CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Social media is one of the current forms of media that have diverse qualities and

characteristics. Today, the use of social media is growing day by day at a significant rate.

It is in this domain that students can virtually meet with their classmates and their

teachers. They can communicate issues that are of significance and are related to their

learning process. This study is aimed to explore how social media could affect the

English learning skills of the students in terms of their vocabulary and grammar and to

find whether social media can enhance and improve the performance of students in their

English language proficiency.

Hudson (2017) stated that social media refers to websites and applications that are

designed to allow people to share content quickly, efficiently in real time. Learning is an

important thing in the learning process. Learning is a process to get knowledge of a

subject or skill by study, experiences and instruction, learning English is a process of

getting knowledge about English skill. They are listening, speaking, writing, reading

skills. The students of English Education Department must master English well. Learning

English is one of the important things for English majors. Most of the students of English

Education Department learning English with technology resources as internet media.

Social media can help learning English because there is active participation,

collaboration, and exchange of opinions, ideas, information, or messages between social

media users. The basic principles of social media, namely social interaction between

1
users, are in line with language theory from cognitive theory to socio-cultural theory,

which emphasizes collaboration and social interaction in the construction of science.

With this theoretical assumption, there are many uses of social media to improve English

language skills. However, this role has not been widely known, especially at the higher

education level ( Alghasab M, & Alfadley A. 2018). Many students use social media for

personal interaction and learn English, but the extent and how they use social media to

improve their English skills is still relatively unknown.

Social media in our modern world context is like a wrecking ball that breaks the

walls of exclusivity to improve interconnectivity in our pluralistic society. New

information from different cultures and races regardless of distance trigger our interest to

participate in online interactions because of the luxuries and abundance of accessible

information it offers for our daily usage. Through these, we are obviously aware that

modern technology became part of human development especially in the field of

education.

Nowadays, social media has changed the way how people communicate,

convey ideas and connect to others. There are some reasons why social media is also

popularly used in the field of education, such as it is used by students and the people

widespread; it offers a characteristic that other teaching media doesn’t have; and more

importantly, it also brings some changes towards the conventional value and concepts of

students’ learning process Joosten, T. (2012).

When it comes to learning English, social media also has a strategic place.

Many studies have been conducted to investigate the role of social media in English

language learning. Based on the results of a study, it was reported that learning through

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social media is much more effective than traditional learning without social media, and

collaboration is a learning strategy that is useful for improving one's second foreign

language (I. M. Alfaki,& K. Ibrahim, 2014). Through social media is a form of internet

network usage. For students, various types of social media contents and communication

without geographical boundaries can be learning media to practice English. In other

words, social media can be a medium to practice English. Practicing through social media

can be conducted flexibly, everywhere and every time. The advantage of the media is

minimalizing of shyness such as verbal communication in English. Social media can be

used for daily practicing to improve English skills.

According to its dean, Rosario Alonzo, the University of the Philippines College

of Education ensures this by emphasizing to its students that English is a skill to be used

for communication. Education students focus on learner-centered teaching, and are taught

to ask learners to do meaningful tasks using English. She also said that future teachers

should ensure that English is a means of communication, rather than a set of facts to be

learned. In the same way, the Department of Education focuses on the needs of learners

and ensures that they learn the English language holistically, as specified under the K-to-

12 basic education framework.

The rapid evolution of technology facilitates the birth of fast growing of social

media tools that are increasingly being used by students in social and academic settings.

In academia, social networking sites are deemed as valuable in language learning as their

community-centered design supports the dissemination of authentic language, and

encourage meaningful interactions beyond the classrooms. As students are ready for

technological changes in learning (Akhiar, Mydin, & Kasuma, 2017), it is time that

3
higher education institutions harness their potential to better serve the students’ creative

needs. At present, Facebook, Twitter, and Instagram are also serve to facilitate online

communication, interrelation and cooperation.

Social media networks have influenced all the socioeconomic, political,

educational and personal aspects of life. In the area of education, a significant number of

research studies have been conducted to gauge the effectiveness of these networks in

different disciplines. Linguistically speaking, the influx of linguistic output on social

media represents a myriad of opportunities for language learners to process language and

receive input as young users of social media networks spend more than half of their days

using and interacting on these networks using their language and communication skills.

