FINALInfluence of SocialMedia On Eng Comm Skills

Bauan Technical High School
Influence of Social Media on the English Language Communicative Skills:

Basis for Social Media Based Activity Platform
A Research Paper Presented to the Faculty of Senior High

In Partial fulfillment of the Requirements for

G-12 Practical Research II
Baculi, Carmela Maries C.

Gardose, Adrian B.
Oruga, Rochelle B.
Rey, Jessa P.
October 2017
Bauan Technical High School ii
APPROVAL SHEET
In partial fulfilment of the requirements for G-11 Practical Research II, this
study entitled, “Influence of Social Media on the English Language
Communicative Skills: Basis for Social Media Based Activity Platform” has been
prepared by Carmela Maries C. Baculi, Adrian B. Gardose, Rochelle B. Oruga
and Jessa P. Rey for approval and acceptance.
MA. LETICIA JOSE C. BASILAN Ph. D.

Research Adviser
PANEL OF REACTORS
Accepted and approved in partial fulfillment for G-11 Practical Research I with a
grade of _______.
EMILY M. ABANES
Chairman
FRANCIS S. ESCARO RONALD L. GENEROSO

Member Member
Accepted and approved in partial fulfillment of the Requirements for the K-12
Enhanced Basic Education Curriculum for G-11 Practical Research I.
TEOFILO R. GARIBAY
Principal III
Bauan Technical High School iii
ABSTRACT
Title: Influence of Social Media on the English Language Communicative

Skills: Basis for Social Media Based Activity Platform
Authors: Baculi, Carmela Maries C.

Gardose, Adrian B.
Oruga, Rochelle B.
Rey, Jessa P.
School: Bauan Technical High School
Year: 2017- 2018
Adviser: Ma. Leticia Jose C. Basilan Ph. D.
This research uses a descriptive-correlational quantitative approach
which highlights the convention of statistical, numerical, mathematical analysis.
The data used was gathered through the survey-questionnaires answered by the
respondents. Moreover, this study was conducted to further analyze the
influence of social media to the English language communicative skills of
students. This research was crucial most specifically to the researchers as it
gave answers to the curiosity and mind-bearing questions of the researchers.
In addition, the research study was significant not only to the researchers
but also to the people who are exposed to social media most specifically
teenagers that are being influenced by social media in terms of their ability in
communication skills.
The research entitled “Influence of Social Media on the English Language
Communicative Skill: Basis for Social Media Based Activity Platform” sought to
investigate and distinguish the influence that social media has brought in the
Bauan Technical High School iv
English communication skills of students. In particular, this research was
conducted in order to determine the demographic profile of Grade 11 students in
terms of gender and academic performance of students. Furthermore, the study
has also determined the influence of social media in terms of oral
communication skills and written communication skills. Likewise, the significant
difference on the Influence of Social Media on English Language
Communicative with reference to the Oral Communication Skills when grouped
according to gender has been identified. Additionally, this study also sought to
determine the significant relationship of academic performance to the influence
of social media on English language oral and written communication skills.
Moreover, the researchers intended to propose an intervention plan upon getting
the results of study that would enhance students’ English language
communication skills.
The subject of the study was the influence of social media on English
Language Communicative Skills. Primarily, this will rely on two different
variables which is the Oral and Written Communicative Skills.
Conclusions
Upon getting the results of the study, the following conclusions were drawn:
1. The population of male respondents exceeds the female respondent’s
population.
2. The influences of social media in terms of oral and written communicative
skills of students appeared as very influential.

Bauan Technical High School 42
3. There was no significant difference of responses when grouped according to
gender in the Influence of Social Media on English Language Communicative
with reference to the Oral and Written Communication Skills.
4. There is no significant relationship between Influence of Social media on the
English language Oral and Written communication skills and students’ Academic
Performance in Oral communication and English for Academic and Professional
Purposes (EAPP) and
5. Social media based intervention program for English Language
Communicative Skills is proposed.
Recommendations
To fully strengthen this study, the following recommendations were proposed:
1. Supervision of school teachers must apply for them to maintain the good
influence of social media in terms of oral and written communicative skills.
2. The teachers must value and maximize the use of social media by engaging
students to online language communicative practices to attain full learning
potential on English communicative skills regardless of their gender.
3. Establish interactive activities regarding the subject which will not only rely on
the knowledge of students but also to their skills.
4. Future studies might examine or partially replicate aspects of this study with
additional variables such as socio-economic background of students and
performance in composition writing, and performance in English generally.
5. English Language Intervention program may be tested, assessed and
evaluated thereafter.
Bauan Technical High School vi
ACKNOWLEDGEMENT
The researchers extend their extreme gratitude to the following:
To GOD ALMIGHTY, who continuously nourishes countless grace and
abundant blessings to the researchers;
To MA. LETICIA JOSE C. BASILAN Ph. D., the researchers’ adviser who
untiringly encourage, support and understand them;
To BAUAN TECHNICAL HIGH SCHOOL, for its well accommodation in
the usage of all books and materials;
To SENIOR HIGH SCHOOL FACULTY, for understanding their students
and giving consideration;
To their beloved families, and friends who send their transcending love.
To their classmates, who extended their moral support, and
-Researchers
Bauan Technical High School vii
DEDICATION
This research is dedicated to Lord Almighty for His continuous gift of knowledge
and wisdom;
to parents who unquestionably support in conducting the research and
undoubtedly provide money for the hard copies of the revised research.
Also, for their unconditional love and spiritual guidance;
to siblings for being the source of inspiration and happiness
and,
To friends, for their unrelenting encouragement, love, endless support and
understanding.
-Researchers
Bauan Technical High School viii
Table of Contents
Title Page
Title Page i
Approval Sheet ii
Thesis Abstract iii
Acknowledgment vi
Dedication vii
Table of Contents viii
Introduction 2
Objectives 7
Literature Review 8
Methods 18
Research Design 18
Participant of the Study 18
Sampling Method 19
Instruments Used 19
Research Procedures 20
Data Analysis 20
Results and Discussion 22
Conclusions 41
Recommendations 42
APPENDICES
REFERENCES
Bauan Technical High School ix
LIST OF APPENDICES
APPENDIX A - Survey Questionnaire
APPENDIX B - Letter to the principal of Bauan Technical High School
APPENDIX C - Letter to the Respondents
APPENDIX D - Appended Computations
APPENDIX E - Resume of the Researchers

Influence of Social Media on the English Language Communicative Skills:
Basis for Social Media Based Activity Platform
Introduction
Long before, language was created as a tool for communication. Likewise,
hand signs and language were served as a medium of communication. Due to
its limitations, most of the millennial wanted to express an extremely simple and
straightforward, but everything was twisted by the emergence of languages. The
primary function of language is to transfer messages from one another. Hence,
English language is frequently used since it serves as a universal language.
In addition to this, during the past decades, there are changes on how
people communicate to each other. The simplest form of language long before
has its variation on today’s modern generation. Through the advancement of
technology, everything is different now. People tend to have its way on how they
will communicate based on the easiest form. Moreover, social media cites are
invented as a tool of communication. It serves as an instrument for the people to
have easily connection when it comes to communication (Alejandro, 2012).
Furthermore, social media is one of the best technological inventions in
the history of man. With its development, advancements and the dive that the
global communities has taken into it, almost everyone is faced with the
challenge of having to meet up and cope with drastic change that technology
has brought into almost every facet of human life. It has brought substantial and
pervasive changes to communication between organizations, communities and
individuals. Moreover, the aim of social media is to create and develop social
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interaction among people in which they share and exchange information and
ideas in virtual communities and networks in a language style they understood
and have created for themselves
However, the evolution of social media has led to its use as the best
medium for communication, whereby two-third of the world’s internet population
visits social networking sites on a regular basis, thus serving as a
communication and connection tool particularly in connecting with old friends
and meeting new ones either for mutual, business or academic interests. The
direct relationship exists between social media language usage and English
competence and performance. However, it possesses darker side in terms of
oral and writing communication skills.
According to Wil (2014), language is an evolving thing. It is naive to think
that the language of social media is not influencing the way people use English
in day-to-day life. It is more appropriate to consider just how much of an effect it
is having on the way people communicate.
In addition, through the use of technology people explore languages and
sometimes they discover some words that can be also a tool in communication.
In fact, the internet has its potential to provide language learners with vast
sources of knowledge that are made available which offers a range of option for
users to choose from.
On the same manner, English proficiency is one the basic requirements
for a person to succeed in school or in the workplace. It is also widely used in all
forms of communication whether it is written or oral and local or international
setting.
On the onset of social media sites such as Facebook, Instagram, Twitter
and the like, rampant use of slang, colloquial and poor grammar is very evident
and overtly utilized by adults and students. The mushrooming of these social
media sites has helped the generation of today to form a new linguistic medium
because it has developed its own special kind of language.
In addition, students today, who use internet on an average of 5-6 hours a
day especially on these social networking sites, seemed to have drastic
deterioration of vocabulary and grammar. Those who have not yet mastered
their English proficiency will not be able to differentiate whether they are using
formal or informal language, thus imbibing the language of these social media
sites that are not formal and full of grammatical errors (International Journal of
Arts and Commerce, 2012)
Moreover, the inability to gauge improper and ungrammatical language
usage will somehow have an effect on students’ school performance. Oral and
written works will be affected with poorly constructed sentences that are full of
internet slang words.
Although social media sites seem to be improving the literacy of students
by providing more opportunities to engage with each other, it is deemed
detrimental to students’ language proficiency since students lack the capability
to avoid using poor grammar with their school work, examinations and reports.
As such, utilization of English Language cannot be avoided as chances of
communication between two or more individuals speaking different native
languages could be made into possibility. In such an event, English language
would be the most suitable to be used as a medium for conversation and a basis
for information dissemination for the reason that English language is the
international language of the world.
In accordance to all of this, the millennials who had been immersed and
introduced to the early stages of technological advancements that include the
uprising of different social media sites are proved to be the most experienced in
the field. For this instance, the researchers devised a study with regards to the
effects of social media to the communication skills of grade 11 students, situated
at Bauan Technical High School for they are included in the millennial citizen
bracket.
This research paper dealt on how social media influence the
communicative skills of the respondents and if there is a relationship between
those variables. The researchers chose this kind of topic since the respondents
are exposed in social media accounts. It utilized them to know if the language
kills of the students are affected by the use of technology. Since there are
changes in terms of communication because of some invention and discoveries
this research paper serves as a basis if social media has a good impact when it
comes to communicative skills. Moreover, this research paper tested the
capability of the student if social media influence his/her ability in terms of oral
and written communication.

Aforesaid, this research was highly utilized in order to know the influence
of social media on the English language Communicative Skills of the students. In
accordance to this, the study will be highly significant for the Bauan Technical
High School, students, teachers, community and to the future researchers.
To the Bauan Technical High School community and other educational
institutions, this research would be a valuable means for them to know the
influence of social media on the English language communication skills of
students. In that way, they can make an action plan that will correspond based
on the results of the study.
Similarly, this study would also be significant to students since they will
able to know the influence of social media on the English language
communication skills. Through pointing out the influence of social media on their
English language communication skills, they may continue being an active social
media user to enhance their English language communication skills or they may
choose not to be so much engaged in social media since it can affect and
influence the students’ English language communication skills.
Likewise, this research would be also significant to the teachers of the
school community because they can create a progressive way on how they can
easily enhance the English language communication skills of students upon
knowing the results of this study.
Specifically, this research would be highly important to the researchers
because it can serves as an instrument in enhancing their skills in obtaining
results using measurable data with regards to the problem that their community
is facing. Since this study focuses on the influence of social media on the
English language communication skills of students, the researchers may
produce an exact result that can help resolve a specific problem that needs to be
address.
The conduct of this study would also be beneficial to the future
researchers since this may be a support for the like future researches.
Objectives of the Study
The research entitled “Influence of Social Media on the English Language
Communicative Skill: Basis for Social Media Based Activity Platform” sought to
determine the demographic profile of Grade 11 students in terms of gender and
academic performance of students. Furthermore, the study had also determined
the influence of social media in terms of oral communication skills and written
communication skills. Likewise, the significant difference on the Influence of
Social Media on English Language Communicative with reference to the Oral
and Written Communication Skills when grouped according to gender was
identified. Additionally, this study also sought to determine the significant
relationship of academic performance to the influence of social media on English
language oral and written communication skills. Moreover, the researchers
intended to propose an intervention plan upon getting the results of study that
would enhance students’ English language communication skills.

