LAS PINAS NORTH NATIONAL HIGH SCHOOL

Aurora Drive, Vergonville Subdivision, Pulanlupa, Las Piñas City

EFFECTS OF SOCIAL MEDIA TO THE ENGLISH SPEAKING

SKILLS OF STUDENTS

In partial fulfilment of the requirements in Research Grade 11

By:

Cammarao, Jandro G.
Rodrigo, Adielaide

July 31, 2019

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TABLE OF CONTENTS

Preliminary Page No.

Title Page i

CHAPTER I
INTRODUCTION

Background of the Study 3

Statement of the Problem 3
Significance of Study 4
Scope and Delimitation of study 4
Definition of terms 4

CHAPTER II
REVIEW OF RELATED LITERATURE 6

CHAPTER III
METHODOLOGY

Research Design 14
Research Instrument 14
Data Gathering Procedure 16
Statistical treatment of data 16

CHAPTER IV
PRESENTATION OF DATA ANALYSIS AND INTERPRETATION 17

CHAPTER V
SUMMARY, CONCLUSION, & RECOMMENDATION
Summary of Findings 29
Conclusion 29
Recommendations 29
BIBLIOGRAPHY 31
APPENDICE
Appendix A 32
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CHAPTER I

INTRODUCTION

Background of the study

Through the years, the evolution of English language has become dominant and became
our international language. It enables second language learners to communicate directly with
native English speakers. Blake (1998) observed that “technology can play an important role in
fostering second language acquisition by electronically increasing learners’ contact with a wide
array of authentic materials” (p. 210)

Other people are experiencing difficulties in speaking the English language like the
countries of Japan, China, Thailand, Korea and other Asian countries these individuals do not
prioritize the English speaking language.

Along with 21st century, the advancement of the technology made a big impact in our
country and the whole world. The social media has on our communication is that it allows for us
to easily and instantaneously communicate to the masses. Social media networks make it
possible for us to connect with thousands of other people around the world.

Statement of the problem

Students' difficulty in conveying their opinions and thought in daily activities using the
English language. Dominating social media could make the learner dependent on internet in
making their school requirements. Therefore, it is a serious concern that students are not able to
express their own point of view.

Social media managed to bring English slang to a new level. Sometimes people
incorporate numbers into words to shorten them. Social media is at the increasing speed in which
new words are adopted and creating new words for possible inclusion in the modern dictionary.

There are a lot of things to discuss on this topic, though on this discussion, we will focus
on the usage of Social Media of the students and the effectiveness of it in their English speaking
skills.
 4

Significance of the study

The findings of this could deliver information that can be use as supporting details for
educational research purposes and services. The result gathered can be useful to problems related
to improvement of speaking the English language.

Additionally, the Department of Education could use the result of this study on
articulating school policies and programs as reference. Through the results, they can propose
seminars and trainings how social media works with speaking English language. Significantly,
students can express their opinions and thoughts during oral practices, constructing sentences in
an essay and having a conservation using the language.

The result of this study could provide significant data functional for other research
enthusiasts in the making of studies along the same line of concern.

Scope and delimitation of the study

This study is delimited in the effects of social media in the English speaking skills of the
one- hundred (100) Grade 10 students here in Las Piñas North National High School being
surveyed. The number of respondents amounts 100 students in the Grade 10 level for the school
year 2018-2019.

Definition of terms

Communication- the imparting or exchanging of information or news

Improve -develop or increase in mental capacity by education or experience.

Influence - the capacity to have an effect on the character, development, or behavior of

someone or something, or the effect itself.

Interact - act in such a way as to have an effect on another; act reciprocally.

Internet- a global computer network providing a variety of information and

communication facilities, consisting of interconnected networks using standardized
communication protocols.

Language - the method of human communication, either spoken or written, consisting of

the use of words in a structured and conventional way
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Network - is a digital telecommunications network which allows nodes to share

resources.

Proficiency- a high degree of competence or skill; expertise

Sites - is a collection of related network web resources, such as web pages, multimedia
content, which are typically identified with a common domain name, and published on at
least one web server.

Skills - the ability to do something well; expertise.

Slang- a type of language that consists of words and phrases that are regarded as very
informal, are more common in speech than writing and are typically restricted to a
particular context or group of people.

SNS- a social network service in an online platform which people use to build social
networks or social relations with other people who share similar personal or career
interests, activities, backgrounds or real-life connection.

Social Media- Websites and application that enable users to create and share content or to
participate in social.

Social Network- a social structure made up of a set of social actors, sets of dyadic ties,
and other social interaction between actors.

Speaking- the action of conveying information or expressing one’s thoughts and feelings
in spoken language.

Technology- is a collection of techniques, skills, method, and processes used in the

production of goods or services or in the accomplishment of objectives, such as scientific
investigation.
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CHAPTER II

REVIEW OF RELATED LITERATURE

This section shows the literature, studies and other researches which support this study. It
includes the concepts of English language, English proficiency, Social media, academic
performance and communication skills of students.

English Language

Lasaten & Racca (2016) The importance of English language for enhancing educational
attainment through improved communication ability can never be over emphasized. Also
educators agree that English mastery is one of the basis in gaining academic success especially in
pursuing communication skills.

There seems to be little doubt that English Asian International Language is firmly
established. Ostler (2005) This current status of English has three main pillars that support it:
population, position and prestige’. McCrum (186l) Language has always been the mirror to
society. English today is no exception. In its world state, it reflects very accurately the crises and
contradictions of which it is a part. Dalby (2002) The spread of English is continuing world-
wide; many countries are moving towards bilingualism. This has led to English being a de facto
second language in many Nordic countries and in most countries around the world, English is
now taught as a school subject. Crystal (1997) Furthermore, English has also, increasingly come
to be used as medium of instruction in countries where it is not official. If this trend continues,
half the world population – people of all age groups – will be learning English in 2010.

