Scholarship. Retrieved from
https://academic.oup.com/jcmc/article/13/1/21
0/4583062

Cullata, R. (2018). Operant Conditioning (B.F. Skinner). Retrieved from


http://www.instructionaldesign.org/theories/operant-conditioning/

Dlamini, K. (2017). The role of social media in education. Retrieved from


https://www.lcibs.co.uk/the-role-of-social-media-in-education/

El-Badawy, T. & Hashem, Y. (2015). The impact of social media on the academic
development of school students. Retrieved from
https://www.researchgate.net/publication/273770861_The_Impact_of_Soc
ial_Me dia_on_the_Academic_Development_of_School_Students

Guha, P. (2017). Social learning theory in media. Retrieved from


https://classroom.synonym.com/social-learning-theory-in-media-
12079602.html

Guzin, S. &Kocak, Y. (2011). Gender differences in using social networks.


Retrieved from http://www.tojet.net/articles/v10i2/10214.pdf
68
Lee, M. J. W.&McLoughlin, C. (2010). Personalised and self-regulated learning
in theWeb 2.0 era: International exemplars of innovative pedagogy using
social software. Retrieved from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.367.70&rep=rep
1&type=pdf

Lenhart, A., Purcell, K., Smith, A.&Zickuhr, K. (2010). Social Media and Young
Adults. Retrieved from http://www.pewinternet.org/2010/02/03/social-
media-and-young- adults/

Liu, Y. (2010). Social media tools as a learning resource. Journal of Educational


Technology Development and Exchange, 3(1), 101-114. Retrieved from
http://livernspleen.com/wp-content/uploads/2013/09/social-media-tool-as-
learning-resource.pdf

Sheldon, P. (2008). Student favorite: Facebook and motives for its use.
SouthwesternMass Communication. Retrieved from
https://scholar.google.com citations?user=1FAzmO4AAAAJ&hl=en

Siemens, G. (2004). Connectivism: A learning theory for the digital age.


Retrieved from http://citeseerx.ist.psu.edu/viewdoc/
download?doi=10.1.1.87.3793&rep=rep1&type=pdf

Sponcil, M., Gitimu, P. (2012). Use of social media by college students:


Relationship to communication and self-concept. Retrieved from
http://www.aabri.com/manuscripts/121214.pdf

Subrahmanyam, K. &Greenfield, P. (2008). Online communication and


Adolescentrelationships. Retrieved from
https://www.jstor.org/stable/20053122

Tufekci, Z. (2008). Grooming, gossip, facebook, and myspace. Information,


Communication & Society, 11(4), 544-
564.doi:10.1080/13691180801999050. Retrieved from
https://www.researchgate.net/publication/250889766_Groomin
_Gossip_Facebook_and_MySpace

Baruah, T. (2012). Effectiveness of social media as a tool of communication and


its potential for technology enabled connections: a micro-level study.
Retrieved from http://www.ijsrp.org/research_paper_may2012/ijsrp-
may-2012-24.pdf

69
C. Blog Post

Lubis, I. (2012, July). My article. [Web log post]. Retrieved from


http://www.ib-article.com/2013/02/definition-of-education-according-to.html

Parankimalil, J. (2012, March) Meaning, nature, and aims of education. Retrieved


from https://johnparankimalil.wordpress.com/2012/03/26/meaning-
nature-and-aims-of education/

D. Others

Junior High School. (2018) In the Collins Dictionary Retrieved from


https://www.collinsdictionary.com/dictionary/english/junior-high-
school(2014) Retrieved from https://www.yourdictionary.com/junior-
high-school

Language Acquisition. (2005) In the everythingESL.net Retrieved from


http://www.everythingesl.net

Language Acquisition and Language Learning. (2018) In the EslbaseRetrieved


fromhttps://www.eslbase.com.

Media. (2019) In the Techopedia Retrieved from https://www.techopedia.


com/definition/1098/media

Online Social Network. (2019) In the IGI Global Retrieved from https://www.igi-
global.com/dictionary/online-social-network/21064

Social Media. (2018) In the Investopedia Retrieved from


https://www.investopedia.com/terms/s/social-media.asp

Social Network. (2017) In the Computer Hope Retrieved from


https://www.computerhope.com/jargon/s/socinetw.htm

Social Networking. (2018) In the Cambridge Dictionary Retrieved from


https://dictionary.cambridge.org/us/dictionary/english/social-networking
(2018) In the Investopedia Retrieved from
https://www.investopedia.com/terms/s/social- networking.asp

Technology. (2013) In the Techucation Retrieved from


https://www.useoftechnology.com/what-is-technology

70
APPENDIX A
Letter to Conduct Survey

Republic of the Philippines


BATANGAS STATE UNIVERSITY
ARASOF – NASUGBU
College of Teacher Education
Nasugbu, Batangas

January 29, 2018

MS. LORENJANE E. BALAN


Principal, CTE Laboratory School
Nasugbu Campus

Madam,

Greetings of peace and good will!