Hao, Y et al (2019) The teaching of English as a second language requires an

effective strategy that could help students understand the language better. Ideally

speaking, the teaching of English in the classroom must not only cover theoretical

knowledge but also practices on how to use the language properly related to the topic

being taught. This idea of providing sufficient language practice is supported by the

results of previous studies.

Social media can help learning English because the basic principles of social

media are in line with language theory which emphasizes collaboration and social

interaction in the construction of knowledge. Hao, Y et.al (2021). There is no doubt that

English is the most dominant language people use on the internet. However, with the

increasing demands of faster communication, various notable changes have occurred.

People seem to always be in a rush to pass messages across sometimes without the

concerns of using proper English. Fundamentally, language evolves, and this is no

4
exception to the language used on social media. One of the most significant effects of

social media on verbal and written English is the appropriation of vocabulary (Dalzell &

Victor 2017).

According to the Information Resources Management Association (2016),

there is the likelihood of a general weakening in proper language skills because most

conversations on social media are full of abbreviations, misspelled words, and

abbreviations. Hoffmann and Bublitz (2017) explain this scenario by pointing out that

most social media communication is concerned with being pragmatic and that the highest

priorities are accessibility and mutual comprehensibility. While, abbreviations and

improper language use may be comprehensible among teens and young people, older

people sometimes have problems understanding the modern informal language. However,

for many people, the use of informal language as influenced by social media seems to

have made English simpler, but the ability to communicate deep thoughts is perhaps

eroded (Zappavigna, 2012).

However, as the role of the internet in the dissemination of information has been

perceived positively, its contribution to academic research is profound. The internet is an

archive of a full spectrum of resources and information. Therefore, a student can enhance

his or her learning needs by searching for the desired content on the Internet. The focus

of the current study is to investigate the role of social media as a learning resource to help

English to enhance their English language proficiency of the students.

The law and ordinances aligned with this study of learning English is in

consistent with the 1987 Constitutional Mandate and a declared policy of the National

Board of Education (NBE) on bilingualism in the schools (NBE Resolution No. 73-7,

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s.1973) the Department of Education, Culture and Sports (DECS) promulgated its

language policy. The policy was first implemented in 1974 when DECS issued Dept.

Order No. 25, s. 1974 titled, “Implementing Guidelines for the Policy on Bilingual

Education. “Bilingual education in the Philippines is defined operationally as the separate

use of Filipino and English as the media of instruction in specific subject areas. As

embodied in the DECS Order No. 25, Pilipino (changed to Filipino in 1987) shall be used

as medium of instruction in social studies/social sciences, music, arts, physical education,

home economics, practical arts and character education. English, on the other hand is

allocated to Science, Mathematics and Technology subjects. The same subject allocation

is provided in the 1987 Policy on Bilingual Education which is disseminated through

Department Order No. 52, s. 1987. The policy on Bilingual Education aims at the

achievement of competence in both Filipino and English at the national level, through the

teaching of both languages and their use as media of instruction at all levels.

The Medium of Instruction from DepEd Order 31 s. 2012, referenced by DepEd Order 31

s. 2013, specifies (a) that Filipino is the Medium of Instruction for Filipino from Grade 1

to Grade 3; it also specifies (b) that English is the Medium of Instruction for English from

Grade 1 to Grade 3. Both contravene RA 10533’s provision that (a) Basic education shall

be delivered in languages understood by the learners as the language plays a strategic role

in shaping the formative years of learners, and (b) For kindergarten and the first three (3)

years of elementary education, instruction, teaching materials and assessment shall be in

the regional or native language of the learners.

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Statement of the Problem

This study aims to determine the Use of Social Media in Enhancing English Language

Proficiency among Bachelor of Secondary Education in St. Anthony College Calapan

Inc.

Specifically, the study seeks to answer the following questions:

1. What is the extent of social media such as Facebook and YouTube in enhancing

English language proficiency of the students in terms of;

a. Grammar

b. Vocabularies?

2. What is the extent of student performances in English language proficiency in

terms of;

a. Interest;

b. Student’s competency;

c. Motivation?