English Proficiency

Graddol (2006) English proficiency has become a skill which, in many parts of the
world, is unexceptional and will be taken for granted. Consequently, any economy whose
members do not speak English will be seriously disadvantaged, if not entirely left behind,
especially in view of the internationally growing service sector, the outsourcing of services
which are communication-intensive and sensitive, and the general trend towards more skilled
 7

work. Everywhere, in both developed and developing economies, there is a new urgency to
increase the educational level of the workforce to maintain a country’s competitive advantage as
it loses advantage in less skilled areas to countries lower in the development chain’. Further, the
distribution of poverty in future will be closely linked to the distributions of English, which he
likens to an ‘educational arms. Computer literacy and English skills will be essential parts of
basic education, accompanied by lifelong learning in this race.

Phillipson (1992) The aim of the new education should be to train fluent bilinguals with
solid and appropriate negotiating skills bilinguals who can communicate effectively and
negotiate-ate possible misunderstandings and culturally different perceptions. Obviously, there
are economic aspects to the spread of English (McArthur, 1998:56 speaks of ‘an international
industry’), and these are clearly linked to globalization and economic internationalization (Ives,
2006:136f).

De Kadt (2000) discusses the need for English proficiency, which includes the ability to
argue, intelligibility, appropriateness and strategic competence, as well as a tolerance for
deviant expressions and the ability to solve misunderstandings. According to Coetzee-van Rooy
& Verhoef (2000:175), this begins with the first language – very often against the opinions of
parents and students (see also Canagarajah, 1999:2 and Phillipson, 1992:191). Other factors
affecting the teaching of language are poor teacher training, a lack of adequate teaching materials
and the fact that students’ main motivation is often exam-orientated and to gain access to
information (McKay, 2002:40). De Kadt (2000) discusses the need for English proficiency,
which includes the ability to argue, intelligibility, appropriateness and strategic
competence, as well as a tolerance for deviant expressions and the ability to solve
misunderstandings. According to Coetzee-van Rooy & Verhoef (2000:175), this begins with the
first language – very often against the opinions of parents and students (see also Canagarajah,
1999:2 and Phillipson, 1992:191). Other factors affecting the teaching of language are poor
teacher training, a lack of adequate teaching materials and the fact that students’ main motivation
is often exam-orientated and to gain access to information (McKay, 2002:40). De Kadt
(2000) discusses the need for English proficiency, which includes the ability to argue,
intelligibility, appropriateness and strategic competence, as well as a tolerance for deviant
expressions and the ability to solve misunderstandings. According to Coetzee-van Rooy &
Verhoef (2000:175), this begins with the first language – very often against the opinions of
parents and students (see also Canagarajah, 1999:2 and Phillipson, 1992:191). Other factors
 8

affecting the teaching of language are poor teacher training, a lack of adequate teaching materials
and the fact that students’ main motivation is often exam-orientated and to gain access to
information (McKay, 2002:40). De Kadt (2000) discusses the need for English proficiency,
which includes the ability to argue, intelligibility, appropriateness and strategic
competence, as well as a tolerance for deviant expressions and the ability to solve
misunderstandings. According to Coetzee-van Rooy & Verhoef (2000:175), this begins with the
first language – very often against the opinions of parents and students (see also Canagarajah,
1999:2 and Phillipson, 1992:191). Other factors affecting the teaching of lan-guage are poor
teacher training, a lack of adequate teaching materials and the fact that students’ main motivation
is often exam-orientated and to gain access to information (McKay, 2002:40).

De Kadt (2000) discusses the need for English proficiency, which includes the ability to
argue, intelligibility, appropriateness and strategic competence, as well as a tolerance for deviant
expressions and the ability to solve misunderstandings. Coetzee-van Rooy & Verhoef (2000)
This begins with the first language – very often against the opinions of parents and students.
McKay (2002) Other factors affecting the teaching of language are poor teacher training, a lack
of adequate teaching materials and the fact that students’ main motivation is often exam-
orientated and to gain access to information.

Social media

Xiang & Gretzel (2010) Social media is a very broad topic that it cannot be put into a
single definition. Granting the term has no technical meaning, people have roughly defined
social media a web-based consumer-generated collaboration of knowledge.

Kaplan & Haenlein (2010) A “group of Internet-based applications that build on the
ideological and technological foundations of Web 2.0, and that allow the creation and exchange
of User Generated Content and, “text, words, pictures, videos, and the like created with the
intention of sharing.”. Evans (2012) Despite the definitions presented, the idea of “sharing” will
never be lacking in defining this term. The context of social media work is generally perceived as
having the presence of communication, exchange, sharing, mutual relationship, groupings the
like.
 9

Walaski (2013) People learn the language through their exposure to input or reading
texts. A person, having an access to considerable amount of comprehensible input, is likely to
correctly acquire and produce the language. Considering that true in this study, Filipinos must be
flooded with significant amount of input by reading through different means like the social
media, where English is widely used. With the 330 different Internet-based programs created at
the end of 2012, language learners are likely to experience the communication process and pick
up of the language in blogs and microblogging sites, social networks, professional networks,
video sharing networks, and content-driven communities. Krashen (1985) However, with
such a vast and text-flooded avenue, people must learn to filter the information they receive to
get the academic and right kind of input.