Hypotheses
1. There is no significant difference on the Influence of Social Media on English
Language Communicative Skills with reference to the English Language Oral
and Written Communication Skills when grouped according to gender.
2. There is a significant relationship between Academic Performance and
Influence of Social Media to English Language Oral and Written Communication
Skills of the students.
Literature Review
Social Media
For the past decades, the advancement in technology has brought a new
form of socializing, exchange of information and communicating while it
increasingly replaced the traditional media such as newspaper, television and
magazine. Social media has a vast array of uses and influence on the bulk of its
users globally, especially on the students who uses social media as a platform of
entertainment and most importantly, for academic purposes. Social media is
being defined as the social interaction among people in order to create, share
and exchange information and ideas within networks and virtual communities
(Singh & Siddiqui, 2016).
Dr. Sunil Shah (2015) claimed that teenagers as well as the University
students were enticed to the different social networking sites. Nowadays, one of
the most important evolutions is the internet and it is really apparent. Internet
serves as a foundation for social media sites such as Twitter and Facebook and
it also becomes a tunnel towards globalization.
According to Dhanya (2016), social media allows the learner to participate
in actual, real-time, relevant exchange of conversations online and practicing the
target language without the help and guide of a teacher by his side. Furthermore,
the Social Networking Sites known as a web-based platform allows people to
have been used by teachers as an educational instrument to provide knowledge
and teaching materials for the students. However, the lack of restriction on
language used in the Social Networking Sites has emerged to be both harmful
and beneficial (Shah, 2015).
On the same manner, Alex Brown (2012) recognized the development of
the English language with an unprecedented rate of acceleration. He added that
social media increases the speed at which new words are adopted and create
possible inclusion in the modern dictionary. Furthermore, the modern
dictionaries use social media to monitor new words. In essence, social media
serves as an important tool to evaluate the popularity and strength of a new
word suggestions and new vocabulary. The new words surfacing in the English
vocabulary was due to the social media’s driving force.
However, Pankaja (2016) elaborated that as Facebook, Twitter,
WhatsApp and other social networking sites arrived, the social media messaging
and micro blogging have given rise to abbreviations and truncated spellings in
English language. It allows for the rapid creation and proliferation of new words.
In contrast to this, Chua Yi Kay (2014) cleared that Social Networking Sites
could possibly be a teaching tool that may enhance the users’ English reading
and writing ability. Facebook, a commonly used Social Networking Sites carry
different effects on the language proficiency of the user. If the user uses Social
Networking Sites as a platform for learning and exploring English, opportunities
arise for the users to learn the English language.
Communication Skills
Baruah (2012), claimed that online sharing of information promotes the
increase in communication skills especially for those who are in educational
institutions. Social media has mediated the way people talk and think about
communication. It has the potential to change one’s social life in terms of
interpersonal and community level.
According to Singh & Siddiqui (2016), the enormous impact of social
media on the society has transformed the way people communicate and
socialize on the web. It allows people to reconnect with old friends, make new
friends and share content among them. Additionally, social media youngsters
were also woven by social media through creating conversations and
communication by their friends.
Moreover, Corcoran (2012) mentioned that technology integration in the
social settings within the society has affected the communication or social
interaction among individuals. Furthermore, Carson Reider (2014) concluded
that people are simply communicating differently where it has led to the era of
virtual relationships. He added that people who are using social media enable
themselves to be engaged in various contents. However, Corcoran (2012)
mentioned that individual uses technology independently rather than collectively.
In accordance to this, Baruah (2012) claimed that social media serves a
bridge of communication gap because it bridges the distance among different
people. Content sharing and user interaction has also become relatively easy
and efficient. In contrast to these, Fowlkes (2012) cleared that the
communication or social interaction that is happening on the social media may
affect the ability of a person to communicate in person with peers properly.
Virtually and realistically, social media are the extension of people’s
relationships (Chasombat, 2014). In addition to this, as the user spent more time
online, the lesser the time they spent in authentic relationships. Chasombat
(2014) added that the Generation Y seemed to feel disconnected and loose
social interaction and communication without access to the internet and not
interacting through different social media platforms.
As Baruah (2012) added, the reason why people prefer to use social
media is because of the interaction that they can have there. The interactions
that occur in such platforms do not only include verbal commentary, instead, the
commentary in the form of original works. Online communication tools such as
social media, also increases the awareness in the professional or social contact.
Also, variety of avenues was offered by social media where people used to
communicate. Another method of interaction is the instant messaging where the
length of messages is shorter and the style of the interaction is more
conversational.
Meanwhile, some studies have shown that social media is an important
factor in the academic performance of students. In relation to this, Judilla (2015),
stated that academic performance indicates students’ ability, mastery of content
and skills in applying learned knowledge to particular situations. The students’
success on examination is a crucial indicator that a student has benefited
throughout the learning education process.
In accordance to this, he also stated that the type of internet usage can
affect the impact of the internet on the student. It may include both positive and
negative effect.
Moreover, for educational purpose, social media has been used as an
educative way. The rate of quality and collaboration for students has increased.
Through the help of social media, communication and sharing of information of
students were easily attained through the use of various social media sites
(Singh & Siddiqui, 2016).
Furthermore, with the use of social media, transformation of teaching
methodologies were equipped from “Talk and Chalk” to “Point and Click” as well
as multimedia presentations. The efficiency of “Task-based learning” and
Project-based learning became common with the use of internet. Hence, the
engagement of students in the learning while outside the classroom and facing
the internet will be enhance though assigning the students to do task and
reporting it into the class or any forms of reports (Tantarangsee, 2016).
Moreover, students’ interaction to social media has become their routine
habit that they rarely spend the major part of their time on these sites for
entertainment and also concentrate on their studies. Since students does not
always have media literacy skills that can help them to effectively analyze,
understand and evaluate new forms of information, students use the social
media as a tool for learning (Amin, Mansoor, Hussain, & Hashmat, 2016).
As Singh & Siddiqui (2016) indicated, the positive effects of social media
on education includes the opportunity that social media provides for educators to
teach good digital citizenship and the use of Internet for productivity. Also, Social
media allows the students to effectively reach each other in regards to class
ventures, bunch assignments or for help on homework assignments that may
affect their academic performance.
On the contrary, Singh & Siddiqui (2016) have also enumerated the
negative effects of social media to education. Withal, the first concern about the
negative effect is the kind of distraction that these social media sites brought to
students. It may hinder them from learning through addiction to the use of the
various social media sites.
In a study conducted by Larson & Owusu-Acheaw (2015), it was revealed
that 80.1% of the respondents affirmed that social media affect their academic
performance. In particular, it was also revealed that the implication of social
media does not bring any improvement in the academic performance of the
students.
Aforementioned, social media influence individual’s communication skills.
Henceforth, communication is the exchange of ideas among people either orally
or in writing. Furthermore, Mishra (2015) define Oral Communication Skills as

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the process of verbally transmitting information and ideas from one individual or
group to another which can be either formal or informal. Likewise, Chand had
stated that Written Communication provides records, references and builds up
the legal defenses of the organization through instructions, letters, records etc.
In accordance to this, studies showed that social networking sites can be
utilized as a teaching tool in order to improve students’ English reading and
writing ability (Kai, Jun, Wong , & Kay 2014).
In contrary, Eastman (2013) explains that the time spent on new
technology and social media sites is increasing immensely, creating less time for
real-life interactions. Likewise, there is no doubt that as these numbers continue
to rise, face-to-face and verbal communication will continue to decrease and
possibly even become a mere trend of the past.
However, through the presence of social media, it is certainly an easy
way to touch base with people and share smiley photos of happy moments. In
fact, Tenore (2013) presented ways that social media benefits written
communication skills such as it increases awareness of mistakes and helps
prevents them, differentiates writers, reminds people that change is constant,
and creates new words and meanings.
Moreover, social media use requires some unique adaptations, but it also
provides people with a whole new way to communicate. In accordance to this,
Chopra (2013) stated that social media has sharpened the writing skills rather
than eroding them. She added that social media is a powerful way to improve
someone’s ability in writing.

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Meanwhile, Yunus, Salehi & Chen (2012) came to a conclusion that in
order to enhance students’ writing skills, they must be encouraged to use
blogging with the use of proper language.
In contrast to this, Yousaf and Ahmed (2013) stated that the usage of
improper vocabulary have rooted the different new languages into the users
subconscious mind. As a result, users tend to write and use improper vocabulary
on different writings. Chopra (2013) also cited that social media sites like twitter
that impose a character limit force users to condense their thoughts. For many,
this results in excessive use of textspeak. This type of shorthand involves a
whole new language of abbreviations. These affects the way people
communicate in written form. It involves discerning when to use the textspeak
and the proper grammar, oversharing, and being distracted in social situations.
In a study conducted by Basilan (2017) entitled as “Facilitation
Techniques towards Enhancing K12 English Language Proficiency of Different
High Schools: Basis for Intervention Program”, having Grade 10 students of
three(3) different secondary schools in Bauan District as respondents including
the students of Bauan Technical High School, it reveals that greatest number of
respondents had developing level of English Language proficiency. She also
concluded that through improving, initiating or adopting the existing facilitation
techniques available preferred by the students, to attain the full learning potential
in an academic situation.
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Additionally, Basilan (2017) mentioned that in order to sustain growth and
development, one of the prominent features of effective techniques of
communication is the social development. Teachers may try the proposed
intervention programs in their school, utilizing the facilitation techniques to
enhance the English language proficiency of students.
Meanwhile, Bauan Technical High School is a technical high school which
composes of 5398 students and is committed to excellence by developing the
youth into fully integrated human persons who are dedicated to the service of
God, country and fellowmen.
In fact, as a learning institution, it provides basic technical secondary
education that: (a) assists students in the harmonious development of their
physical, emotional, social, aesthetic and moral endowments, (b) endeavors to
develop the character of the students, to become upright citizens imbued with
authentic Filipino values, (c) develops the basic technical skills of the youth to
prepare them to active participants in the technological and socio-economic
development effort of the country.
Social Media Based Activity Platform (Intervention Program)
Being socially embedded, interest-driven and oriented toward expanding
educational, economic and political opportunity is creating a connected learning
(Ito, 2016). Moreover, in this modern generation, together with the advancement
in technology and development of different platforms for social interaction,
people tend to create their own platforms to interact with millions of people all
around the world.

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In an article published by Cavanaugh & Hagris (2014), they stated that
the three federal higher education institutions in United Arab Emirates (UAE)
was charged to generate such meaningful and functional mobile learning
programs along with the digital curriculum during April 2012. In this kind of set-
up, the learner and instructor are central in learning with evolving contents and
materials that is supported by technology.
The effective use of technology in this kind of learning also serves as a
customized cognitive toolbox. It was noted that the opportunities in using
technology in learning were said to increased pedagogical support, and
expanding performance assessment in courses. As the first study regarding the
use of technology as a platform of learning was conducted, data showed that the
digital learning program appeared to engage learners in meaningful usage of
mobile technology that equipped the students in learning. In this case, the
mobile education ecosystem indicates supporting social and collaborative in the
aspect of students’ learning (Cavanaugh & Hagris, 2014).
Likewise, an examination of the known learning management system
such as Blackboard and the University of Central Florida Web Courses
implementation reveals that long term retention of course materials may deploy
to students, instructors and software developers. The content in digital platform
is internalized and may be recalled from transcripts (Socrates, 2011).

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Methods
Research Design
The researchers were engaged with the quantitative approach which
focuses on measuring data to obtain the results of the study. In particular, this
study used descriptive and correlational design. Descriptive design was used in
determining the demographic profile of Grade 11 students while the correlational
design was used for focusing on the influence of social media on the English
language communicative skills of students. Moreover, this research compared
social media to the demographic profile of the students by determining its
significant difference. In addition, this research had also determined the
relationship of influence of social media in oral and written communication skills
of students to the academic performance of students in Oral communication and
English for Academic and Professional Purposes.
Participants of the study
The respondents of the study were the Grade 11 Senior High School
students of Bauan Technical High School. In particular, the total population of
Grade 11 students in Bauan Technical High School is 737. Grade 11 is currently
composed of 15 sections, featuring four (4) different strands namely STEM,
ABM, TVL and HUMSS. To be specific, this study used 259 Grade 11 students
as respondents. The researchers have randomly picked 17 students from each
section in Grade 11. Moreover, the respondents of the study were chosen
randomly regardless of their age, gender, academic performance and strand.