3. Is there a significant relationship between the use of social media and enhancing

the English language proficiency of the students?

Research Locale

This study will be conducted at St.Anthony College Calapan Inc. S.Y. 2020 – 2021. This

school is located in Bayanan II, Calapan City, Oriental Mindoro.

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The St. Anthony College Calapan Inc. as part of Calapan City is an institution that is

committed to giving a high quality of education to its learners even in the sight of a

pandemic by providing a different kind of learning for them with the unwavering support

of the parents, community and the public sectors, with a strong faith in God and inspired

by the caring leaders of the Commission on Higher Education.

St. Anthony College Calapan Inc. staffs provides quality education and services to every

learner and parents that will help their children to have a better future and develop and

enhanced their creative thinking skills in terms of different tracks and courses.

Framework of the Study

Theoretical Framework

According to Krashen’s (1985) Input Hypothesis, people learn the

language through their exposure to input or reading texts. A person, having an access

to considerable amount of comprehensible input, is likely to correctly acquire and

produce the language. Considering that true in this study, Filipinos must be flooded with

significant amount of input by reading through different means like the social media,

where English is widely used.

Vygotsky, during the late 1970s, formed the theory called social

constructivism. It highlights the role of other people in learning, emphasizes that

language is more intrapersonal than interpersonal (Vygotsky 1978), as cited in Jones &

Brader-Araje, 2002). Through these interactions, social media made the language

8
learning and acquisition even more convenient through various connections and

communication opportunities online.

The children’s vocabulary or language is directly derivative to their

exposure to their environment. Social interactionists ’notion, as well, expresses that the

acquisition of a language happens when children naturally interact with more language

proficient adults (Rudd & Lambert, 2011) through “physical, linguistic, cognitive

and social” factors (Cooter & Reutzel, 2004). One limitation of this theory though is

that when a person interacts and picks up incorrect and inappropriate type of

language from others in real life or in social media.

The interactive nature of the Internet plays a big role in

producing a highly communicative linguistic context or environment (Black, 2005).

Non-native language speakers who join online forums and communities and participate in

discussions are potentially highly exposed to the native language in interaction with

the native language speakers, and are engaged in a great number of meaningful

conversations. Socialization enables the language “novices” to learn from those who are

“experienced” in most speech communities (Duff, 2002).

Language learning through socialization is more than an

exchange of meaningful and grammatically-sound conversations in community-based

sites. It deeply involves various cultural aspects as well. Language socialization is “a

matter of learning to use language in socially and pragmatically appropriate, locally

meaningful ways, and as a means of engaging with others in the course of—indeed, in the

constitution of everyday interactions and activities.” (Garrett, 2008,p. 190). Social media

is a very broad topic that it cannot be put into a single definition. Granting the term has

9
no technical meaning, people have roughly defined social media as: A web-based

consumer-generated collaboration of knowledge (Xiang & Gretzel, 2010);

A “group of Internet-based applications that build on the ideological and

technological foundations of Web 2.0, and that allow the creation and exchange of User

Generated Content.” (Kaplan & Haenlein, 2010) and, “text, words, pictures, videos, and

the like created with the intention of sharing.” (Evans,2012). Despite the definitions

presented, the idea of “sharing” will never be lacking in defining this term. The context

of social media work is generally perceived as having the presence of communication,

exchange, sharing, mutual relationship, groupings the like.

Even though the social media tools or platforms are vague, versatile, and

diverse, some scholars opted to systematically classify these social networking

sites according to their common functions. These social media applications, tools, and

sites had been categorized into broader aspects as for communication, collaboration,

education and entertainment, specifically for Social networking, Publish, Photo sharing,

Audio, Video, Microblogging, Live casting, Virtual worlds, Gaming, Productivity

applications, Aggregators, Rich site summary, Search, Mobile, and Interpersonal (Safko

& Brake, 2009).

Feuerstein, et.al (2003) also stress that the way learners interact with others

determines their success in language learning and culture transmission. Interaction or

cooperative learning indeed plays an integral role in language learning. McConnell

(2000) summarizes the benefits of language learning through socialization as

follows: “helps clarify unclear concepts; develops critical thinking skills; gives and

avenue for information sharing; develops communication skills; gives a context where

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learners can learn in a social context; and provides a place for validation of one’s

thoughts through conversation, multiple perspectives, and argument”, (p.16).