Paul Kirschner and Aryn Karpinski define Facebook and other social network sites as an
online directory that allows people to find their friends, family and colleagues through looking
them up on social network sites (Kirschner and Karpinsk, 2010). Curtis states that teens all over
the world are starting to lose interest in the use of Facebook and are using Snapchat, Twitter and
Instagram (Curtis, 2013). Victoria Rideout states that, among the younger generation, the time
they spend on social media, what she calls ‘entertainment media’ is “more than twice the
average amount of time spent in school each year.” (Rideout, 2012, p. 5) She also adds that an
American child spends on average seven and a half hours a day just for having fun on the
media, not only that, but they multi-task, between all the different media they use. For example,
they can be listening to music, sending a tweet and also posting on Facebook. Rideout says, that
since social media is seven days a week, unlike school or having a full-time job, over the years
the amount of time one could spend over the internet “has exploded” (Rideout, 2012, p. 5).
Abelardo Pardo believes that technology offers a platform for innovation, and allows its users to
express their opinions about how they feel towards the information being published. He adds
that, social media is also a platform that allows students to interact with one another, with their
teachers and communities that share their same education. Pardo also states that these types of
interaction are “an essential part of how humans learn.” (Pardo, 2013, p. 45) Kirschner and
Karpinski, discuss Wim Veen’s new term, “Homo Zappiens”, which refers to the learners of the
new generation, and the new way they use to learn. This new way is known as “meta-cognitive
skills,” meaning they learn on their own without the need for instructions, it is also called
“discover-based learning.” They also add that, the younger generation shares an unclear bond
with technology since their birth, leading them to multi-task. They note that 46% of the younger
 10

generation who access the internet use it to help them with their school assignments (Kirschner
and Karpinski, 2010). June Ahn discusses in her research a theory called ‘Signalling Theory’, this
theory refers to how individuals on social network sites present themselves, and develop their
identities and build trust with others. She also adds that, by having many friends on the different
platforms, this causes the individual to lose the trust of their friends because they start adding
people they do not know, to show others how popular they are (Ahn, 2011b). Paul Kirschner and
Aryn Karpinski define Facebook and other social network sites as an online directory that allows
people to find their friends, family and colleagues through looking them up on social network sites
(Kirschner and Karpinsk, 2010). Curtis states that teens all over the world are starting to lose
interest in the use of Facebook and are using Snapchat, Twitter and Instagram (Curtis, 2013).
Victoria Rideout states that, among the younger generation, the time they spend on social
media, what she calls ‘entertainment media’ is “more than twice the average amount of time
spent in school each year.” (Rideout, 2012, p. 5) She also adds that an American child spends on
average seven and a half hours a day just for having fun on the media, not only that, but they
multi-task, between all the different media they use. For example, they can be listening to music,
sending a tweet and also posting on Facebook. Rideout says, that since social media is seven days
a week, unlike school or having a full-time job, over the years the amount of time one could
spend over the internet “has exploded” (Rideout, 2012, p. 5). Abelardo Pardo believes that
technology offers a platform for innovation, and allows its users to express their opinions about
how they feel towards the information being published. He adds that, social media is also a
platform that allows students to interact with one another, with their teachers and communities
that share their same education. Pardo also states that these types of interaction are “an essential
part of how humans learn.” (Pardo, 2013, p. 45) Kirschner and Karpinski, discuss Wim Veen’s
new term, “Homo Zappiens”, which refers to the learners of the new generation, and the new
way they use to learn. This new way is known as “meta-cognitive skills,” meaning they learn on
their own without the need for instructions, it is also called “discover-based learning.” They also
add that, the younger generation shares an unclear bond with technology since their birth, leading
them to multi-task. They note that 46% of the younger generation who access the internet use it
to help them with their school assignments (Kirschner and Karpinski, 2010).

June Ahn discusses in her research a theory called ‘Signalling Theory’, this theory refers
to how individuals on social network sites present themselves, and develop their identities and
build trust with others. She also adds that, by having many friends on the different platforms, this
 11

causes the individual to lose the trust of their friends because they start adding people they do
not know, to show others how popular they are (Ahn, 2011b). Paul Kirschner and Aryn Karpinski
define Facebook and other social network sites as an online directory that allows people to find
their friends, family and colleagues through looking them up on social network sites (Kirschner
and Karpinsk, 2010). Curtis states that teens all over the world are starting to lose interest in the
use of Facebook and are using Snapchat, Twitter and Instagram (Curtis, 2013). Victoria Rideout
states that, among the younger generation, the time they spend on social media, what she calls
‘entertainment media’ is “more than twice the average amount of time spent in school each
year.” (Rideout, 2012, p. 5) She also adds that an American child spends on average seven and a
half hours a day just for having fun on the media, not only that, but they multi-task, between all
the different media they use. For example, they can be listening to music, sending a tweet and also
posting on Facebook. Rideout says, that since social media is seven days a week, unlike school
or having a full-time job, over the years the amount of time one could spend over the internet
“has
exploded” (Rideout, 2012, p. 5). Abelardo Pardo believes that technology offers a platform for
innovation, and allows its users to express their opinions about how they feel towards the
information being published. He adds that, social media is also a platform that allows students to
interact with one another, with their teachers and communities that share their same education.
Pardo also states that these types of interaction are “an essential part of how humans learn.”
(Pardo, 2013, p. 45) Kirschner and Karpinski, discuss Wim Veen’s new term, “Homo Zappiens”,
which refers to the learners of the new generation, and the new way they use to learn. This new
way is known as “meta-cognitive skills,” meaning they learn on their own without the need for
instructions, it is also called “discover-based learning.” They also add that, the younger
generation shares an unclear bond with technology since their birth, leading them to multi-task.
They note that 46% of the younger generation who access the internet use it to help them with
their school assignments
(Kirschner and Karpinski, 2010). June Ahn discusses in her research a theory called ‘Signalling
Theory’, this theory refers to how individuals on social network sites present themselves, and
develop their identities and build trust with others. She also adds that, by having many friends on
the different platforms, this causes the individual to lose the trust of their friends because they
start adding people they do not know, to show others how popular they are (Ahn, 2011b).
 12