Grade 11 students were chosen to be the respondents of the study to fully
acquire the needs of the study.
Sampling method
The researchers used random sampling procedure in the study. This
sampling procedure was carried out in selecting the particular participants in the
study. In using this sampling procedure, the participants were picked randomly
regardless of age, strand, and academic performance. Random sampling was
the chosen sampling procedure of the researchers in order to avoid the
intellectual bias and it was also the appropriate sampling procedure to be used
in the study.
Instruments Used
The research study used survey questionnaire to obtain the needed data
that were significant in conducting the study. The survey questionnaire is a
standard questionnaire patterned from Silver Emerald International Schools
which was used by other professional and international researchers.
Subsequently, the questionnaire has two parts. One is for the demographic
profile of the students and the other one is for the scaled questions which are
also subdivided into two categories. The first category focuses on Social Media
and English Language Oral Communication Skills while the second measures
Social Media and English Language Written Communication Skills of students.
Likert scale was used as a rating scale with four (4) different interpretations
namely Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD)
To be specific, the questionnaire was modified by the researchers to suit

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the objectives of the study. The researchers have modified it through deducting
some parts in the standard questionnaire so that the objectives would be
attained. The modified questionnaire was checked and approved by the
research adviser.
Research Procedure
The researchers have sought first for the approval of the research adviser.
Then, they also asked for the approval of the school, Bauan Technical High
school to pursue the conduct of the research topic with the guidance of the
research adviser. Upon getting the approval, the researchers immediately
gathered information from different sources such as books, articles and internet
to provide enough support for the study. After gathering the information from
different sites and authors, information has been analyzed. Approved
questionnaires have been administered to the respondents of the study.
Moreover, participants of the study were picked randomly to finally conduct the
data gathering. The data was collected, tabulated and analyzed through the
appropriate statistical tools. After computing the results, it were interpreted and
supported through related literatures that were significant for the development of
the study. Different parts of the research were utilized throughout the study.
Further actions for the improvement of the study were utilized.
Data Analysis
Figure 1 shows the process that had been taken place in the research
with regards to the analysis of the data presented in the study. The first step as
seen on the figure shows that the participants of the study were identified
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through the means of random sampling. After this procedure, the necessary data
collected from the chosen respondents of the study using a modified
standardized questionnaire are organized and tabulated. In order to calculate
the effectiveness of social media in terms of oral and written skills, weighted
Influence of Social Media on the Identifying the participants of

English Language Communicative the study through random
Skills of Grade 11 Students of Bauan sampling method
Technical High School
Organizing and tabulating the Gathering of data using

collected data modified standardized
questionnaire
Calculating the effectiveness of

social media in terms of oral and Determining the relationship
written skills between social media and the
demographic profile as well as
the relationship of social media
Testing of the hypothesis with the to oral and written skills
use of r-table
Analyzing and interpreting the data Providing conclusion and

recommendation
Figure 1. Data Analysis
mean was also utilized. This procedure is then followed by the application of
Pearson’s r correlation enabling researchers to determine the difference
between social media and demographic profile of the respondents, as well as
the relationship of social media to their oral and written skills. Subsequently, the
hypothesis was tested with the use of r-table. After all of the statistical
2
treatments, the computed data was analyzed and interpreted, and the
researchers provided conclusions as well as recommendations for future studies.
Results and Discussion
Table 1.1
Demographic Profile of Respondents in Terms of Gender
Profile Variables Frequency Percentage (%)
Gender
Male 131 50.58%
Female 128 49.42%
Table 1.1 presents the percentage distribution of the demographic profile
of the respondents of the study. Amongst these 259 respondents, 131 of them
are male that accordingly corresponds to a percentage of 50.48 and the female
respondents present in the study are represented by the percentage of 49.42
and is reflected to have an actual number of 128. The number of male and
female respondents in the study is close to equal, enabling the study to avoid
gender biased results.
Table 1.2
Demographic Profile of Respondents in Terms of Academic Performance
in English for Academic and Professional Purposes
Academic Performance (EAPP) Frequency Percentage (%)
Below 75 0 0%
75-79 28 10.81%
80-84 74 28.57%
85-89 98 37.84%
90-100 59 22.78%
The percentage distribution of the Academic Performance of the
respondents of the study features two core subjects namely Oral
Communication and EAPP (English for Academic and Professional Purposes)
which are parallel to which the study attains to find. As what can be gleaned
from table 1.2, the amount representing the students that attained a grade of
below 75 on the subject English for Academic Purposes is equal to 0 and
corresponds to zero percentage. Meanwhile, the students that had attained a
grade of 75-79 in the said subject are 28 corresponding to 10.81 percent and the
respondents that achieved grades ranging from 80-84 equals to 74
corresponding to 28.57 percent. In addition, 98 of the respondents, reflecting to
a percentage of 37.84 attained a grade of 85-89 on the subject Oral
Communication and 59 individuals accounting to 22.78 percent achieved grades
of 90-100.
Table 1.3
Demographic Profile of Respondents in Terms of Academic Performance
in Oral Communication
Academic Performance (Oral Frequency Percentage (%)
Communication)
Below 75 0 0.39%
75-79 17 6.56%
80-84 76 29.34%
85-89 98 37.84%
90-100 68 26.25%
As what can be seen from table 1.3, the amount representing the
students that attained a grade below 75 on the subject Oral Communication
tantamount to 0 and corresponds to zero percentage. Meanwhile, the students
that had attained grades of 75-79 in the said subject are 17 which correspond to
6.56 percent and the respondents that attained grades of 80-84 equates to 76
and is equal to 29.34 percent. In addition, 98 of the respondents, reflecting to a
percentage of 37.84 attained grades from 85 to 89 on the subject Oral
Communication and 68 individuals equating to 26.25 percent of the respondents
achieved a grade of 90 to 100.

2
Table 2.1
Influence of Social Media on English Language Oral Communication Skills
Social Media and English

Language Oral Communication Weighted Mean Verbal Interpretation Rank
Skills
Social medial helps my spoken 3.3243 Very Influential 3
English.
Social media changes the way 3.3784 Very Influential 1

people communicate and share
information.
Social media improves the way 3.3359 Very Influential 2

people interact globally.
Social media improves my 3.1853 Very Influential 5

knowledge about new
terminologies in English.
Social media helps vocabulary 3.1622 Very Influential 6

development.
Social media improves English 3.2046 Very Influential 4

Language communication skills.
Social media helps my spoken 3.1004 Very Influential 7.5

and writing of English language.
I derive most of the terms I use 3.0039 Very Influential 9

from social media.
Students are only exposed to the 2.9228 Very Influential 10

fun and entertainment side of
social media.
Social media improves English 3.1004 Very Influential 7.5

language competence and
achievement.
Legend: 3.50-4.00 = Extremely Influential; 2.50-3.49 = Very Influential; 1.50-2.49 = Slightly Influential;1.00-1.49 =
Not at all Influential
The Influence of Social Media on Oral Communication Skills can be
perceived in Table 2.1 as well as the Influence of Social Media on Written
Communication Skills in Table 2.2. The Influence was determined by the

2
composite mean gained by the respondents through answering the questions
provided.
According to Albert (2015), which stated that “the effects of social media
on English language ability can undeniably be viewed from both online and
offline. Although language is always an ever-evolving tool, the advance of social
media has appeared to speed up this process. It has caused us to learn a new
language and now be able to discern between ‘text speak’ and proper grammar.
People have adapted and learnt to be more concise, using sentence fragments
and short-forms. Through extensive use of social media, our interpersonal skills
have changed, impacting our face-to-face communication and social skills. We
have adapted and learnt to be more concise, using sentence fragments and
short-forms. Through extensive use of social media, our interpersonal skills have
changed, impacting our face-to-face communication and social skills. However,
knowledge of social media communication is now a necessary talent to possess.
Merging the online and offline worlds, being adept in online communications and
offline interactions is important for a variety of reasons, be it business, education
or social purposes. However, competency in both does not come easily to
everyone”.
Based on Table 2.1, it portrays a result that social media changes the
way people communicate and share information with a weighted mean 3.378
which got the rank 1, verbally interpreted as very influential. As what
respondents experience, social media provide a great impact on how they
communicate.
2
Moreover, with a weighted mean of 3.336, verbally interpreted as very
influence, met by social media improves the way people interact globally which
got the rank 2. It simply means that through social media they can communicate
to other people because it enhances their learning and communicative strategy.
“Social media helps my spoken English”, ranked 3 with weighted mean of
3.324, verbally interpreted as very influence. Social media helps the
respondents on how they communicate using English Language. It provides new
learning and vocabularies that users may use. Not only helps them but also
improved the way they speak and interact since English Language is the
international language of the world.
Additionally, “social media improves English language communication
skills” paved its way on the rank 4, verbally interpreted as very influence with a
weighted mean of 3.205. On the other hand, social media improves their
knowledge about new terminologies in English got weighted mean 3.185, ranked
5 and social media helps their vocabulary development got weighted mean of
3.162, ranked 6 verbally interpreted as very influential as well.
Moreover, “Social media improves English language competence and
achievement” and “Social media helps my spoken and writing of English
language” got their tie on the rank of 7.5 with a weighted mean of 3.100. While
their derive most of the term in social media got ranked 9 with a weighted mean
of 3.004. Lastly is “Students are only exposed to the fun and entertainment side
of social media” ranked 10 with a weighted mean of 2.923, verbally interpreted
as very influential.
2
In addition according to Blair (2014), social media is an important thing in
finding out how dictionaries learn and acquire new words. Instead of waiting for
new words to slowly go through traditional ways, the modern dictionaries are
used in social media to find new words. One example could be, at Collins
Dictionary they have been open to adding new words to the English language.
The editorial staffs in the dictionary has been working very hard to decide
whether or not some words will finally be included in the dictionary, but in just a
few short weeks they said that they have already received more than 2100 new
word suggestions for their new edit of the dictionary. In this case it is clearly
stated that through social media, the users easily learned vocabularies
particularly in the usage of dictionaries. through this online invention, the users
tend to widen their knowledge because of the easy access that social media
gave. Not only in dictionaries but also in different sites that users used most of
the time. Social media provides a fast learning strategy for the students to be
more passionate in communicating to other people.
All the statements resulted in very influential verbal interpretation. It was
ranked from one to ten for the researchers to easily analyzed the most influential
statement since all of them varies in one verbal interpretation.
According to Advanced Placement and The National Writing
Project (2012) which revealed that many of us know that with practice, we
become perfection, especially when it comes to writing. The more we write, the
better we become as writers. Social media can be a tool where students are
encouraged to use their creativity combined with personal expression to improve

2
and strengthen their writing. They further revealed that while this
communications boom has been praised for its educational benefits, some argue
Table 2.2
Influence of Social Media on English Language Written Communication
Skills
Social Media and English
Language Written Weighted Mean Verbal Interpretation Rank
Social media influence my way

3.0193 Very Influential 6
of writing.
Social media provides
accessible tool for helping
students to work together to 3.1467 Very Influential 1
create their own meaning in
academic subjects
Social media broadens the
students’ knowledge and 3.0888 Very Influential 3
connectedness.
Social media introduces
students to modern writing 3.1351 Very Influential 2
pattern and techniques.
Social media language style
influences students mode of 3.0849 Very Influential 4
writing.
Social media exposes students
to abbreviations and
ungrammatical spellings which 3.0656 Very Influential 5
latter have negative impacts on
them during examinations.
Social media contributed to
mass failure of students in
English Language and other 2.8494 Very Influential 10
English related courses or
subjects.
Social media encourages
examination malpractices in 2.8571 Very Influential 9
schools.
Social media aids wastage of
student’s time that should be
2.9691 Very Influential 7
wisely invested in academic and
profitable.
Social media encourages the
use of fowl languages and 2.8919 Very Influential 8
cyber bullying.
Legend: 3.50-4.00 = Extremely Influential;2.50-3.49 = Very Influential; 1.50-2.49 = Slightly Influential;1.00-1.49 =
Not at all Influential
2
that a negative side effect is beginning to take hold in our classrooms. Cyber
slang is suspected of damaging students’ writing acumen.
Based on Table 2.2, “Social media provides accessible tool for helping
students to work together to create their own meaning in academic subjects” got
ranked 1 with a weighted mean of 3.147, verbally interpreted as very influential.
This shows that through social media students easily create different access for
them to have a better output. Since it provides accessible tool that may use, it
will serve as an instrument to the students to learn more and gain ideas towards
their English language skills. Moreover, ranked 2 gained a weighted mean of
3.135 which is “Social media introduces students to modern writing pattern and
techniques”. While ranked 3 which portrays to social media broadens the
students’ knowledge and connectedness got a weighted mean of 3.089. Social
media as a variable provides different strategy for the students explore different
techniques that they may use in their writing session.
Additionally, “Social media language style influences students mode of
writing” paved its way on the ranked 4, verbally interpreted as very influential
with a weighted mean of 3.085. On the other hand, social media exposes
students to abbreviations and ungrammatical spellings which latter have
negative impacts on them during examinations got a weighted mean 3.066,
ranked 5 and social media influence their way of writing got ranked 6 with a
weighted mean of 3.019 verbally interpreted as very influence as well.
Moreover, “Social media aids wastage of students time that should be
wisely invested in academic and profitable” got ranked 8 with a weighted mean
2
of 2.969. likewise, ranked 8 got a weighted mean of 2.892 which is social media
encourages the use of fowl languages and cyber bullying. While on the rank 9,
social media encourages examination malpractices in schools with a weighted
mean of 2.857. Lastly, “Social media contributed to mass failure of students in
English Language and other English related courses or subjects” got its way on
the rank 10 with a weighted mean of 2.849, verbally interpreted as very
influential.
Regarding writing skills, Drouin (2011) also discussed the new shift of
writing instruction and pedagogy that uses social networking tools in order for to
attract students’ interest in learning language. Research-based best practices
and a sample writing assignment were presented to illustrate a new model of
composing in an online environment that is encouraging to teenagers. Given that
teenagers did not appear to recognize their out-of-school writing as ‘‘real’’
writing, Drouin (2011) emphasizes that one should be equipped with a variety of
mentoring strategies and knowledge of different communication modes, which
includes social networking and media platforms like Facebook. In this statement,
it simply shows that social media gives an opportunity to students to express
their thoughts without fear and hesitation. Through social media there are
advancement of tools to correct the user based on grammatical error and
misspelling of words. Social media broadens students’ knowledge and
correctness because of its updated features and tools as well.