Developing learning processes through the integration of technologies to

learning is a trend to educators around the globe. Teachers usually make use of Twitter,

Blogs, Facebook, YouTube, or Flickr in the students’ writing process. Using social media

in the writing process makes it creative and interactive through online technology and

environment (Nichols, 2007). That said, the contemporary society expects today’s

learners to be harnessed with up-to-date technical skills, equipped with the tools

that will make them “participate fully in public, community, creative and

economic life” (New London Group, 2000, p.9). The trend promotes not just text

construction skills but also social skills.

These theories that come together in this current study seek to discuss the context of how

the social media are affecting the English language learning. Consider these theories true

and relevant, not many studies had been done on them. This study tried shed some light

on this timely issue that affect the learning of English language of the students. This

knowledge could help give information about the use of social media in English language

proficiency of the students.

Conceptual Framework

INPUT PROCESS OUTPUT

Use of Social Media

1.1 Vocabularies Use of Social
1.2 Grammar Media in
Questionnaires Enhancing
English
Students Performance Language
in English Language Proficiency of
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Proficiency the Students
1.1 Interest
1.2 Student's
 Figure I

Research Paradigm

Figure 1 presents the conceptual paradigm of the study. The input is shown in the first

box which contains the use of social media in English language proficiency of the

students in terms of vocabulary and grammar. And the student performance in English

language proficiency through interest, student's competency, and motivation.

The second box contains the instruments to be utilized by the researcher in the conduct of

the investigation this includes the survey questionnaires.

The third box contains the expected output of the study which is the use of social media

in enhancing the English language proficiency of the students.

Hypothesis

1. There is a significant relationship between the use of social media and enhancing

the English language proficiency of the students.

Scope/Delimitation and Limitations of the Study

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This research paper assesses the use of social media such as Facebook and Instagram in

enhancing English language proficiency of students in Bachelor of Secondary Education

Major in English of St. Anthony College Calapan Inc. for A.Y. 2020-2021. The

information needed will be gathered using the research-made questionnaire.

The study was limited only to 20 students selected randomly from the students of

Bachelor of Secondary Education Major in English of St. Anthony College Inc.

Significance of the Study

The researchers consider this study as significant and useful to every stakeholder of the

curriculum.

Students. The covered in this study will be able to determine their current standing of the

use of social media in enhancing their English language proficiency. It will help them

how social media can enhance and improve their English language proficiency and to use

it in a meaningful way.

Parents. This study will provide resources for the parents who can be knowledgeable

about how social media can help their children in enhancing their English language

proficiency. They will be able to guide and teach their children through the use of social

media.

Teachers. This study will help the teacher to meet each student’s educational need. The

framework of this research will help English teachers determine the use of social media

in enhancing English language proficiency of students in terms of their vocabulary and

grammar and students in performance in interest, student's competency and motivation.

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School Administrators. This study will provide them insights to seek opportunities for

learning more about the use of educational technology because the constant evolution of

technology continues to affect instruction. This study also provides them to create a

culture of innovation to achieve excellence in education.

Future researchers can also make use of the entire output of this study as sound

reference material in a much deeper study on the use of social media in enhancing

English language proficiency.

Definitions of Terms

To facilitate understanding on the part of the readers, the researcher defines the following

terms below in two ways: Using conceptual definition and Operational Definition.

Social media - are interactive Web 2.0 Internet-based applications. User-generated

content—such as text posts or comments, digital photos or videos, and data generated

through all online interactions.

- A tool in learning English language of students.

Facebook - defined as an online social networking website where people can create

profiles, share information such as photos and quotes about themselves, and respond or

link to the information posted by others.

English Language –considered as the universal language and the second language

spoken in the Philippines.

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English Proficiency- is a students ability to use English to make and communicate

meaning verbally and in writing during their program of study.

English language learners - students whose first language is not English, but is in the

process of acquiring the language and has not yet achieved full English language

proficiency.

Interest - a quality that attracts your attention and makes you want to learn more about

something or to be involved in something.