Kirschner and Karpinsk (2010) Facebook and other social network sites as an online
directory that allows people to find their friends, family and colleagues through looking them up
on social network sites. Curtis (2013) Teens all over the world are starting to lose interest in the
use of Facebook and are using Snapchat, Twitter and Instagram. Rideout (2012) Among the
younger generation, the time they spend on social media, what she calls ‘entertainment media’ is
“more than twice the average amount of time spent in school each year. She also adds that an
American child spends on average seven and a half hours a day just for having fun on the media,
not only that, but they multi-task, between all the different media they use. For example, they can
be listening to music, sending a tweet and also posting on Facebook.

Pardo (2013) Technology offers a platform for innovation, and allows its users to express
their opinions about how they feel towards the information being published. He adds that, social
media is also a platform that allows students to interact with one another, with their teachers and
communities that share their same education. These types of interaction are “an essential part of
how humans learn.” (Pardo, 2013, p. 45) Kirschner and Karpinski, discuss Wim Veen’s new
term, “Homo Zappiens”, which refers to the learners of the new generation, and the new way
they use to learn. This new way is known as “meta-cognitive skills,” meaning they learn on their
own without the need for instructions, it is also called “discover-based learning.” They also add
that, the younger generation shares an unclear bond with technology since their birth, leading
them to multi-task. They note that 46% of the younger generation who access the internet use it
to help them with their school assignments (Kirschner and Karpinski, 2010). June Ahn discusses
in her research a theory called ‘Signalling Theory’, this theory refers to how individuals on social
network sites present themselves, and develop their identities and build trust with others. She
also adds that, by having many friends on the different platforms, this causes the individual to
lose the trust of their friends because they start adding people they do not know, to show others
how popular they are (Ahn, 2011b).

English Communication Skills

According to Sikiti (1998:1), “Communication is a purposeful process of expressing,

receiving and understanding messages containing factual information, feelings, ideas and needs
by two or more individuals through common symbols”. The nature of the Communication Skills
course appears quite unique from other subjects. Communication Skills is the foundation of
 13

language learning from which effective speaking, writing and reading emerge and it is the
bedrock of human language learning (Tortor, 2006). One distinctive aspect of communication
skills is that it is integrated in nature. This is so because Communication Skills as a course is one
of the prime factors of human expression. It is a practical course and students are expected to
practice the skills of communication. The concept of Communication Skills is technical and
students need certain attitudes to grasp these concepts (Tortor, 2006). Communication Skills as a
course exposes students to conceptual skills like sentence pattern, concord, ambiguity and many
others. These skills demand more than just attending lectures and being a passive member of the
class. The culture of reading which students need so much for the communication skills course
has totally waned and the situation is so alarming. Ninety percent (90%) of students would rather
choose to watch movies rather than read the books related to their respective courses. This shows
how reading as an attitude has suffered over the Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.6, No.35, 2015 3 years (Acquah, 2006).
According to Acquah (2006) and Tortor (2006), students hardly practice English language by
speaking it. The issue of students not speaking the language is as a result of the frequency with
which students’ lapse into “Pidgin English” whenever they are compelled by conditions to speak
English. This supports the view that the communication skills course is practical and only those
who practice it succeed. There is therefore difficulty or failure for such a student who is only
addicted to watching movies instead of reading, the reason being that there is no proper use of
concord or sentence analysis in most movies. This is largely because movie language is full of
slangs, jargons and informal constructions. This re-enforces the fact that to such “students of
movies”, the study of communication skills becomes complex and they just go through the
routine of studies instead of extracting the benefit of the course. Due to the lapses in student’s
performance and competence in the use and knowledge of English language, some writers in
communication skills like Acquah and Nyantuameh (2006) have even advocated that the
Communication Skills should be made a two year course as a means of promoting thoughtful and
positive attitude for effective communication. The Communication Skills course includes a range
of skills. It includes both oral and written skills. The oral skills on the other hand include
listening skills, reading skills-skimming, scanning and close reading though these are not the
only topics in the Communication Skills course. Gogovi, Gborsong, Yankah and Essel (2006)
agree that the study of communication skills would not only be useful to students by enhancing
their academic performance but would be of immense help in the job market.
 14

CHAPTER III

METHODOLOGY

This chapter presents the methodology utilized, the research design, population, and
sampling technique, research instrument, data gathering procedure and the statistical treatment of
data.

Research Design

This study investigated the effects of social media to English speaking skills of students
to grade10 students. The study adopted a descriptive-survey design.

Population in sampling technique

The researchers used one hundred (100) High school student of Grade 10 who are
currently studying at Las Piñas North National High school for school year 2018-2019.

Research instrument

To pinpoint the effect of social media to English Speaking among Grade 10 students of
Las Piñas North National High School, surveys serves as the main source of data. The survey is
divided into two parts. The first part being the basic information such as name, sex, and some
questions pertaining to the effects of social media to the English speaking skills. Whereas the
second part of the survey consists of Leichardt scale. The survey was administered to the Grade
10 students of Las Piñas North National High school, in which they’d encircle the answer and
check they deemed to be the answer to the question. Results of the questionnaire were reviewed,
analyzed and evaluated by the researcher while guided by their adviser.