All the statements resulted in very influential verbal interpretation. It was
ranked from one to ten for the researchers easily analyzed the most influential
statement since all of them vary in one verbal interpretation.
Table 3.1
Difference of Responses on the Influence of Social Media on English
Language Communicative with Reference to the Oral Communication
Skills when grouped according to gender
Communicative Verbal
Gender Mean t-value p-value Decision
Skill interpretation
Male 3.1900 Not
ORAL -1.28 .233 Accept
Female 3.1594 Significant
Legend: Significant at p-value < 0.05
It can be gleaned in Table 3.1 that there is no significant difference on the
Influence of Social Media on English Language Communicative with Reference
to the Oral Communication Skills when grouped according to gender given that
the computed P-value is higher than the critical value of 0.05 level of
significance.. The table depicts that the responses of the respondents were not
affected by their gender, whether they are male or female.
This finding is in agreement with the findings of Gorjian, Moosavian and
Shahramiri (2011). In their study concerning the effect of oral summery of short
stories on male/female learners' speaking proficiency, no significant relationship
was found between gender and the speaking skills.
Gender differences in oral communication styles have created
stereotypical gender roles that have affected the behaviors of both men and
women in the workplace. It is known that many differences exist in
communication styles between men and women. For example, women are
2
expected to use communication to enhance social connections and
relationships, while men use language to enhance social dominance. Breaking
stereotypes, everyone disregards of gender has the capability and chance to be
influenced. Accepting that both genders is able to come up with the same level
of influence means that what is usually taken by the society is not applicable for
all.
Academic Research also presented no significant difference in terms of
gender and oral communication levels and sub-dimensions. It is justified that
gender has no relation to oral communication skills because numerous cases
like social connection and public relations has nothing to do with it, skills is what
makes it prominent. (Ozkan et.al., 2014)
Table 3.2
Difference of Responses on the Influence of Social Media on English
Language Communicative with Reference to the Written Communication
Skills when grouped according to gender
Communicative Verbal
Gender Mean t-value p-value Decision
Skill interpretation
Male 2.7470 Not
WRITTEN 2.19 0.056 Accept
Female 2.9711 Significant
Legend: Significant at p-value < 0.05
As revealed in Table 3.1, there is no significant difference on the
Influence of Social Media on English Language Communicative with Reference
to the Written Communication Skills when grouped according to gender since
the computed p-value is higher than the critical value of 0.05. It does show that
the responses of the respondents were not affected by their gender, whether
they are male or female. On the basis of this gender assignment, naturalized
norms and expectations about non-verbal behavior are imposed upon people.
Here is a strong tendency for gender stereotyping.
Writing is a system for interpersonal communication using various styles
of language (Jalaluddin, 2011). Haiwen Mo (2012) also highlights the role of
writing as an essential and integral part of English learning and an important skill
for undergraduate non-English majors. Writing can be influencial on both
genders given the fact that it is the widely used way of communication on Social
Media. Vocabulary and Grammars used could be influenced.
It plays a fundamental role in our personal and professional lives. It allows
us to communicate with people who are removed by distance or time. One of the
sociocultural factors shaped by learners in the process of learning a language
including writing is gender (Kamiar, Gorjian, & Pazhakh, 2012).
Gender differences in the use of technology have been explored
alongside other technology-related issues. This is similar to what Ahmed (2016)
concluded that there were no significant differences between the practices and
perceived benefits reported by the male and female students. This absence of
significant differences suggests that both male and female students take
advantage of Online Social Networks in English in similar ways and see
analogous language benefits of this use.
Therefore, this hypothesis which sought to find out whether there was no
significant difference between the Influence of Social Media on English
Language Communicative with reference to the English Language Oral and
Written Communication Skills when grouped according to gender, is accepted.

Table 4.1
Relationship between Academic Performance in Oral Communication and
Influence of Social Media in English Language Oral Communication Skills
x y DECISION Verbal
Interpretation
Academic Influence of Social
Performance in Oral Media on English Rejected Not significant
Communication Language Oral
Communication
Skills
The data above suggest that there is no significant relationship between
the academic performance of students in oral communication and influence of
social media in oral communication skills. To support this, studies like Ahmed
and Qazi (2011) revealed that there is no significant relationship between social
media and students’ academic performance.
Based on the result, the hypothesis is rejected since there is no
significant relationship between academic performance of students in Oral
Communication and Influence of social media on English Language Oral
Communication Skills.
On a nationwide survey conducted by Hamat (2012) on tertiary level
students in Malaysia, it reveals that respondents are spending more time in
social networking sites for socializing rather than learning. Furthermore, it also
shows that students do not believe that the use of social networking sites is
affecting their academic performance.
Likewise, according to a new study by doctoral candidate Aryn Karpinski
of Ohio State University and her co-author, Adam Duberstein of Ohio Dominican
University, they found out that there is no significant relationship between heavy
social media usage and grades. There was also no significant difference in
grades between those who are considered to be heavy users of social media
and those who are considered to be light users. Additionally, there was no
relationship between grades and the social media platform used (Wang, Chen &
Liang, 2011).
Moreover, to be specific, social media does not affect the academic
performance of students in oral communication because social media is widely
used by teenagers as a source of entertainment. Aforementioned, it is also used
to facilitate new forms of computer-mediated social interaction. To support this,
Junco (2015) also revealed that students use social media to make friends and
create the support network they need.
Moreover, Niemer (2012) pointed out that social media is the key words
for teenagers for being “stay connected”. In other words, social media is a just a
social platform and not totally used teenagers as a learning platform.
Furthermore, Rosen (2012) explains that teens experience obsession and
compulsion to constantly check social media. She added that this compulsion
rooted from anxiety of teens to miss out something in their social world. Hence,
teens used social media to be updated from time to time instead of using social
media as a platform to learn speaking.
Junco (2015), an associate professor of education at Iowa State
University conducted a study regarding the relationship of social media such as
Facebook and GPA (General Point Average) and it reveals a negative
relationship. Moreover, he emphasizes that social media such as Facebook is

not a problem. Instead, he claimed that it is an issue of self-regulation. He added
that self-regulation is a common problem among students most especially those
who are new to their environment. Additionally, he claimed that it is not just also
the way students are accessing sites but also the way or purpose in which they
are using such social media sites.
On the other hand, Onomo (2012) recognized the ability of the social
media by stating that sites has become ‘‘a widespread tool for communication
and exchange of ideas, helping individuals and organizations with just causes to
reach a phenomenally vast audience that could hitherto not be reached by
traditional media.’” In fact, users prefer to communicate via the sites rather via
face-to-face contact or oral communication, making social network as their
preferred socializing forces.
Jacknis (2011) support Onomo’s statement by stating that social media is
an immature form of communication. He added that the virtual interaction is
different from the actual environment where real interaction takes place.
Therefore, the interaction that takes place on the internet does not necessarily
affect the way people communicate on personal interactions. Moreover, if this is
so, then oral communication skill of a person is not affected by how they
communicate virtually.
Furthermore, when people are engaged in face to face communication,
vocal cues and verbal communication are being conveyed. However, in using
social media as a tool for communication, non-verbal communication occurs
which has absence in verbal elements such as facial expressions, eye contact,
tone of voices, posture and spaces that an individual most especially students
can apply in their learning environment particularly in school (Knapp & Hall,
2010).
Table 4.2
Relationship between Academic Performance in English for Academic and
Professional Purposes (EAPP) and Influence of Social Media in English
Language Written Communication Skills
x y DECISION Verbal
Interpretation
Academic Performance Influence of Social Media Rejected Not Significant
in English for Academic on English Language
and Professional Written Communication
Purposes (EAPP) Skills
The data above suggests that there is no significant relationship between
the academic performance of students in English for Academic and Professional
Purposes and influence of social media on the written communication skills. In a
study conducted by Hasnain, Nasreen, & Ijaz (2015), it shows that the
correlation between the two variables “social media usage” and “academic
performance” suggests a negative correlation. On the same manner, Jacobsen
& Forste (2011) indicated that electronic media use is negatively associated with
grades.
Adhering to the result shown above, the hypothesis is rejected because
the result suggest that there is no relationship between academic performance
of students in English for Academic and Professional Purposes (EAPP) and
Influence of social media on English Language Written Communication Skills.
As mentioned by Oye (2012), social platforms are mainly used by
students for socializing activities rather than academic purpose. In a conducted
Pew Internet survey of teens on this topic, it was revealed that among the
consensus of students ages 12-17, there is a fundamental distinction between
their digital communications with friends and family. Likewise, it is also revealed
that there is more formal writing they do in school than in social media
(Purcell,Buchanan & Friedrich, 2013).
In particular, the academic performance of students in terms of written
communication does not depend on social media. Instead, it is how they are
equipped with their learning environment. In fact, Barnes (2015) claimed that
student’s ability in writing academically starts with teachers who set high
standards and do not waver. These teachers face an uphill battle though,
especially in an age where formal writing is often confused with everyday
communication. It was also mentioned by Osborne (2011) that the most
important relationship for most educators and academic organizations is with
their students.
Moreover, academia certainly requires a greater level of formality as for
formal texts. Formal writing is almost always a factor that can be used for
exclusion. Therefore, inability to write formal texts potentially robs students of
voice and power. Arguably the ability to recognize and adjust to the context that
is appropriate for a given purpose is likely more important. Hence, knowing
when and how to write with greater formality is an essential skill.
To elaborate, in order to be a better writer, students are required to write.
It only means that actual writing must be applied and not just by browsing social
networking sites. Familiarity in the words equipped in social media does not
necessarily enhance or create impact for students because learning through

platform is different from learning through actual learning environment (National
Council of Teachers of English, 2016).
Based from the Pew Internet survey conducted by Purcell,Buchanan &
Friedrich (2013), almost all teachers surveyed say they encourage their students
to do at least some writing by hand alongside the use of digital tools to promote
better writing. Reasons are varied, but many teachers noted that because
students are required to write by hands on standardized tests, it is a critical skill
for them to have. Other teachers say they feel students do more active thinking,
synthesizing, and editing when writing by hand which discourages them in any
temptation to copy and paste others’ work.
Furthermore, Bronowicki (2014) mentioned that instructors do not just
found most errors in a small number of students but are found frequently in most
students’ papers. Hence, teachers must be involved since it is important to fix
these errors and teach students error-free writing to improve clarity and meaning
of their writing with formality. Teachers’ strategies are also great factor in the
learning of the students.
Additionally, in the context of a classroom, tasks regarding writing are
challenging so valuable requirements need to happen. Teachers must teach
purposeful and sophisticated writing. Additionally, setting standards aid teachers
in their instruction of formal and informal writing, and help enhance and develop
the ability of students in formal writing or any written works (Bronowicki, 2014).
Likewise, it is vital that teachers inculcate an addition of in-depth formal
writing lessons and writing activities centered on evidence based claims, valid
evidence to support claims, organization of ideas, grammatically correct
sentence structure, and correct use of mechanics for the students to improve not
only their writing but also their academic performance.
Moreover, it is essential to create hands-on activities which engage
students and allow them to identify formal and informal pieces of writing, as well
as thoroughly understand the contexts in which each is appropriate. In short,
dedication and hard work in implementing writing standards particularly when
constructing creative, yet invaluable lesson plans that meet the Common Core
Learning Standards is highly required for students to attain better learning.
Table 5 shows the proposed intervention plan to enhance students’
English Language Communicative Skills after the research identified the
influence of social media to the learners. Likewise, it shows the objectives
together with the activities proposed.
Table 5
Proposed Social Media Based Activity Platform
Program Enhancement Activities Persons Involved
Objectives
1. Oral 1. Engage 1.1 Inculcation of an Programmer
Communication students in a more interactive multimedia that
Skills interactive would equipped the learner’s
platform that voice input in the website that
would serve as measures right diction and
their training pronunciation
ground to 1.2 Conduct a webinar, a English Teachers
enhance their seminar conducted over the
English language internet, to expose students on
oral oral discussions online.
communication 1.3 Generate online
skills. workshops and lessons to English Teachers
develop oral communication
skills that include instructional
units available.
1.4 Introduce new ways of English teachers
deriving terms in social media Grammarian
that would still be
acknowledged in the English
Language.
1.5 Develop an online game
that would deepen the Game Developer
students’ knowledge in using Programmer
English language through a
fun way of educating.
2. Written 2. Equip students 2.1 Engross learners on