- refers to the amount of the students’ dislike or like of particular things.

Learning - knowledge or skill acquired by instruction or study

- refers to the experience of gaining knowledge or skill.

Students – they are Bachelor of Secondary Education students of St. Anthony College

Calapan Inc., A.Y. 2020- 2021

St. Anthony College Calapan Inc. – serve as the research locality where Bachelor of

Secondary Education students are enrolled.

Motivation - the condition of being eager to act or work

- An internal state that initiates and maintain goal-directed behavior

Student’s competency - student’s combinations of knowledge, skills and attitudes that

they develop and apply for successful learning, living and working.

- Student’s ability to successfully understand and confidently perform of English

language skills.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter highlights the literature and studies related to the research work both foreign

and local that serves as guide of the present investigation. The aim of this chapter is to

present other literatures and studies to support this research. Aside from that it will serve

as a guide to conduct this study well.

Related Literature

Foreign

Klimova, B., & Pikhart, M. (2020). Social media has become increasingly

popular components of our everyday life in today’s globalizing society. It provides a

context where people across the world can communicate, exchange messages, share

knowledge, and interact with each other regardless of the distance that separates them.

Intercultural adaptation involves the process of promoting understanding through

interaction to increase the level of fitness so that the demands of a new cultural

environment can be met. Research shows that people tend to use social media to become

more integrated into the host culture during their adaptation and to maintain connections

to their home countries.

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 During the last decade, the inception of the evolving and phenomenal facets of

social media networks has been a fundamental breakthrough that has played a major role

in the lives of millions of people. According to the latest data available on Statista (2020),

there are around 3.96 billion social media users across the globe. Social media networks

range from microblogs such as Twitter and sites and applications such as Facebook,

YouTube, Tumblr, Instagram, LinkedIn, and Snapchat.

According to Selwyn (2012) Facebook, as one of those media, has been

globally ranked as one of the most used social platforms ever created with 1.86 billion

users (facebook.com). It has come to yield unprecedented opportunities for foreign

language teachers and learners alike, as it offers them the possibility to exchange limitless

numbers of text messages, images, and videos. Such options can give those users and

language learners, in particular, the opportunity to practice with new texts and learn new

vocabulary through interaction, especially if it extends over time.

As regards educators, they can benefit from Facebook by using it as a

platform to post different kinds of materials (texts, images, graphs, and video), to be

worked upon, edited, added to and shared among their students to attain intended

objectives. Hence, the teaching experience can be more accessible and centered around

students, as more room is given to learners to collaborate and an atmosphere of

conviviality and creativity is enhanced among them.

As stated by Wamba & Carter (2016) Social media have been continually

changing the people’s way of living in various aspects such as communication,

knowledge exchange, commerce, and education. With the increasing popularity of

various social media sites and other related platforms, scholars and researchers from

17
different fields keep finding them to be an area of study that needs to be explored

further.

Language practitioners and educators in particular have seen the impact of

social media in second language acquisition and learning. In a recent study, it was found

that a certain group that received learning, engagement, and motivation through a social

media site has shown higher outcomes in an English proficiency test compared to the

group that received education on a face-to-face basis.

According to Steckman & Andrews (2017) Popular social media tools under

these categories include Facebook, Instagram, LinkedIn, Myspace, Blogger, Wikipedia,

Flickr, Picasa, iTunes, YouTube, Twitter, Second Life, World of Warcraft, Google Docs,

Digg, RSS 2.0, Yahoo! Search, Google Search, Jott, and Skype. Among other Asians,

Filipinos have been showing an “overwhelmingly strong” presence in the social media by

accessing mostly the abovementioned sites or apps.

Rivera (2012) stressed that language proficiency involves the effective use of

language to accomplish different objectives or importance to the language user, and

reflects linguistic competencies in multiple dimensions. One dimension of competence is

simply the level of accuracy achieved by the language user. Individuals who become

proficient in a language possess a complex set of skills which enable them to effectively

express their thoughts and ideas, and to derive meaning from their vast array of personal

experiences.

According to Walaski (2013) with the 330 different Internet-based programs

created at the end of 2012, language learners are likely to experience the communication

18
process and pick up of the language in blogs and microblogging sites, social networks,

professional networks, video sharing networks, and content-driven communities.