To measure the extent, the following scales presented below were used.
 15

Social Media and English Language Communication Skills

Scale Statistical Limits Interpretation

4 3.50 – 4.00 Strongly Agreed (SA)

3 2.50 – 3.49 Agreed (A)

2 1.50 – 2.49 Disagreed (D)

1 1.00 – 1.49 Strongly Disagreed (SA)

Social Media and Language style and Student’s Writing

Scale Statistical Limits Interpretation

4 3.50 – 4.00 Strongly Agreed (SA)

3 2.50 – 3.49 Agreed (A)

2 1.50 – 2.49 Disagreed (D)

1 1.00 – 1.49 Strongly Disagreed (SA)

Social Media and Academic Performances of students in English

Scale Statistical Limits Interpretation

4 3.50 – 4.00 Strongly Agreed (SA)

3 2.50 – 3.49 Agreed (A)

2 1.50 – 2.49 Disagreed (D)

1 1.00 – 1.49 Strongly Disagreed (SA)

Social Media and English Language Ability

Scale Statistical Limits Interpretation

4 3.50 – 4.00 Strongly Agreed (SA)

3 2.50 – 3.49 Agreed (A)

2 1.50 – 2.49 Disagreed (D)

1 1.00 – 1.49 Strongly Disagreed (SA)

 16

Social Media and English Language Competence and Performance

Scale Statistical Limits Interpretation

4 3.50 – 4.00 Strongly Agreed (SA)

3 2.50 – 3.49 Agreed (A)

2 1.50 – 2.49 Disagreed (D)

1 1.00 – 1.49 Strongly Disagreed (SA)

Data gathering procedures

The survey was given to selected Grade 10 students of Las Pinas North National High
school. Respondents were given a short amount of time to answer the survey.

The data collection was done by the researchers with the permission granted from the
current teacher of the classroom where the survey was being held.

Statistical treatment of Data

The surveys were created to answer the topic of the research being conducted. For the
interpretation of data, the following statistical tools and formulas were utilized. To determine the
profile of the respondents according to name and gender frequency and percentage distribution,
ranking and mean were applied. The following formula was used:

where f is the absolute frequency and n is the sum of all frequencies.

% = (f / n) × 100
formula for percentage
 17

CHAPTER IV

PRESENTATION OF DATA ANALYSIS AND INTERPRETATION

This chapter presents, analysis and interprets the gathered in response to the problem
presented in this study.

The first part being the basic information such as name, sex, and some questions
pertaining to the effects of social media to the English speaking skills. Whereas the second part
of the survey consists of Leichardt scale. The study was conducted in Las Piñas North National
High School. The total population of the respondents is 100. The respondents purposively
selected Grade 10. The gender of the respondents is shown in the table below.

Table 1. Distributions of Students’ Demographic Profile

Frequency Percentage (%)

Profile
(Number students =100)
Sex
Male 50 50.0
Female 50 50.0
Age
14 4 4.0
15 20 20.0
16 56 56.0
17 14 14.0
18 4 4.0
19 1 1.0
20 1 1.0
Do you operate Social
Media?
 18

Yes 100 100.0

No 0 0.0
Most Used Application
Facebook 89 89.0
Twitter 3 3.0
Instagram 4 4.0
Others: Youtube 4 4.0
Time Length using Social
Media
Less than 1 hour 14 14.0
1-2 hours 20 20.0
3-4 hours 35 35.0
5 hours and above 31 31.0

Exhibited in Table 1 is the Grade 10 students' demographic profile such as sex, age, usage
of social media, most used application and time length in using social media. The questionnaires
are answered by different sections of Grade 10 at Las Piñas North High School. The no. of
female respondents are equal to the male respondents, yielding 50 percent. There are seven (7)
ages illustrated in the second part of the demographic profile of the students. The fifty-six (56)
percent of the population is aged 16, followed by twenty (20) percent aged 15, and fourteen (14)
percent, aged 17. Four (4) percent is for aged 14 and 18. There were one (1) 19-year old and one
(1) 20-year old Grade 10 student as the oldest. On the next part of the demographic profile, there
were one hundred (100) operators of Social Media. The fourth part shows the most used
application. The eighty-nine (89) percent of the population uses Facebook, followed by both four
(4) percent of the respondents' uses Instagram and YouTube. The least used application is Twitter
with three (3) percent. The last part of the table shows the time length using social media. Thirty-
five (35) percent of the population uses social media from 3-4 hours, followed by thirty-one (31)
percent, 5 hours and above. The twenty (20) percent uses social media from 1-2 hours while the
fourteen (14) percent is less than 1 hour.

Frequency Percentage (%) Mean Des.

(Number
students =100)
Social media helps me to
speak English.
4- Strongly Agreed 42 42.0
3- Agreed 51 51.0 3.34 A
2- Disagreed 6 6.0
1- Strongly Disagreed 1 1.0
 19

Social Media changes the

way people communicate
and share information.
4- Strongly Agreed 55 55.0
3.51 SA
3- Agreed 41 41.0
2- Disagreed 4 4.0
1- Strongly Disagreed 0 0.0

Social Media improves the

way people interact
globally.
4- Strongly Agreed 54 54.0
3- Agreed 40 40.0 3.48 A
2- Disagreed 6 6.0
1- Strongly Disagreed 0 0.0

Social media helps users

to develop their
vocabulary.
4- Strongly Agreed 30 30.0
A
3- Agreed 55 55.0 3.14
2- Disagreed 14 14.0
1- Strongly Disagreed 1 1.0

Table 2. Distributions of Students’ Perception towards Social Media and English Language
Communication Skills

The level perceptions among grade 10 students about the effects of Social Media to
English speaking skills of students is reflected in Table 2. This table interprets the answers of
students about Social Media and English Language Communication Skills. In the first column
answering the help of social media to English speaking, the frequency of students who strongly
agreed are forty- two (42) equivalent to 42.0%. Fifty- one (51) students answered agreed
equivalent to 51.0%. Six (6) students answered disagreed equivalent to 6.0%. One (1) student
answered strongly disagreed which is equivalent to 1.0%. The overall mean in this question is
3.34 and the overall description is Agree.