Communication in proper usage of online grammar application English Teachers
Skills English language that would help on developing
words and their learning on proper
terminologies. construction of sentences.
2.2 Engage learners in

creative writing through English Teachers
highlighting different genres of
literature inspired by 21st
century literary pieces.
2.3 Create a foul word sensing

system that would block IT Specialist
unnecessary foul words out of Programmer
a sentence.
2.4 Establish quizzes and

exercises online featuring English Teachers
word analogies, synonyms
and antonyms that may widen
their vocabulary.
2.5 Construct online

interactive media with the IT Specialist
function of divulging academic Programmer
information with regards to English Teachers
written communication skills
and English related courses.
Conclusions
Upon getting the results of the study, the following conclusions were drawn:
1. The population of male respondents exceeds the female respondent’s
population.
2. The influences of social media in terms of oral and written communicative
skills of students appeared as very influential.

3. There was no significant difference of responses when grouped according to
gender in the Influence of Social Media on English Language Communicative
with reference to the Oral and Written Communication Skills.
4. There is no significant relationship between Influence of Social media on the
English language Oral and Written communication skills and students’ Academic
Performance in Oral communication and English for Academic and Professional
Purposes (EAPP) and
5. Social media based intervention program for English Language
Communicative Skills is proposed.
Recommendations
To fully strengthen this study, the following recommendations were proposed:
1. Supervision of school teachers must apply for them to maintain the good
influence of social media in terms of oral and written communicative skills.
2. The teachers must value and maximize the use of social media by engaging
students to online language communicative practices to attain full learning
potential on English communicative skills regardless of their gender.
3. Establish interactive activities regarding the subject which will not only rely on
the knowledge of students but also to their skills.
4. Future studies might examine or partially replicate aspects of this study with
additional variables such as socio-economic background of students and
performance in composition writing, and performance in English generally.
5. English Language Intervention program may be tested, assessed and
evaluated thereafter.
APPENDIX A
Questionnaire on “Influence of Social Media on the English Language

Communicative Skills: Basis for Social Media Based Activity Platform”
Introduction
This questionnaire is designed to obtain information on the above
research title, and the questionnaire is meant for purely academic purpose. You
are implored to please cooperate by responding to the items contained in the
questionnaire. Please, be assured that all information supplied shall be kept
secret. Thanks in anticipation.
Section A: Demographic Profile

Gender: Male Female
Academic Performance in Oral Communication (REQUIRED)
Below 75 75-79 80-84 85-89 90-100
Academic Performance in English for Academic and Professional

Purposes (REQUIRED)
Below 75 75-79 80-84 85-89 90-100
Section B
Instruction: Please read carefully and tick in the appropriate column the
response to each item as follows:
4 = Strongly Agree (SA) 2 = Disagree (D)
3 = Agree (A) 1 = Strongly Disagree (SD)
S/N ITEMS 4 3 2 1
Social Media And English Language Oral
1 Social medial helps my spoken English
2 Social media changes the way people
communicate and share information
3 Social media improves the way people
interact globally
4 Social media improves my knowledge about
new terminologies in English

5 Social media helps vocabulary development
6 Social media improves English Language
communication skills
7 Social media helps my speaking and writing
of English language
8 I derive most of the terms I use from social
media
9 Students are only exposed to the fun and
entertainment side of social media
10 Social media improves English language
competence and achievement
Social Media And English Language
Written Communication Skills
11 Social media influence my way of writing
12 Social media provides accessible tool
for helping students to work together to
create their own meaning in
academic subjects
13 Social media broadens the students’
knowledge and connectedness
14 Social media introduces students to modern
writing pattern and techniques
15 Social media language style is influences
students mode of writing
16 Social media exposes students to
abbreviations and ungrammatical spellings
which latter have negative impacts on them
during examinations
17 Social media contributed to mass failure of
students in English Language and other
English related courses or subjects
18 Social media encourages examination
malpractices in schools
19 Social media aids wastage of students’ time
that should be wisely invested in academic
and profitable.
20 Social media encourages the use of fowl
languages and cyber bullying
Appendix B
Letter to the Principal of Bauan Technical High School

Poblacion 1, Bauan, Batangas
SENIOR HIGH DEPARTMENT
August 17, 2017

Mr. Teofilo R. Garibay
Principal III
Thru: Mrs. Marcela A. Agdan

Head Teacher IV/English Coordinator
Dear Sir:
We are Grade -12 students, from Bauan Technical High School who are
currently taking up the subject Practical Research II. As a partial fulfillment for
the requirements of the subject, we are required to do a research on any topic
that is relevant to our track which is Science, Technology, Engineering and
Mathematics.
In connection with this, we are humbly requesting for good office to allow
us to use our vacant time and Practical Research time to prepare and finish our
study. We intend to focus on the topic “Influence of Social Media on the
English Language Communicative Skills: Basis for Social Media Based
Activity Platform”.
We are sincerely hoping that our humble request would merit your
approval. THANK YOU VERY MUCH!
Respectfully yours,
Baculi, Carmela Maries P.
Gardose, Adrian B.
Oruga, Rochelle B.
Rey, Jessa P
Noted by:
Maria Leticia Jose C. Basilan, Ph.D.

Subject Teacher
Approved By:
Teofilo R. Garibay
Principal III
APPENDIX C
Letter to the Respondent

SENIOR HIGH DEPARTMENT
To our Dearest Respondents,
We are Grade-12 STEM A students from Bauan Technical High School

who are currently taking up the subject Practical Research II. As a partial
fulfillment for the requirements of the subject, we are required to do a
quantitative research on any topic that is relevant to our track which is Science,
Technology, Engineering and Mathematics.
In connection with this, we are humbly requesting for your permission and
time to be the respondents of our study entitled “Influence of Social Media on
the English Language Communicative Skills: Basis for Social Media Based
Activity Platform”.
Kindly answer the following standardized questionnaire that will give us
the results for our statements of the problem. Any response will be kept private
and confidential.
THANK YOU VERY MUCH!
Respectfully yours,
Baculi, Carmela Maries P.
Gardose, Adrian B.
Oruga, Rochelle B.
Rey, Jessa P.
APPENDIX D
Appended Computations
Table 3.1
3.3203 3.3300 -0.0097 0.0001

3.4141 3.3400 0.0741 0.0055
3.3359 3.4000 -0.0641 0.0041
3.1328 3.2400 -0.1072 0.0115
3.1016 3.2200 -0.1184 0.0140
3.2266 3.1800 0.0466 0.0022
3.0938 3.1100 -0.0162 0.0003
2.9297 3.0800 -0.1503 0.0226
2.9375 2.9000 0.0375 0.0014
3.1016 3.1000 0.0016 0.0000
-0.3063 0.0616
Table 3.2
3.0300 3.0078 0.0222 0.0005
3.1400 3.1563 -0.0162 0.0003
3.0300 3.1484 -0.1184 0.0140
3.2000 3.0703 0.1297 0.0168
3.0800 3.0859 -0.0059 0.0000
3.0800 3.0547 0.0253 0.0006
2.9700 2.7266 0.2434 0.0593
2.9500 2.7656 0.1844 0.0340
3.0700 2.8672 0.2028 0.0411
2.9500 2.8281 0.1219 0.0149
0.7891 0.1815
Table 3.1 Table 3.2

Weighted Mean Weighted Mean
Social Media And English Social Media And English
Language Oral Language Written
Communication Skills Communication Skills
Male Female Male Female
3.3300 3.3203 3.0300 3.0078
3.3400 3.4141 3.1400 3.1563
3.4000 3.3359 3.0300 3.1484
3.2400 3.1328 3.2000 3.0703
3.2200 3.1016 3.0800 3.0859
3.1800 3.2266 3.0800 3.0547
3.1100 3.0938 2.9700 2.7266
3.0800 2.9297 2.9500 2.7656
2.9000 2.9375 3.0700 2.8672
3.1000 3.1016 2.9500 2.8281
GWM: 3.1900 3.1594 GWM: 2.7470 2.9711

Table 4.1
Relationship between Academic Performance in Oral Communication and
Influence of Social Media in English Language Oral Communication Skills
X y xy x2 y2
1 86.9300 3.2000 278.1760 7556.8249 10.2400
2 86.9300 3.1000 269.4830 7556.8249 9.6100
3 86.9300 2.4000 208.6320 7556.8249 5.7600
4 86.9300 2.8000 243.4040 7556.8249 7.8400
5 86.9300 2.4000 208.6320 7556.8249 5.7600
6 86.9300 3.0000 260.7900 7556.8249 9.0000
7 86.9300 2.8000 243.4040 7556.8249 7.8400
8 86.9300 3.2000 278.1760 7556.8249 10.2400
9 86.9300 2.9000 252.0970 7556.8249 8.4100
10 86.9300 2.6000 226.0180 7556.8249 6.7600
11 86.9300 2.7000 234.7110 7556.8249 7.2900
12 86.9300 3.0000 260.7900 7556.8249 9.0000
13 86.9300 3.3000 286.8690 7556.8249 10.8900
14 86.9300 3.4000 295.5620 7556.8249 11.5600
15 86.9300 2.8000 243.4040 7556.8249 7.8400
16 86.9300 2.9000 252.0970 7556.8249 8.4100
17 86.9300 3.3000 286.8690 7556.8249 10.8900
18 86.9300 3.0000 260.7900 7556.8249 9.0000
19 86.9300 3.4000 295.5620 7556.8249 11.5600
20 86.9300 3.0000 260.7900 7556.8249 9.0000
21 86.9300 3.1000 269.4830 7556.8249 9.6100
22 86.9300 3.5000 304.2550 7556.8249 12.2500
23 86.9300 3.1000 269.4830 7556.8249 9.6100
24 86.9300 2.8000 243.4040 7556.8249 7.8400
25 86.9300 2.9000 252.0970 7556.8249 8.4100
26 86.9300 3.6000 312.9480 7556.8249 12.9600
27 86.9300 3.7000 321.6410 7556.8249 13.6900
28 86.9300 3.2000 278.1760 7556.8249 10.2400
29 86.9300 3.1000 269.4830 7556.8249 9.6100
30 86.9300 3.2000 278.1760 7556.8249 10.2400
31 86.9300 3.6000 312.9480 7556.8249 12.9600
32 86.9300 3.8000 330.3340 7556.8249 14.4400
33 86.9300 4.0000 347.7200 7556.8249 16.0000
34 86.9300 3.1000 269.4830 7556.8249 9.6100
35 86.9300 3.7000 321.6410 7556.8249 13.6900
36 86.9300 2.8000 243.4040 7556.8249 7.8400