However, with such a vast and text-flooded avenue, people must learn to filter the

information they receive to get the academic and right kind of input.

As stated by Boyd and Ellison (2007) concluded that students are more

likely to access social networking domains on the internet, particularly at their

institutions. He also added that some schools have gone ahead and banned access to these

social sites. A significant number of students and the general population spend a lot of

their time on social networking sites. Thus, it is logical to say that social media influence

their English speaking and writing skills. The selection of the right platform for learning

a language leads to a positive effect and, hence, significantly contributes to their language

learning (Huffman, 2010; Wong & Looi, 2010).

Social media should also be adopted by universities because the concept of learning itself

is undergoing dramatic changes due to the unprecedented development in communication

technology. Learning is no longer individually accumulated by attending teacher-centered

lectures and tutorials; it is now based on “principles of collective exploration, play and

innovation” (Selwyn 2012, p.3). Today, learning is seen as the learners’ aptitude to

access databases and information hubs anytime anywhere they need to. Students

nowadays live in a more dynamic, information-dependent and connected world. They

have grown into information-hungry group-dependent individuals on the go, whose thirst

for

knowledge can only be quenched by offering them the possibility to be socially and

scientifically connected to other communities of learners around the globe, with whom

19
they can instantly exchange information to evolve into more knowledgeable individuals.

In terms of concrete measure concerning those students, the evaluation of their

assignments and coauthored works should be reconsidered in the light of their use of

social media (Selwyn, 2018). Ways to support and supervise students using social media

should be reconsidered and

traditional institutional courses should be repackaged via motivating discussion groups or

pages monitored or moderated by leading students.

Local Literature

According to Gamboa (2014) discusses the increasing prominence of the

internet in the world community, the use of internet-based courses especially for

advanced study where the student already has a decent grounding of the subject. This

especially holds true for the study of English. Gamboa (2014) e-learning is only

applicable for student in Philippines, who knows very little English but is ashamed or

embarrassed to study in a regular classroom. Although it is advisable for beginning

students to study in a real classroom environment and where total immersion is still the

most effective way to learn the basics of the language, online classes are becoming more

of a logical choice for its anonymity.

As cited by Lazarro and Mandela (2012) focuses on the study of English

as a language of communication in Philippines. They argue that Filipinos lack

proficiency in English language and have therefore lost valuable opportunities in

development of education because of lack of proficiency in English language. The lack of

linguistic abilities in English could also hamper the use of technology in Philippines. This

20
study is specific to Philippines but does not address the issue of use of technology in

Filipino class rooms and resulting unintended consequences of use of technology in

teaching and learning.

Related Studies

Foreign Studies

According to Anwas, E., et al.(2020) the students need to be encouraged by

using English-language social media contents in order to improve their English

proficiency. It is known that there is significant relation between use of social media

content and English proficiency. So, the use of social media is much needed in learning

English. Types of social media are very diverse. Likewise, the contents and other

facilities can attract millennial generation as a place to practice, practice and habituation

in learning English

One fundamental interaction pre-requisite is the acquisition of target

language vocabulary. Sim and Pop (2014) focus on the effects of social media, notably

Facebook, in developing students’ English vocabulary. Besides, social media were shown

to be effective in developing the areas of language production, as proposed by Chartrand

(2012). Chartrand argues, following Swain (2007), that production is an integral part of

language learning. Chartrand claims that social media can assist students in learning the

language through the use of podcasts and videos. In the same vein, Woo et al. (2007)

maintain that multimedia materials can enhance students’ motivation to learn the

language.

21
 Kamnoetsin (2014) found that the Facebook platform assisted students in

developing their grammar, vocabulary, and writing, as it helped them share information

and acquire new knowledge. Moreover, the platform proved to be useful in updating

students about modifications regarding their courses, as an online information center.

Facebook, therefore, was shown by the above studies to be a useful tool for enhancing

language skills such as writing and reading. In writing, users may gain experience

through composing various messages, and in reading they have the chance to read a

variety of new messages. Thus, they have the opportunity to learn new words in authentic

contexts.