In the second column, answering if social media can change the way people communicate
and share information, the frequency of students who strongly agreed are fifty-five (55)
equivalent to 55.0%. Forty-one (41) agreed equivalent to 41.0%. Four (4) students who disagreed
 20

equivalent to 4.0% while there’s no one answered in strongly disagreed. Overall, the mean of the
answer is 3.51 and the description for this question is strongly Agreed.

In the third column, answering if the social media improves the way people interact
globally, fifty-four (54) students who answered strongly agreed equivalent to 54.0%. Forty (40)
students answered agreed equivalent to 40.0%. Six (6) students answered disagreed equivalent to
6.0% while there’s no one answered strongly disagreed. The mean of the answer is 3.48 and the
total description is agreed.

In the last column, if social media helps user to develop their vocabulary, there are thirty
(30) students answered strongly agreed equivalent to 30.0%. Fifty- five (55) students who agreed
equivalent to 55.0%. Fourteen (14) students disagreed equivalent to 14.0% and there is one (1)
student answered strongly disagreed equivalent to 1.0%. The mean of the answer is 3.14 and the
overall description is agreed.

Table 3. Distributions of Students’ Perception towards Social media language style and student’s
writing skills

Frequency Percentage Mean Des.

(Number (%)
students =100)
 21

Social media influence my

way of writing.
4- Strongly Agreed 21 21.0
3- Agreed 52 52.0 2.91 A
2- Disagreed 24 24.0
2- Strongly Disagreed 3 3.0
Social media provides
accessible tool for helping
students to work together
to create their own
meaning in academic
subjects.
4- Strongly Agreed 35 35.0
3- Agreed 56 56.0 3.25 A
2- Disagreed 8 8.0
2- Strongly Disagreed 1 1.0
Social Media broadness
student’s knowledge and
Connectedness.
4- Strongly Agreed 35 35.0 3.25 A
3- Agreed 55 55.0
2- Disagreed 10 10.0
2- Strongly Disagreed 0 0.0
Social media introduces
students to modern writing
pattern and techniques.
4- Strongly Agreed
3- Agreed 31 31.0
2- Disagreed 49 49.0 3.10 A
2- Strongly Disagreed 19 19.0
1 1.0
Social media language
style influences student’s
mode of Writing.
4- Strongly Agreed 23 23.0
3- Agreed 53 53.0 2.99 A
2- Disagreed 24 24.0
3- Strongly Disagreed 0 0.0

The level perceptions among grade 10 students about the effects of Social Media to
English speaking skills of students is reflected in Table 3. This table interprets the answers of
students about Social Media and English Language Communication Skills. In the first question
 22

answering the influence of social media in the way of writing, the frequency of students who
strongly agreed are twenty-one (21) equivalent to 21.0%. Fifty-two (52) students answered
agreed equivalent to 52.0%. Twenty-four (24) students answered disagreed equivalent to 24.0%.
Three (3) students answered strongly agreed equivalent to 3.0%. Overall the mean is 2.91 and the
description is agreed.

In the second question answering the accessible tool for helping students to work together
to create their own meaning in academic subjects is social media, the frequency of students who
strongly agreed are Thirty-five (35) equivalent to 35.0%. Fifty-six (56) students answered agreed
equivalent to 56.0%. Eight (8) students answered disagreed equivalent to 8.0%. One (1) student
answered strongly agreed equivalent to 1.0%. Overall the mean is 3.25 and the description is
agreed.

In the third question answering the broadness student’s knowledge and Connectedness of
Social Media, the frequency of students who strongly agreed are Thirty-five (35) equivalent to
35.0%. Fifty-five (55) students answered agreed equivalent to 55.0%. Ten (10) students
answered strongly agreed equivalent to 10.0%. Zero (0) student answered equivalent to 0.0%.
Overall the mean is 3.25 and the description is agreed.

In the fourth question answering the modern writing pattern and techniques introduces to
social media, the frequency of student who strongly agreed are Thirty-one (31) equivalent to
31.0%. Fourteen-nine (49) students who agreed equivalent to 49.0%. Nineteen (19) students
answered disagreed equivalent to 19.0%. One (1) student answered strongly disagreed equivalent
to 1.0%. Overall the mean is 3.10 and the description is agreed.

In the fifth question answering the language style student’s mode of writing is social
media, the frequency of students answered strongly agreed are twenty-three (23) equivalent to
23.0%. fifty-three (53) students answered agreed equivalent to 53.0%. Twenty-four (24) students
answered1 strongly disagreed equivalent to 24.0%. Zero (0) student answered equivalent to
0.0%. Overall the mean is 3.25 and the description is agreed. Overall the mean is 2.99and the
description is agreed.

Table 4. Distributions of Students’ Perception towards Social Media and Academic

Performances of students in English
 23

Frequency Percentage (%) Mean Des.