37 86.9300 3.7000 321.6410 7556.8249 13.6900
38 86.9300 3.1000 269.4830 7556.8249 9.6100
39 86.9300 2.8000 243.4040 7556.8249 7.8400
40 86.9300 3.2000 278.1760 7556.8249 10.2400
41 86.9300 3.3000 286.8690 7556.8249 10.8900
42 86.9300 3.1000 269.4830 7556.8249 9.6100
43 86.9300 4.0000 347.7200 7556.8249 16.0000
44 86.9300 3.4000 295.5620 7556.8249 11.5600
45 86.9300 3.0000 260.7900 7556.8249 9.0000
46 86.9300 3.6000 312.9480 7556.8249 12.9600
47 86.9300 3.1000 269.4830 7556.8249 9.6100
48 86.9300 3.7000 321.6410 7556.8249 13.6900
49 86.9300 3.0000 260.7900 7556.8249 9.0000
50 86.9300 3.0000 260.7900 7556.8249 9.0000
51 86.9300 3.4000 295.5620 7556.8249 11.5600
52 86.9300 3.4000 295.5620 7556.8249 11.5600
53 86.9300 3.0000 260.7900 7556.8249 9.0000
54 86.9300 2.8000 243.4040 7556.8249 7.8400
55 86.9300 2.9000 252.0970 7556.8249 8.4100
56 86.9300 2.9000 252.0970 7556.8249 8.4100
57 86.9300 3.7000 321.6410 7556.8249 13.6900
58 86.9300 2.9000 252.0970 7556.8249 8.4100
59 86.9300 4.0000 347.7200 7556.8249 16.0000
60 86.9300 3.6000 312.9480 7556.8249 12.9600
61 86.9300 3.6000 312.9480 7556.8249 12.9600
62 86.9300 3.0000 260.7900 7556.8249 9.0000
63 86.9300 3.3000 286.8690 7556.8249 10.8900
64 86.9300 2.9000 252.0970 7556.8249 8.4100
65 86.9300 3.0000 260.7900 7556.8249 9.0000
66 86.9300 3.9000 339.0270 7556.8249 15.2100
67 86.9300 3.3000 286.8690 7556.8249 10.8900
68 86.9300 2.9000 252.0970 7556.8249 8.4100
69 86.9300 3.3000 286.8690 7556.8249 10.8900
70 86.9300 3.0000 260.7900 7556.8249 9.0000
71 86.9300 3.4000 295.5620 7556.8249 11.5600
72 86.9300 3.2000 278.1760 7556.8249 10.2400
73 86.9300 3.3000 286.8690 7556.8249 10.8900
74 86.9300 2.8000 243.4040 7556.8249 7.8400
75 86.9300 2.7000 234.7110 7556.8249 7.2900
76 86.9300 3.6000 312.9480 7556.8249 12.9600

77 86.9300 2.8000 243.4040 7556.8249 7.8400
78 86.9300 3.3000 286.8690 7556.8249 10.8900
79 86.9300 3.4000 295.5620 7556.8249 11.5600
80 86.9300 3.6000 312.9480 7556.8249 12.9600
81 86.9300 3.4000 295.5620 7556.8249 11.5600
82 86.9300 2.9000 252.0970 7556.8249 8.4100
83 86.9300 2.9000 252.0970 7556.8249 8.4100
84 86.9300 2.6000 226.0180 7556.8249 6.7600
85 86.9300 3.5000 304.2550 7556.8249 12.2500
86 86.9300 2.8000 243.4040 7556.8249 7.8400
87 86.9300 3.1000 269.4830 7556.8249 9.6100
88 86.9300 3.2000 278.1760 7556.8249 10.2400
89 86.9300 3.1000 269.4830 7556.8249 9.6100
90 86.9300 2.9000 252.0970 7556.8249 8.4100
91 86.9300 2.9000 252.0970 7556.8249 8.4100
92 86.9300 3.8000 330.3340 7556.8249 14.4400
93 86.9300 3.1000 269.4830 7556.8249 9.6100
94 86.9300 3.2000 278.1760 7556.8249 10.2400
95 86.9300 3.7000 321.6410 7556.8249 13.6900
96 86.9300 3.4000 295.5620 7556.8249 11.5600
97 86.9300 3.0000 260.7900 7556.8249 9.0000
98 86.9300 3.4000 295.5620 7556.8249 11.5600
99 86.9300 2.9000 252.0970 7556.8249 8.4100
100 86.9300 3.0000 260.7900 7556.8249 9.0000
101 86.9300 2.6000 226.0180 7556.8249 6.7600
102 86.9300 3.3000 286.8690 7556.8249 10.8900
103 86.9300 2.9000 252.0970 7556.8249 8.4100
104 86.9300 3.5000 304.2550 7556.8249 12.2500
105 86.9300 2.9000 252.0970 7556.8249 8.4100
106 86.9300 2.8000 243.4040 7556.8249 7.8400
107 86.9300 3.5000 304.2550 7556.8249 12.2500
108 86.9300 3.0000 260.7900 7556.8249 9.0000
109 86.9300 2.3000 199.9390 7556.8249 5.2900
110 86.9300 3.1000 269.4830 7556.8249 9.6100
111 86.9300 3.2000 278.1760 7556.8249 10.2400
112 86.9300 4.0000 347.7200 7556.8249 16.0000
113 86.9300 3.7000 321.6410 7556.8249 13.6900
114 86.9300 3.6000 312.9480 7556.8249 12.9600
115 86.9300 3.1000 269.4830 7556.8249 9.6100
116 86.9300 2.9000 252.0970 7556.8249 8.4100

117 86.9300 3.3000 286.8690 7556.8249 10.8900
118 86.9300 3.4000 295.5620 7556.8249 11.5600
119 86.9300 3.0000 260.7900 7556.8249 9.0000
120 86.9300 3.7000 321.6410 7556.8249 13.6900
121 86.9300 2.9000 252.0970 7556.8249 8.4100
122 86.9300 3.2000 278.1760 7556.8249 10.2400
123 86.9300 3.2000 278.1760 7556.8249 10.2400
124 86.9300 3.3000 286.8690 7556.8249 10.8900
125 86.9300 3.3000 286.8690 7556.8249 10.8900
126 86.9300 3.4000 295.5620 7556.8249 11.5600
127 86.9300 3.6000 312.9480 7556.8249 12.9600
128 86.9300 3.6000 312.9480 7556.8249 12.9600
129 86.9300 3.2000 278.1760 7556.8249 10.2400
130 86.9300 3.4000 295.5620 7556.8249 11.5600
131 86.9300 3.0000 260.7900 7556.8249 9.0000
132 86.9300 3.0000 260.7900 7556.8249 9.0000
133 86.9300 3.0000 260.7900 7556.8249 9.0000
134 86.9300 3.2000 278.1760 7556.8249 10.2400
135 86.9300 3.4000 295.5620 7556.8249 11.5600
136 86.9300 2.7000 234.7110 7556.8249 7.2900
137 86.9300 3.9000 339.0270 7556.8249 15.2100
138 86.9300 3.0000 260.7900 7556.8249 9.0000
139 86.9300 3.8000 330.3340 7556.8249 14.4400
140 86.9300 3.0000 260.7900 7556.8249 9.0000
141 86.9300 3.1000 269.4830 7556.8249 9.6100
142 86.9300 3.2000 278.1760 7556.8249 10.2400
143 86.9300 3.0000 260.7900 7556.8249 9.0000
144 86.9300 3.2000 278.1760 7556.8249 10.2400
145 86.9300 3.2000 278.1760 7556.8249 10.2400
146 86.9300 3.0000 260.7900 7556.8249 9.0000
147 86.9300 2.9000 252.0970 7556.8249 8.4100
148 86.9300 3.5000 304.2550 7556.8249 12.2500
149 86.9300 3.4000 295.5620 7556.8249 11.5600
150 86.9300 4.0000 347.7200 7556.8249 16.0000
151 86.9300 3.3000 286.8690 7556.8249 10.8900
152 86.9300 3.4000 295.5620 7556.8249 11.5600
153 86.9300 3.6000 312.9480 7556.8249 12.9600
154 86.9300 3.5000 304.2550 7556.8249 12.2500
155 86.9300 1.4000 121.7020 7556.8249 1.9600
156 86.9300 3.9000 339.0270 7556.8249 15.2100

157 86.9300 3.4000 295.5620 7556.8249 11.5600
158 86.9300 3.0000 260.7900 7556.8249 9.0000
159 86.9300 3.6000 312.9480 7556.8249 12.9600
160 86.9300 3.8000 330.3340 7556.8249 14.4400
161 86.9300 3.0000 260.7900 7556.8249 9.0000
162 86.9300 3.5000 304.2550 7556.8249 12.2500
163 86.9300 3.0000 260.7900 7556.8249 9.0000
164 86.9300 2.9000 252.0970 7556.8249 8.4100
165 86.9300 3.3000 286.8690 7556.8249 10.8900
166 86.9300 3.0000 260.7900 7556.8249 9.0000
167 86.9300 2.9000 252.0970 7556.8249 8.4100
168 86.9300 2.9000 252.0970 7556.8249 8.4100
169 86.9300 2.5000 217.3250 7556.8249 6.2500
170 86.9300 2.5000 217.3250 7556.8249 6.2500
171 86.9300 3.0000 260.7900 7556.8249 9.0000
172 86.9300 2.6000 226.0180 7556.8249 6.7600
173 86.9300 3.0000 260.7900 7556.8249 9.0000
174 86.9300 2.6000 226.0180 7556.8249 6.7600
175 86.9300 3.4000 295.5620 7556.8249 11.5600
176 86.9300 2.8000 243.4040 7556.8249 7.8400
177 86.9300 2.6000 226.0180 7556.8249 6.7600
178 86.9300 3.1000 269.4830 7556.8249 9.6100
179 86.9300 2.4000 208.6320 7556.8249 5.7600
180 86.9300 3.3000 286.8690 7556.8249 10.8900
181 86.9300 2.9000 252.0970 7556.8249 8.4100
182 86.9300 2.6000 226.0180 7556.8249 6.7600
183 86.9300 3.2000 278.1760 7556.8249 10.2400
184 86.9300 3.5000 304.2550 7556.8249 12.2500
185 86.9300 3.4000 295.5620 7556.8249 11.5600
186 86.9300 3.6000 312.9480 7556.8249 12.9600
187 86.9300 2.6000 226.0180 7556.8249 6.7600
188 86.9300 3.5000 304.2550 7556.8249 12.2500
189 86.9300 3.1000 269.4830 7556.8249 9.6100
190 86.9300 3.2000 278.1760 7556.8249 10.2400
191 86.9300 3.3000 286.8690 7556.8249 10.8900
192 86.9300 3.3000 286.8690 7556.8249 10.8900
193 86.9300 2.6000 226.0180 7556.8249 6.7600
194 86.9300 2.6000 226.0180 7556.8249 6.7600
195 86.9300 3.6000 312.9480 7556.8249 12.9600
196 86.9300 2.5000 217.3250 7556.8249 6.2500

197 86.9300 3.6000 312.9480 7556.8249 12.9600
198 86.9300 3.3000 286.8690 7556.8249 10.8900
199 86.9300 3.3000 286.8690 7556.8249 10.8900
200 86.9300 2.6000 226.0180 7556.8249 6.7600
201 86.9300 3.4000 295.5620 7556.8249 11.5600
202 86.9300 2.9000 252.0970 7556.8249 8.4100
203 86.9300 3.0000 260.7900 7556.8249 9.0000
204 86.9300 3.2000 278.1760 7556.8249 10.2400
205 86.9300 3.5000 304.2550 7556.8249 12.2500
206 86.9300 2.3000 199.9390 7556.8249 5.2900
207 86.9300 3.1000 269.4830 7556.8249 9.6100
208 86.9300 3.1000 269.4830 7556.8249 9.6100
209 86.9300 3.1000 269.4830 7556.8249 9.6100
210 86.9300 3.2000 278.1760 7556.8249 10.2400
211 86.9300 3.6000 312.9480 7556.8249 12.9600
212 86.9300 3.2000 278.1760 7556.8249 10.2400
213 86.9300 3.0000 260.7900 7556.8249 9.0000
214 86.9300 3.7000 321.6410 7556.8249 13.6900
215 86.9300 3.4000 295.5620 7556.8249 11.5600
216 86.9300 3.5000 304.2550 7556.8249 12.2500
217 86.9300 2.9000 252.0970 7556.8249 8.4100
218 86.9300 2.7000 234.7110 7556.8249 7.2900
219 86.9300 2.8000 243.4040 7556.8249 7.8400
220 86.9300 2.9000 252.0970 7556.8249 8.4100
221 86.9300 3.0000 260.7900 7556.8249 9.0000
222 86.9300 2.9000 252.0970 7556.8249 8.4100
223 86.9300 2.6000 226.0180 7556.8249 6.7600
224 86.9300 3.4000 295.5620 7556.8249 11.5600
225 86.9300 3.1000 269.4830 7556.8249 9.6100
226 86.9300 4.0000 347.7200 7556.8249 16.0000
227 86.9300 4.0000 347.7200 7556.8249 16.0000
228 86.9300 3.1000 269.4830 7556.8249 9.6100
229 86.9300 3.2000 278.1760 7556.8249 10.2400
230 86.9300 3.4000 295.5620 7556.8249 11.5600
231 86.9300 3.4000 295.5620 7556.8249 11.5600
232 86.9300 2.1000 182.5530 7556.8249 4.4100
233 86.9300 2.4000 208.6320 7556.8249 5.7600
234 86.9300 2.9000 252.0970 7556.8249 8.4100
235 86.9300 3.5000 304.2550 7556.8249 12.2500
236 86.9300 3.2000 278.1760 7556.8249 10.2400