Alsubaie and Madini (2018) researched whether blogs contributed to writing

improvements among English learners. Researchers employed a quantitative method with

experimental design. Both researchers used students‟ blogs to get the needed data for the

study, primarily to assess the level of improvement after intervention. They found that

blogs were useful and helped learners improve their skills in writing. Additionally,

learners also improved their English vocabulary.

Awada and Ghaith (2014) did a similar study on blogs where they investigated

their effectiveness in improving writing proficiency as educational tools. Researchers

used an experimental pretest-posttest method and collected data using tests administered

on leaners. They found an improvement in the proficiency of English language writing

after intervention with blog posts. Awada and Ghaith concluded that the use of blogs as

educational tools could effectively make the work of teachers and learners efficient and

effective.

22
 According to Al Arif (2019;225) social media provides opportunities to

increase students’ English language skills. Social media provide fun learning resources so

that it makes the student’s interest learn English language skills by using social media.

Ahmed (2016) researched Facebook effectiveness in helping students who were learning

English as a foreign language (EFL) improve their grammar. He employed a quantitative

methodology with a quasi-experiment on randomly selected classes that used Facebook

to study grammar as well as essay writing. The researcher found that Facebook helped

students improve their writing skills and grammar. Facebook enabled more integrations

with other students and teachers, where they could ask questions to improve their English

language.

Based on findings it indicated that a range of social media especially

Instagram and Facebook are used by the students. Consequently, the students spent more

time in using social media for general purposes than English learning purposes. However,

they showed positive attitudes towards the use of social media in English language

learning. The students perceive that social media plays an important role to improve their

English language skills. Furthermore, it promotes social media use and encourages

students to use social media to improve their English language skills (Al Arif 2019-244).

Another study by Alqasham (2018) investigated English language leaning

mediation using virtual social networks. The researcher also examined the students‟

perception and experience in WhatsApp and Twitter groups in leaning. Findings indicate

that students have positive attitudes to social networks in their everyday lives, although

the perception of their application in classrooms may be negative.

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 According to Hao, Y. et.al (2019) conducted a study on the effectivity of using

mobile application de-signed within cognitive domain on facilitating students to face

difficulties in learning English as a foreign language. The result of the study reveal that

the use of mobile application can improve the learning of English as a foreign language.

The application designed is approved to be an effective tool for learning English, though

regarding to the students’ perception, this application still needs some modifications to

make it more adaptable

Local Studies

According to Cabrera (2018) based on the study it transpired that social media

have positive impact in English language learning of their users. However, they can also

have downsides and threats that interfere in one’s learning of sound English language.

The internet-based social media sites can be effective platforms in providing up-to-

date information, considerable amount of language input, interaction with native

language speakers, and innovative learning. But the same media can also distract the

language learners with all their misinformation, unscholarly and ungrammatical content,

obscene language, and artificial kind of human interaction.

Cawagdan et. al. (2012) in their study entitled "Performance in English Plus of College

Freshmen: Basis for Strategic Intervention" emphasized that English as second language

in the Philippines has been an indispensable subject in the educational system of the

country. The Commission on Higher Education (CHED) in the memorandum order

number four (4) series of 1997, provides the offering of English Plus as a subject or a

course to update skills of students before they are allowed to enter into a regular English

24
subject. The subject is commonly given to first year or freshmen students entering

college.

CHAPTER III

METHODS AND PROCEDURE

This chapter deals with description, research design, sampling techniques, research

instruments, procedure o data gathering, and statistical tools used in this study.

Research Methodology

Research Design

The descriptive method of research design is used by the researcher in the

study in order to generate data relevant to determine whether the consistent use of social

media would provide greater gains in student’s performance in enhancing English

language skills.

As mentioned by Calderon and Gonzales (2004) descriptive method was a

process of gathering, analyzing, clarifying, and tabulating data about the prevailing

conditions, practices, beliefs, processes, trends and cause and effect relationships and

then making adequate interpretation about such data. It includes studies that seek to

25
present fact concerning the status of anything, group of persons, acts, conditions and any

other phenomenon.

Sampling Technique

The respondents of the study were composed of 20 students from Bachelor of

Secondary Education Major in English A.Y. 2020-2021. The respondents of the study

are selected randomly since the population is manageable.