(Number
students =100)
Social media exposes
student to abbreviations
and Ungrammatical
spellings which later have
negative Impacts on them
during examination.
4- Strongly Agreed
3- Agreed 27 27.0
2- Disagreed 54 54.0 3.05 A
3- Strongly Disagreed 46 46.0
3 3.0

Social media aids wastage

of student’s time that
should be Wisely invested
in academic and
profitable.
4- Strongly Agreed
3- Agreed 23 23.0
2- Disagreed 59 59.0 3.04 A
4- Strongly Disagreed 17 17.0
1 1.0

The level perceptions among grade 10 students about the effects of Social Media and
Academic Performances of students in English is reflected in Table 4 The questionnaire are
answered by different sections of Grade 10 at Las Piñas North High School. The no. respondents
are, yielding to 100 students. A staggering 54.0% says that the Social Media influences the youth
to have Ungrammatical spellings which later have negative Impacts on them during examination.
While 46% of the students disagreed, 27% of the student strongly agreed and 3% of the students
strongly disagreed. The overall mean in this question is 3.05 and the overall description is Agree.

The level perceptions among grade 10 students about Social media aids wastage of student’s time
that should be Wisely invested in academic and profitable is reflected in Table 4. A staggering
59% of the students says Social media aids wastage of student’s time that should be Wisely
invested in academic and profitable. While 23% strongly agreed, 17% disagreed and 1%
Strongly disagreed. The overall mean is 3.4 and the overall description is Agree.
 24

Table 5. Distributions of Students’ Perception towards Social Media and English Language
Ability

Frequency Percentage Mean Des.

(Number (%)
students =100)
 25

Social Media contributes

to student’s success in
English Language.
4- Strongly Agreed 23 23.0
3.14 A
3- Agreed 68 68.0
2- Disagreed 9 9.0
3- Strongly Disagreed 0 0.0

Some social media

influences student
positively without any
constraints.
4- Strongly Agreed 17 17.0
2.95 A
3- Agreed 63 63.0
2- Disagreed 18 18.0
4- Strongly Disagreed 2 2.0

Social media sites have

been recognized as one of
the most important
resource avenue for
education today
4- Strongly Agreed 24 24.0
3- Agreed 52 52.0 2.98 A
2- Disagreed 22 22.0
5- Strongly Disagreed 2 2.0

The level perceptions among grade 10 students about the Students’ Perception towards Social
Media and English Language Ability is reflected in Table 5 The questionnaire are answered by
different sections of Grade 10 at Las Pinas North High School. The no. respondents are, yielding
to 100 students. 68% of the students agreed that Social Media contributes to student’s success in
English Language. While 23% of the students strongly agreed, 9% of the student disadreed.0%
of the students strongly disagreed. The overall mean in this question is 3.14 and the overall
description is Agree.

The level perceptions among grade 10 students about social media influencing student positively
without any constraints is reflected in Table 4. A staggering 63% of the students agreed. While
18% disagreed, 17% strongly agreed and 2% Strongly disagreed. The overall mean is 2.95% and
the overall description is Agree.
 26

The level perceptions among grade 10 students about Social media sites have been recognized as
one of the most important resource avenue for education today is reflected in Table 4. A
staggering 52% of the students agreed. While 24% strongly agreed, 22% disagreed and 2%
Strongly disagreed. The overall mean is 2.98% and the overall description is Agree.

Table 6. Distributions of Students’ Perception towards Social Media and English Language
Competence and Performance.

Frequency Percentage (%) Mean Des.

(Number
students =100)
 27

Social media Improves

English Language
Communication Skills and
helps me speak and write.
4- Strongly Agreed
3- Agreed 29 29.0 3.16 A
2- Disagreed 60 60.0
4- Strongly Disagreed 9 9.0
2 2.0

Social media helps my

spoken and writing of
English Language.
4- Strongly Agreed 21 21.0
3- Agreed 41 41.0 2.77 A
2- Disagreed 32 32.0
3- Strongly Disagreed 6 6.0

Students are only exposed

to the fun and
entertainment side of
social media.
4- Strongly Agreed 22 22.0
3- Agreed 40 40.0 2.77 A
2- Disagreed 31 31.0
5- Strongly Disagreed 7 7.0

Social media improves

English language
competence and
Achievement.
4- Strongly Agreed 27 27.0 3.05 A
3- Agreed 55 55.0
2- Disagreed 14 14.0
6- Strongly Disagreed 4 4.0

The level perceptions among grade 10 students about the Students’ Perception towards Social
Media Improves English Language Communication Skills and helps me speak and write is
reflected in Table 6 The questionnaire are answered by different sections of Grade 10 at Las
Piñas North High School. The no. respondents are, yielding to 100 students. 60 students that are
equivalent to 60% of the students agree. While 29% of the students strongly agreed, 9% of the
 28

student disagreed.2% of the students strongly disagreed. The overall mean in this question is 3.16
and the overall description is Agree.

The second question among grade 10 students about the Students’ Perception towards. Social
media helps my spoken and writing of English Language is reflected in Table 6 The
questionnaire are answered by different sections of Grade 10 at Las Piñas North High School.
The no. respondents are, yielding to 100 students. 41% of the students agree. While 32% of the
students Disagreed, 21% of the student Strongly agreed.6% of the students strongly disagreed.
The overall mean in this question is 2.77 and the overall description is Agree.

In the third question the level perceptions among grade 10 students about the Students’
Perception towards Students are only exposed to the fun and entertainment side of social media.
is reflected in Table 6 The questionnaire are answered by different sections of Grade 10 at Las
Piñas North High School. The no. respondents are, yielding to 100 students. 40% of the students
agree. While 31% of the students disagreed, 22% of the student Strongly agreed. 7% of the
students strongly disagreed. The overall mean in this question is 2.77 and the overall description
is Agree.