237 86.9300 3.6000 312.9480 7556.8249 12.9600
238 86.9300 3.4000 295.5620 7556.8249 11.5600
239 86.9300 3.4000 295.5620 7556.8249 11.5600
240 86.9300 3.0000 260.7900 7556.8249 9.0000
241 86.9300 3.6000 312.9480 7556.8249 12.9600
242 86.9300 3.7000 321.6410 7556.8249 13.6900
243 86.9300 2.8000 243.4040 7556.8249 7.8400
244 86.9300 3.4000 295.5620 7556.8249 11.5600
245 86.9300 2.9000 252.0970 7556.8249 8.4100
246 86.9300 2.8000 243.4040 7556.8249 7.8400
247 86.9300 3.3000 286.8690 7556.8249 10.8900
248 86.9300 3.4000 295.5620 7556.8249 11.5600
249 86.9300 2.8000 243.4040 7556.8249 7.8400
250 86.9300 2.9000 252.0970 7556.8249 8.4100
251 86.9300 2.8000 243.4040 7556.8249 7.8400
252 86.9300 3.0000 260.7900 7556.8249 9.0000
253 86.9300 3.4000 295.5620 7556.8249 11.5600
254 86.9300 2.5000 217.3250 7556.8249 6.2500
255 86.9300 3.0000 260.7900 7556.8249 9.0000
256 86.9300 2.7000 234.7110 7556.8249 7.2900
257 86.9300 3.1000 269.4830 7556.8249 9.6100
258 86.9300 2.6000 226.0180 7556.8249 6.7600
259 86.9300 3.1000 269.4830 7556.8249 9.6100
TOTAL: 22514.8700 816.9000 71013.1170 1957217.6491 2614.6500
r=0
Table 4.2
Relationship between Academic Performance in English for Academic and
Professional Purposes (EAPP) to Influence of Social Media in English
Language Written Communication Skills
X y xy x2 y2
1 85.9400 3.1000 266.4140 7385.6836 9.6100
2 85.9400 3.0000 257.8200 7385.6836 9.0000
3 85.9400 2.3000 197.6620 7385.6836 5.2900
4 85.9400 2.7000 232.0380 7385.6836 7.2900
5 85.9400 2.1000 180.4740 7385.6836 4.4100
6 85.9400 3.0000 257.8200 7385.6836 9.0000
7 85.9400 2.5000 214.8500 7385.6836 6.2500
8 85.9400 2.7000 232.0380 7385.6836 7.2900
9 85.9400 2.7000 232.0380 7385.6836 7.2900
10 85.9400 3.4000 292.1960 7385.6836 11.5600
11 85.9400 2.7000 232.0380 7385.6836 7.2900
12 85.9400 2.8000 240.6320 7385.6836 7.8400
13 85.9400 3.3000 283.6020 7385.6836 10.8900
14 85.9400 2.9000 249.2260 7385.6836 8.4100
15 85.9400 2.7000 232.0380 7385.6836 7.2900
16 85.9400 2.7000 232.0380 7385.6836 7.2900
17 85.9400 3.4000 292.1960 7385.6836 11.5600
18 85.9400 3.0000 257.8200 7385.6836 9.0000
19 85.9400 2.4000 206.2560 7385.6836 5.7600
20 85.9400 3.1000 266.4140 7385.6836 9.6100
21 85.9400 2.9000 249.2260 7385.6836 8.4100
22 85.9400 3.2000 275.0080 7385.6836 10.2400
23 85.9400 3.0000 257.8200 7385.6836 9.0000
24 85.9400 3.0000 257.8200 7385.6836 9.0000
25 85.9400 2.0000 171.8800 7385.6836 4.0000
26 85.9400 3.5000 300.7900 7385.6836 12.2500
27 85.9400 3.8000 326.5720 7385.6836 14.4400
28 85.9400 3.3000 283.6020 7385.6836 10.8900
29 85.9400 2.7000 232.0380 7385.6836 7.2900
30 85.9400 3.5000 300.7900 7385.6836 12.2500
31 85.9400 2.9000 249.2260 7385.6836 8.4100
32 85.9400 3.7000 317.9780 7385.6836 13.6900
33 85.9400 4.0000 343.7600 7385.6836 16.0000
34 85.9400 3.0000 257.8200 7385.6836 9.0000
35 85.9400 3.2000 275.0080 7385.6836 10.2400
36 85.9400 2.8000 240.6320 7385.6836 7.8400

37 85.9400 3.3000 283.6020 7385.6836 10.8900
38 85.9400 3.3000 283.6020 7385.6836 10.8900
39 85.9400 2.7000 232.0380 7385.6836 7.2900
40 85.9400 3.4000 292.1960 7385.6836 11.5600
41 85.9400 2.8000 240.6320 7385.6836 7.8400
42 85.9400 2.9000 249.2260 7385.6836 8.4100
43 85.9400 3.6000 309.3840 7385.6836 12.9600
44 85.9400 2.2000 189.0680 7385.6836 4.8400
45 85.9400 3.7000 317.9780 7385.6836 13.6900
46 85.9400 3.5000 300.7900 7385.6836 12.2500
47 85.9400 2.6000 223.4440 7385.6836 6.7600
48 85.9400 3.5000 300.7900 7385.6836 12.2500
49 85.9400 2.7000 232.0380 7385.6836 7.2900
50 85.9400 3.0000 257.8200 7385.6836 9.0000
51 85.9400 3.6000 309.3840 7385.6836 12.9600
52 85.9400 2.4000 206.2560 7385.6836 5.7600
53 85.9400 3.0000 257.8200 7385.6836 9.0000
54 85.9400 2.9000 249.2260 7385.6836 8.4100
55 85.9400 2.9000 249.2260 7385.6836 8.4100
56 85.9400 3.0000 257.8200 7385.6836 9.0000
57 85.9400 3.2000 275.0080 7385.6836 10.2400
58 85.9400 2.6000 223.4440 7385.6836 6.7600
59 85.9400 4.0000 343.7600 7385.6836 16.0000
60 85.9400 3.0000 257.8200 7385.6836 9.0000
61 85.9400 3.8000 326.5720 7385.6836 14.4400
62 85.9400 2.7000 232.0380 7385.6836 7.2900
63 85.9400 3.4000 292.1960 7385.6836 11.5600
64 85.9400 2.8000 240.6320 7385.6836 7.8400
65 85.9400 2.9000 249.2260 7385.6836 8.4100
66 85.9400 3.9000 335.1660 7385.6836 15.2100
67 85.9400 3.5000 300.7900 7385.6836 12.2500
68 85.9400 3.2000 275.0080 7385.6836 10.2400
69 85.9400 3.2000 275.0080 7385.6836 10.2400
70 85.9400 3.1000 266.4140 7385.6836 9.6100
71 85.9400 2.7000 232.0380 7385.6836 7.2900
72 85.9400 3.4000 292.1960 7385.6836 11.5600
73 85.9400 3.0000 257.8200 7385.6836 9.0000
74 85.9400 2.8000 240.6320 7385.6836 7.8400
75 85.9400 2.8000 240.6320 7385.6836 7.8400
76 85.9400 2.5000 214.8500 7385.6836 6.2500

77 85.9400 2.6000 223.4440 7385.6836 6.7600
78 85.9400 2.7000 232.0380 7385.6836 7.2900
79 85.9400 3.4000 292.1960 7385.6836 11.5600
80 85.9400 3.5000 300.7900 7385.6836 12.2500
81 85.9400 3.2000 275.0080 7385.6836 10.2400
82 85.9400 2.8000 240.6320 7385.6836 7.8400
83 85.9400 3.2000 275.0080 7385.6836 10.2400
84 85.9400 2.4000 206.2560 7385.6836 5.7600
85 85.9400 3.4000 292.1960 7385.6836 11.5600
86 85.9400 2.4000 206.2560 7385.6836 5.7600
87 85.9400 3.4000 292.1960 7385.6836 11.5600
88 85.9400 3.7000 317.9780 7385.6836 13.6900
89 85.9400 2.9000 249.2260 7385.6836 8.4100
90 85.9400 2.7000 232.0380 7385.6836 7.2900
91 85.9400 3.4000 292.1960 7385.6836 11.5600
92 85.9400 3.1000 266.4140 7385.6836 9.6100
93 85.9400 2.9000 249.2260 7385.6836 8.4100
94 85.9400 2.8000 240.6320 7385.6836 7.8400
95 85.9400 3.1000 266.4140 7385.6836 9.6100
96 85.9400 3.5000 300.7900 7385.6836 12.2500
97 85.9400 2.5000 214.8500 7385.6836 6.2500
98 85.9400 3.1000 266.4140 7385.6836 9.6100
99 85.9400 3.0000 257.8200 7385.6836 9.0000
100 85.9400 2.9000 249.2260 7385.6836 8.4100
101 85.9400 1.9000 163.2860 7385.6836 3.6100
102 85.9400 2.6000 223.4440 7385.6836 6.7600
103 85.9400 2.6000 223.4440 7385.6836 6.7600
104 85.9400 2.7000 232.0380 7385.6836 7.2900
105 85.9400 2.4000 206.2560 7385.6836 5.7600
106 85.9400 2.4000 206.2560 7385.6836 5.7600
107 85.9400 3.4000 292.1960 7385.6836 11.5600
108 85.9400 2.7000 232.0380 7385.6836 7.2900
109 85.9400 2.5000 214.8500 7385.6836 6.2500
110 85.9400 3.0000 257.8200 7385.6836 9.0000
111 85.9400 3.2000 275.0080 7385.6836 10.2400
112 85.9400 4.0000 343.7600 7385.6836 16.0000
113 85.9400 3.1000 266.4140 7385.6836 9.6100
114 85.9400 3.2000 275.0080 7385.6836 10.2400
115 85.9400 2.8000 240.6320 7385.6836 7.8400
116 85.9400 2.5000 214.8500 7385.6836 6.2500

117 85.9400 3.2000 275.0080 7385.6836 10.2400
118 85.9400 3.7000 317.9780 7385.6836 13.6900
119 85.9400 2.3000 197.6620 7385.6836 5.2900
120 85.9400 2.5000 214.8500 7385.6836 6.2500
121 85.9400 2.9000 249.2260 7385.6836 8.4100
122 85.9400 3.1000 266.4140 7385.6836 9.6100
123 85.9400 3.1000 266.4140 7385.6836 9.6100
124 85.9400 3.7000 317.9780 7385.6836 13.6900
125 85.9400 3.0000 257.8200 7385.6836 9.0000
126 85.9400 3.4000 292.1960 7385.6836 11.5600
127 85.9400 3.6000 309.3840 7385.6836 12.9600
128 85.9400 3.5000 300.7900 7385.6836 12.2500
129 85.9400 3.6000 309.3840 7385.6836 12.9600
130 85.9400 2.8000 240.6320 7385.6836 7.8400
131 85.9400 3.2000 275.0080 7385.6836 10.2400
132 85.9400 2.7000 232.0380 7385.6836 7.2900
133 85.9400 3.0000 257.8200 7385.6836 9.0000
134 85.9400 3.0000 257.8200 7385.6836 9.0000
135 85.9400 2.7000 232.0380 7385.6836 7.2900
136 85.9400 2.8000 240.6320 7385.6836 7.8400
137 85.9400 3.1000 266.4140 7385.6836 9.6100
138 85.9400 3.0000 257.8200 7385.6836 9.0000
139 85.9400 4.0000 343.7600 7385.6836 16.0000
140 85.9400 3.0000 257.8200 7385.6836 9.0000
141 85.9400 2.5000 214.8500 7385.6836 6.2500
142 85.9400 3.1000 266.4140 7385.6836 9.6100
143 85.9400 2.7000 232.0380 7385.6836 7.2900
144 85.9400 3.3000 283.6020 7385.6836 10.8900
145 85.9400 4.0000 343.7600 7385.6836 16.0000
146 85.9400 3.2000 275.0080 7385.6836 10.2400
147 85.9400 2.6000 223.4440 7385.6836 6.7600
148 85.9400 3.3000 283.6020 7385.6836 10.8900
149 85.9400 3.5000 300.7900 7385.6836 12.2500
150 85.9400 4.0000 343.7600 7385.6836 16.0000
151 85.9400 3.1000 266.4140 7385.6836 9.6100
152 85.9400 3.5000 300.7900 7385.6836 12.2500
153 85.9400 3.5000 300.7900 7385.6836 12.2500
154 85.9400 3.6000 309.3840 7385.6836 12.9600
155 85.9400 2.0000 171.8800 7385.6836 4.0000
156 85.9400 3.7000 317.9780 7385.6836 13.6900