The undersigned composed of Third Year Bachelor of Secondary Education


students are conducting a research entitled “Online Social Networks and Its
Influence on the Development of the English learning of Junior High School
students at BatStateU ARASOF - Nasugbu.

Relative to this, we would like to seek permission from your good office that we be
allowed to conduct a survey to know what sites are the most influential and how it
affects the English learning of the students. We will be administering our
questionnaires to the Junior High School students of the Laboratory School in this
university.

We hope this request would merit your consideration and approval.

Thank you.

Respectfully yours,

(SGD) JAIMIE ANDREA A. JONSON (SGD) NIKKA PASAHOL


Researchers Researchers

Noted by:

(SGD) Asst. Prof. ALELI A. DADAYAN (SGD) Asst. Prof. GLICERIA R. QUIZON
Thesis Adviser BSED Program Chair CTE

71
Approved by:

(SGD) Dr. ANANIA B. AQUINO


Associate Dean, CTE

72
APPENDIX B
Survey Questionnaire

Republic of the Philippines


BATANGAS STATE UNIVERSITY
ARASOF- NASUGBU
College of Teacher Education
Nasugbu,Batangas

Dear Respondent:

Greetings!

We are presently conducting a study entitled “Online Social Networks and Its Influence
on the Development of the English Learning of Junior High School students at BatStateU
ARASOF – Nasugbu”.

In connection with this, we would like to request you to be one of our respondents in our
study. We hope you can help by answering the instrument sincerely and truthfully. Be
assured that all information stated will be treated strictly with confidentiality. Thank you
very much for the time spent in answering this form.

The Researchers
________________________________________________________________________
______

Name: (optional) __________________________ Gender:


Male
Age: ______
Female

Which of these OSNS influence you? Please check the column appropriately.

Social Extremely Very Moderately Slightly Not at all


Networks Influential Influential Influential Influential Influential

Facebook

Google

73
Gmail

Youtube

Instagram

Twitter

Pinterest

Yahoo

Edmodo

Skype

How do these OSNS influence your English learning?

Influences of Social Strongly Strongly


Agree Disagree
Networking Sites Agree Disagree

 I am provided with a
safe and easy way for
my class to connect
and collaborate, share
content, and access
homework, grades and
school notices.
 I am able to search for
ideas and information
that I can use in doing
my assignments and
projects.
 I can create and share
collections of visual
bookmarks that I can
use to do things like
plan trips and projects,
organize events or
save articles.

74
 I am able to know
technical words that I
can use in writing.
 It gives me access to e-
books, research and
blogs that provide me
information and ideas
for future use.
 I am able to watch
videos that help me
enhance my English
proficiency when it
comes to writing and
speaking.
 I am able to have an
access to different
activities and fun
learning games that
can enhance my
English vocabulary
and writing skills.
 I am able to discuss
class-related topics in
speaking English
fluently through the
use of video calls.

What do you think are the Advantages of Online Social Networking Sites?

Advantages of Social Strongly Strongly


Agree Disagree
Networking Sites Agree Disagree

 Social Media can


increase student
collaboration.
 Social Media can be
useful for team projects
in order to be able to
create and maintain
connections to many
people in many
industries that will

75
become an integral part
of developing a career
or building business.
 Social networking can
create a better English
communicative
environment for
students.
 Being able to create
and maintain
connections to many
people in many
industries is an integral
part of developing a
career or building a
business.
 Building resumes and
personal websites,
which are increasingly
used as online
portfolios, benefit
greatly from the skills
obtained by
customizing the layout
and designs of social
networking profiles.
 Being able to get
instant feedback from
friends and family on
their creative outlets
and even grammars
help students refine
and develop their
artistic abilities and
English proficiency
can provide much
needed confidence or
help them decide what
career path they may
want to pursue.

76
What do you think are the Disadvantages of Online Social Networking Sites?

Disadvantages of Social Strongly Strongly


Agree Disagree
Networking Sites Agree Disagree

 Students can get


distracted and start
using the social media
for their purposes and
not pay attention to the
educational content.
 Lack of control for
inappropriate content.
 Relying too much on
social media for
communication can
hinder student’s ability
to interact in person.
 Social networking sites
can be a potential risk
for teachers as some
applications allow
users to communicate
and the content can
lead to discrediting or
offensive messages.
 Students mostly use
slang words or
shortened forms of
words which are not
found in English
dictionary.
 Many students rely on
the accessibility of
information on social
media specifically and
the web in general to
provide answers. That
means a reduced focus
on learning and
retaining information
and a possibility of
getting false

77
information from
unreliable sources.
 Student who attempt to
multi-task, checking
social media sites while
studying, shows
reduced academic
performance which will
also affect their
interactivity in the
classroom as well as
their communication
skills in class.
 The popularity of
social media, and the
speed at which
information is
published, has created a
careless attitude
towards proper spelling
and grammar. This
reduces a student’s
ability to effectively
write without relying
on a computer’s spell
check feature.
 Students get low grades
in school due to lack of
the desired information
which affects their
reading and writing
skills.