In the fourth question the level perceptions among grade 10 students about the Students’
Perception towards Social media improves English language competence and Achievement.is
reflected in Table 5 The questionnaire are answered by different sections of Grade 10 at Las
Piñas North High School. The no. respondents are, yielding to 100 students. 55% of the students
agree. While 27% of the students strongly agreed, 14% of the student disagreed. 4% of the
students strongly disagreed. The overall mean in this question is 3.05 and the overall description
is Agree.

CHAPTER V

SUMMARY, CONCLUSION, RECOMMENDATION

Summary of Findings
 29

The students are having difficulties in terms of using the language. They choose not to
use the language fearing, that they might commit mistakes and be judged. Then this idea of
online communication started by cyber friends and comes into great influence for the students.

Students have been notice that joining in social media sites has great impact in their academic
performances also in their ability to employ literacy of the English language. They are more into
internet access which has advantages and disadvantages. On the positive side, students can find
organized information for their academic activities in an easier way. Though on negative side
Social media managed to bring English slang, learners incorporate numbers into words to shorten
them. As a result, this would affect their writing and speaking skills.

The factors affecting the usage of the English language through social media are easier to find an
information, Fear of committing mistakes and English slang.

Conclusion

It convey in this study that social media have positive impact in English language
learning of their users. However, they can also have downsides and threats that interfere in
one’s learning of sound English language. Systematized details worldwide are enough for
the students to help them manage their school activities. Students not only learn the language in
school but also by the use old technology

Recommendation

Social media are wide sources of information, language texts, and vocabularies. We
recommend that these considerable amount of input present in the social media be utilized by
educators whether in real classroom situation or outside the formal type learning. To
enhance the English speaking skills of a student through social Media, the following
recommendations are suggested

1. Practice the four core skills

2. Use English language everywhere.

 30

3. Be confident, don't afraid to commit mistakes.

4. Write a journal using the language that happens in your life every day.

5. Encourage everyone to speak in English language.

6. Surround yourself with people who can help you to enhance your English speaking skills.

7. Keep yourself motivated in reading books.

BIBLIOGRAPHY
 31

Sources:https://www.academia.edu/29952731/EFFECTS_OF_SOCIAL_MEDIA_ON_ENGLIS
H_PROFICIENCY.doc

Sources:https://www.researchgate.net/publication/327822150_IMPACT_OF_SOCIAL_MEDIA_
IN_ENGLISH_LANGUAGE_LEARNING_UTILIZING_SWOT_ANALYSIS

Sources:https://www.researchgate.net/publication/307967123_The_Impact_of_Social_Networks
_on_the_Students'_English_Language_in_Azerbaijan

Sources:http://dspace.bracu.ac.bd/xmlui/bitstream/handle/10361/5557/12263005.pdf?
sequence=1&isAllowed=y

Sources: http://royalediting.com/effect-of-social-media-on-modern-english-language

Sources: http://www.worldresearchlibrary.org/up_proc/pdf/316-14671125811-4.pdf

Sources:http://eprints.utar.edu.my/1684/1/FYP_Social_Network_Sites_
%26_English_Proficiency.pdf

Sources: https://www.investopedia.com/terms/s/social-media.asp

Sources: https://whatis.techtarget.com/definition/social-media

Sources: https://www.englishclub.com/history-of-english/

Sources: https://www.lingualearnenglish.com/blog/featured/a-short-history-of-the-english-
language

Sources: https://www.wikijob.co.uk/content/interview-advice/competencies/communication

APPENDIX A
 32

Name: (optional) ____________________________ Age:___________

Sex:___________

1. Do you operate on any Social Media? ____ Yes ____ No

2. If yes, which one of the social media you spend most of your time with?
____ Facebook ____ Twitter ____ Instagram
____ Others: (specify) _______________________________________
3. How long do you stay on social media per day?
____ Less than 1 hour ____ 1-2 hours ____ 3-4 hours ____ 5
hours and above

PART II :
INSTRUCTION: Please read carefully and in the appropriate column the response by
checking your choice to each items in following.

STRONGLY AGREED (SA) DISAGREED (D)

AGREED (A) STRONGLY DISAGREED (SD)

ITEMS SA A D SD
Social Media and English Language Communication Skills
1 Social media helps me to speak English.
Social Media changes the way people communicate and
2
share information.
3 Social Media improves the way people interact globally.
4 Social media helps users to develop their vocabulary.
Social media language style and student’s writing skills
5 Social media influence my way of writing.
Social media provides accessible tool for helping students to
6 work together to create their own meaning in academic
subjects.
Social Media broadness student’s knowledge and
7
Connectedness.
Social media introduces students to modern writing pattern
8
and techniques.
Social media language style influences student’s mode of
9
Writing.
Social Media and Academic Performances of students in English
10 Social media exposes student to abbreviations and
 33

Ungrammatical spellings which later have negative Impacts

on them during examination.
Social media aids wastage of student’s time that should be
11
Wisely invested in academic and profitable.
Social Media and English Language Ability
Social Media contributes to student’s success in English
12
Language.
Some social media influences student positively without any
13
constraints.
Social media sites has been recognized as one of the most
14
important resource avenue for education today
Social Media and English Language Competence and Performance.
15 Social media Improves English Language Communication
Skills Social media helps my spoken and writing of English
16
Language.
Students are only exposed to the fun and entertainment side
17
of social media.
Social media improves English language competence and
18
Achievement.