157 85.9400 3.0000 257.8200 7385.6836 9.0000
158 85.9400 3.3000 283.6020 7385.6836 10.8900
159 85.9400 2.9000 249.2260 7385.6836 8.4100
160 85.9400 3.9000 335.1660 7385.6836 15.2100
161 85.9400 3.4000 292.1960 7385.6836 11.5600
162 85.9400 3.3000 283.6020 7385.6836 10.8900
163 85.9400 2.5000 214.8500 7385.6836 6.2500
164 85.9400 2.8000 240.6320 7385.6836 7.8400
165 85.9400 2.8000 240.6320 7385.6836 7.8400
166 85.9400 3.1000 266.4140 7385.6836 9.6100
167 85.9400 2.6000 223.4440 7385.6836 6.7600
168 85.9400 2.8000 240.6320 7385.6836 7.8400
169 85.9400 2.2000 189.0680 7385.6836 4.8400
170 85.9400 3.1000 266.4140 7385.6836 9.6100
171 85.9400 2.6000 223.4440 7385.6836 6.7600
172 85.9400 2.6000 223.4440 7385.6836 6.7600
173 85.9400 3.0000 257.8200 7385.6836 9.0000
174 85.9400 2.6000 223.4440 7385.6836 6.7600
175 85.9400 3.6000 309.3840 7385.6836 12.9600
176 85.9400 2.9000 249.2260 7385.6836 8.4100
177 85.9400 2.6000 223.4440 7385.6836 6.7600
178 85.9400 2.9000 249.2260 7385.6836 8.4100
179 85.9400 2.7000 232.0380 7385.6836 7.2900
180 85.9400 3.4000 292.1960 7385.6836 11.5600
181 85.9400 2.9000 249.2260 7385.6836 8.4100
182 85.9400 2.5000 214.8500 7385.6836 6.2500
183 85.9400 3.4000 292.1960 7385.6836 11.5600
184 85.9400 3.5000 300.7900 7385.6836 12.2500
185 85.9400 3.0000 257.8200 7385.6836 9.0000
186 85.9400 3.8000 326.5720 7385.6836 14.4400
187 85.9400 2.8000 240.6320 7385.6836 7.8400
188 85.9400 3.7000 317.9780 7385.6836 13.6900
189 85.9400 2.5000 214.8500 7385.6836 6.2500
190 85.9400 2.5000 214.8500 7385.6836 6.2500
191 85.9400 3.1000 266.4140 7385.6836 9.6100
192 85.9400 3.2000 275.0080 7385.6836 10.2400
193 85.9400 2.6000 223.4440 7385.6836 6.7600
194 85.9400 2.7000 232.0380 7385.6836 7.2900
195 85.9400 3.7000 317.9780 7385.6836 13.6900
196 85.9400 2.7000 232.0380 7385.6836 7.2900

197 85.9400 2.6000 223.4440 7385.6836 6.7600
198 85.9400 3.3000 283.6020 7385.6836 10.8900
199 85.9400 3.1000 266.4140 7385.6836 9.6100
200 85.9400 2.5000 214.8500 7385.6836 6.2500
201 85.9400 3.0000 257.8200 7385.6836 9.0000
202 85.9400 2.7000 232.0380 7385.6836 7.2900
203 85.9400 2.9000 249.2260 7385.6836 8.4100
204 85.9400 3.0000 257.8200 7385.6836 9.0000
205 85.9400 3.0000 257.8200 7385.6836 9.0000
206 85.9400 2.0000 171.8800 7385.6836 4.0000
207 85.9400 3.3000 283.6020 7385.6836 10.8900
208 85.9400 3.0000 257.8200 7385.6836 9.0000
209 85.9400 3.0000 257.8200 7385.6836 9.0000
210 85.9400 3.1000 266.4140 7385.6836 9.6100
211 85.9400 3.4000 292.1960 7385.6836 11.5600
212 85.9400 3.1000 266.4140 7385.6836 9.6100
213 85.9400 2.6000 223.4440 7385.6836 6.7600
214 85.9400 3.5000 300.7900 7385.6836 12.2500
215 85.9400 2.9000 249.2260 7385.6836 8.4100
216 85.9400 2.8000 240.6320 7385.6836 7.8400
217 85.9400 2.4000 206.2560 7385.6836 5.7600
218 85.9400 2.1000 180.4740 7385.6836 4.4100
219 85.9400 2.9000 249.2260 7385.6836 8.4100
220 85.9400 2.8000 240.6320 7385.6836 7.8400
221 85.9400 3.0000 257.8200 7385.6836 9.0000
222 85.9400 2.6000 223.4440 7385.6836 6.7600
223 85.9400 2.8000 240.6320 7385.6836 7.8400
224 85.9400 3.3000 283.6020 7385.6836 10.8900
225 85.9400 2.1000 180.4740 7385.6836 4.4100
226 85.9400 4.0000 343.7600 7385.6836 16.0000
227 85.9400 4.0000 343.7600 7385.6836 16.0000
228 85.9400 3.0000 257.8200 7385.6836 9.0000
229 85.9400 3.2000 275.0080 7385.6836 10.2400
230 85.9400 3.2000 275.0080 7385.6836 10.2400
231 85.9400 3.0000 257.8200 7385.6836 9.0000
232 85.9400 2.1000 180.4740 7385.6836 4.4100
233 85.9400 2.7000 232.0380 7385.6836 7.2900
234 85.9400 2.8000 240.6320 7385.6836 7.8400
235 85.9400 3.2000 275.0080 7385.6836 10.2400
36 85.9400 3.2000 275.0080 7385.6836 10.2400

237 85.9400 3.5000 300.7900 7385.6836 12.2500
238 85.9400 2.6000 223.4440 7385.6836 6.7600
239 85.9400 3.2000 275.0080 7385.6836 10.2400
240 85.9400 3.3000 283.6020 7385.6836 10.8900
241 85.9400 2.9000 249.2260 7385.6836 8.4100
242 85.9400 3.4000 292.1960 7385.6836 11.5600
243 85.9400 2.3000 197.6620 7385.6836 5.2900
244 85.9400 2.6000 223.4440 7385.6836 6.7600
245 85.9400 1.8000 154.6920 7385.6836 3.2400
246 85.9400 2.5000 214.8500 7385.6836 6.2500
247 85.9400 2.7000 232.0380 7385.6836 7.2900
248 85.9400 3.0000 257.8200 7385.6836 9.0000
249 85.9400 2.6000 223.4440 7385.6836 6.7600
250 85.9400 3.0000 257.8200 7385.6836 9.0000
251 85.9400 2.5000 214.8500 7385.6836 6.2500
252 85.9400 3.0000 257.8200 7385.6836 9.0000
253 85.9400 3.3000 283.6020 7385.6836 10.8900
254 85.9400 2.6000 223.4440 7385.6836 6.7600
255 85.9400 3.0000 257.8200 7385.6836 9.0000
256 85.9400 2.7000 232.0380 7385.6836 7.2900
257 85.9400 2.8000 240.6320 7385.6836 7.8400
258 85.9400 2.6000 223.4440 7385.6836 6.7600
259 85.9400 3.0000 257.8200 7385.6836 9.0000
TOTAL: 22258.4600 775.9000 66680.8460 1912892.0524 2374.2500
r=0
Adrian Batoctoy Gardose
#61 Rizal St. Bolo, Bauan, Batangas
Cell phone #: 09186047460
Email Address: adrian1x1gardose@gmail.com
Personal Data
Birthday : February 7, 2000
Birthplace : WFMC Lying-In Maxis Compd. Cainta, Rizal
Civil Status : Single
Religion : Roman Catholic
Height : 5’1 1/2
Weight : 48 kg
Educational Background
Senior High School

Bauan Technical High School 2015- 2016
(With Honors)
Junior High School Completer
(With Honors)
NC II Holder of Electronics Products Assembly and Servicing

Servicing (CES)
Elementary Graduate
Bauan East Central School 2011- 2012
Parent : Nomer G. Gardose
Elma B. Gardose
Carmela Maries Correa Baculi

11 Balayong, Bauan, Batangas
Cell phone #: 09463223446
EmailAddress:carmelabaculi@yahoo.com
Personal Data
Birthday : July 18, 1999
Birthplace :Dr. Jose Fabella Memorial Hospital
Height : 5’0
Weight : 44 kg
(With Honors)
Senior High School

(With Honors)

Servicing (CES)
Elementary Graduate
As-is Elementary School (2011-2012)
Valedictorian
Parent : Noel C. Baculi

Rizza May C. Baculi
Rochelle Bacay Oruga
#19 Ylagan St. Aplaya, Bauan, Batangas

Cellphone#: 09291274704
Email Address: chelleoruga@yahoo.com
Personal Data
Birthday : March 13, 2000
Birthplace : Bauan General Hospital
Height : 5’4
Weight : 52 kg
(With Honors)
Senior High School

(With Honors)

Servicing (CES)
Elementary Graduate
Bauan East Central School 2011- 2012
(With Honors)
Parents: Matilde B. Oruga

Andres G. Origa
Jessa Perez Rey

Sitio Gintuan Durungao, Bauan, Batangas
Cellphone #: 09958505830
Email Address: jessarey100@gmail.com
Personal Data
Birthday : February 22, 2000
Birthplace : Batangas Regional Hospital
Height : 5’1
Weight : 46 kg
(With Honors)
Senior High School

(With Honors)
NC II Holder of Computer Systems

Servicing (CSS)
Elementary Graduate
Durungao Elementary School 2011- 2012
(Valedictorian)
Parents: Edna P. Rey

Enrico M. Rey
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Bauan Technical High School

Influence of Social Media on the English Language Communicative Skills:

A Research Paper Presented to the Faculty of Senior High

In Partial fulfillment of the Requirements for

Baculi, Carmela Maries C.

MA. LETICIA JOSE C. BASILAN Ph. D.

FRANCIS S. ESCARO RONALD L. GENEROSO

Enhanced Basic Education Curriculum for G-11 Practical Research I.

Title: Influence of Social Media on the English Language Communicative

Authors: Baculi, Carmela Maries C.

School: Bauan Technical High School

Year: 2017- 2018

Adviser: Ma. Leticia Jose C. Basilan Ph. D.

This research uses a descriptive-correlational quantitative approach

which highlights the convention of statistical, numerical, mathematical analysis.

respondents. Moreover, this study was conducted to further analyze the

influence of social media to the English language communicative skills of

students. This research was crucial most specifically to the researchers as it

gave answers to the curiosity and mind-bearing questions of the researchers.

The research entitled “Influence of Social Media on the English Language

English communication skills of students. In particular, this research was

conducted in order to determine the demographic profile of Grade 11 students in

terms of gender and academic performance of students. Furthermore, the study

has also determined the influence of social media in terms of oral

communication skills and written communication skills. Likewise, the significant

difference on the Influence of Social Media on English Language

Communicative with reference to the Oral Communication Skills when grouped

determine the significant relationship of academic performance to the influence

of social media on English language oral and written communication skills.

Moreover, the researchers intended to propose an intervention plan upon getting

the results of study that would enhance students’ English language

Language Communicative Skills. Primarily, this will rely on two different

variables which is the Oral and Written Communicative Skills.

1. The population of male respondents exceeds the female respondent’s

2. The influences of social media in terms of oral and written communicative

skills of students appeared as very influential.

3. There was no significant difference of responses when grouped according to

gender in the Influence of Social Media on English Language Communicative

with reference to the Oral and Written Communication Skills.

4. There is no significant relationship between Influence of Social media on the

Performance in Oral communication and English for Academic and Professional

Purposes (EAPP) and

5. Social media based intervention program for English Language

Communicative Skills is proposed.

To fully strengthen this study, the following recommendations were proposed:

influence of social media in terms of oral and written communicative skills.

students to online language communicative practices to attain full learning

potential on English communicative skills regardless of their gender.

the knowledge of students but also to their skills.

additional variables such as socio-economic background of students and

performance in composition writing, and performance in English generally.

5. English Language Intervention program may be tested, assessed and

The researchers extend their extreme gratitude to the following:

To GOD ALMIGHTY, who continuously nourishes countless grace and

abundant blessings to the researchers;

untiringly encourage, support and understand them;

To BAUAN TECHNICAL HIGH SCHOOL, for its well accommodation in

the usage of all books and materials;

To SENIOR HIGH SCHOOL FACULTY, for understanding their students

and giving consideration;

To their classmates, who extended their moral support, and

to parents who unquestionably support in conducting the research and

Also, for their unconditional love and spiritual guidance;