78
APPENDIX C

79
80
81
82
83
84
CURRICULUM VITAE

JAIMIE ANDREA A. JONSON

LIAN, BATANGAS

msjaimieandreajonson@gmail.com

09268502099

Personal Data

Birthdate : November 8, 1998

Gender : Female

Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Education

Tertiary Batangas State UniversityARASOF-


Nasugbu

Barangay Bucana, Nasugbu, Batangas

2018 – Present

Course Bachelor of Secondary Education

Major English

Title of Thesis Online Social Networks and Its Influence


on The Development of The English
Learning of Junior High School Students
at BatStateU ARASOF-Nasugbu

85
Secondary Saint Claire Academy

Lian, Batangas

2013-2014

Elementary Saint Claire Academy

Lian, Batangas

2009-2010

Seminars Attended

August 01, 2015 Induction Ceremony and Teambuilding


Seminar Workshop: “Building
Foundation towards Effective Leadership
and Camaraderie.”
Batangas State University ARASOF -
Nasugbu
Joson Gymnasium

September 12, 2015 WBPC-YCSC Community Service


Seminar“Youth Involvement Towards
Conservation,Protection and
Preservation of Environment:
A Response to the Call”.
Batangas State University ARASOF -
Nasugbu
Joson Gymnasium

October 03, 2015 Seminar on “Equal Access and


Participationwithin Education: The Road
Towards GenderSensitivity.”
Batangas State University ARASOF-
Nasugbu
Joson Gymnasium

86
February 27, 2016 BatStateU-
IntegratedScholarsOrganizationSeminar
“Building Future ProfessionalsThrough
Enhancement of Effective
OralCommunication Skills.”
Batangas State University ARASOF-
Nasugbu
Joson Gymnasium

November 26, 2016 “The teacher as Action Researcher”


Batangas State University ARASOF –
Nasugbu
Joson Gymnasium

November 27, 2016 BatStateU-Integrated Scholars


Organization Seminar: “Time
Management: How to Prioritize and Make
Effective Scheduling” Batangas State
University ARASOF-Nasugbu
Joson Gymnasium

November 18, 2017 Seminar on “K to 12 Participatory


Activies:Nurturing the Minds of 21st
Century Teachers.”Batangas State
University ARASOF-Nasugbu
Joson Gymnasium

December 12, 2018 Seminar on “UNITE 2018: Pre-Service


Teachers as Shapers of the 21st Century
Learners.” Batangas State University
ARASOF-Nasugbu, Batangas
CTE Building

87
CURRICULUM VITAE

NIKKA PASAHOL

LIAN, BATANGAS

missnikka04@gmail.com

09553920751

Personal Data

Birthdate : December 4, 1997

Gender : Female

Status : Single

Citizenship : Filipino

Religion : Baptist Born Again

Education

Tertiary Batangas State University- ARASOF,


Nasugbu

Barangay Bucana, Nasugbu, Batangas

2018 – Present

Course Bachelor of Secondary Education

Major English

Title of Thesis Online Social Networks and Its Influence


on The Development of The English
Learning of Junior High School Students
at BatStateU ARASOF-Nasugbu

88
Secondary Las Piñas National Highschool (Main)

Las Piñas City

2013-2014

Elementary San Diego Elementary School

Lian, Batangas

2009-2010

Seminars Attended

September 12, 2015 WBPC-YCSC Community Service


Seminar“Youth Involvement Towards
Conservation,Protection and
Preservation of Environment:
A Response to the Call”.
Batangas State University
ARASOFNasugbu
Joson Gymnasium

October 03, 2015 Seminar on “Equal Access and


Participationwithin Education: The Road
Towards GenderSensitivity.”
Batangas State University ARASOF-
Nasugbu
Joson Gymnasium

February 27, 2016 BatStateU-


IntegratedScholarsOrganizationSeminar
“Building Future ProfessionalsThrough
Enhancement of Effective
OralCommunication Skills.”
Batangas State University ARASOF-
Nasugbu
Joson Gymnasium

89
November 18, 2017 Seminar on “K to 12 Participatory
Activies:Nurturing the Minds of 21st
Century Teachers.”Batangas State
University ARASOF-Nasugbu
Joson Gymnasium

November 19, 2017 BatStateU-Integrated


ScholarsOrganization
Seminar on “Financial Literacy”
Batangas State University ARASOF
Nasugbu, Batangas
Joson Gymnasium

December 12, 2018 Seminar on “UNITE 2018: Pre-Service


Teachers as Shapers of the 21st Century
Learners.” Batangas State University
ARASOF-Nasugbu, Batangas
CTE Building

90