Research Instruments and Validation

The main instrument of the study was a self-made questionnaire. The

questionnaire was made up of five (5) parts with five (4) items each. Part I contains with

two (2) parts, was composed of set of items that deals with items that measure the extent

of the use of social media in enhancing English language proficiency of students in terms

of: grammar and vocabulary. Part II comprises with three (3) parts, dealt with items that

measure the extent of the performance of students in their English language proficiency

in terms of: interest, students competency and motivation.

Table 1.

The Use of Social Media in Enhancing English Language Proficiency of the Students

I. Use of Social Media in Enhancing 4 3 2 1

English Language Proficiency
Always Sometimes Rarely Never
A. Grammar

1. I am aware on my grammatical use

of word through sending

26
 messages.

2. I can check my grammatical errors

through watching videos and
reading posts in social media.

3. I can communicate with my

friends through English language
effortlessly.

4. I am able to correct my English

grammar through videos and
asking my friends in social media.

B. Vocabulary

1. I am able to increase my
vocabulary when I learn new
words from social media.

2. I am searching in dictionary when

I hear/read unfamiliar word/s from
social media

3. I can easily understand the words

used and posted in social media.

4. I am able to use in posting the new

words I learned from social media
posts.

II. Students Performance in English Language Proficiency

A. Interest

27
 1. I am interested and willing to find
further knowledge in enhancing my
English language learning skills.

2. I find it more interesting when I

have to find information by myself.

3. I love to discover everything about

improving my English learning
skills.

4. I actively participate in the

discussion.

B. Students Competency

1. I accomplish my study tasks more

quickly.

2. I can get good grade in English

3. I can handle difficult lessons in

English.

4. I can easily write an English essay.

C. Motivation

1. I like videos and post in social

media about English language.

28
 2. It increases my eagerness to learn
everything about English language.

3. Learning English language is

enjoyable and stimulating to me.

4. It helps the reinforcement of the

lesson.

To determine the use of social media in enhancing English language proficiency of

students, the following rank and interpretation is utilized:

4 – Always

3 – Sometimes

2 – Rarely

1 – Never

The questionnaire – checklist is presented to the adviser and expert on English language

for comments, corrections, and suggestions on the content

Reliability and Validity of the Instrument

To test the reliability of the instrument, the researcher will conduct a test re-tests

method. The survey will give to the selected respondents, then after 5 days of interval,

they will administer again with the same questionnaire. This is to determine of the

respondents the same answer.

29
On the other hand, to test the Validity of the instruments, the researcher will consult (3)

experts who will validate it.

Tabulation and Scoring of Data

For scaling and quantification, the researcher will utilize a 4-point scale to

describe the mean responses of respondents such as:

Table 2 presents the numerical values, statistical limit and verbal description concerning

the Use of Social Media in Enhancing English language Proficiency of Bachelor of

Secondary Education students in St. Anthony College of Calapan City Inc.

Numerical Value and Statistical Limits

Table 2

Numerical Value Statistical Limit Verbal Description

4 3.50 – 4.00 Always
3 2.50 – 3.49 Sometimes
2 1.50 – 2.49 Rarely
1 1.00 – 1.49 Never
Procedure of Data Gathering

The title proposed by the researcher will be checked by the researcher’s adviser to

maintain the conformity on the subject of the research. The questionnaire-checklist aimed

to draw out valid responses on the objectives of this study. The researcher sought

permission from the Dean of Academic Affairs of Bachelor of Secondary

Education Major in English of St. Anthony College, Bayanan Campus to allow the

conduct of study

Upon its approval, questionnaire was administered through sending in Messenger

to the respondents with the assistance of the researcher since where at the time of

30
pandemic. After the students answer the questionnaire, the researcher will retrieve it.

Through these gathered data, the researcher will then analyze whether the use of social

media could enhance the English language proficiency and performance of the students.

Statistical Treatment Data

The following statistical data will be utilized in this study.

Descriptive Statistics

For Descriptive Statistics, the researcher will use the Arithmetic Mean to

determine the average responses of the respondents for each indicator.

The formula is as follows:

μ=ΣX/N

Where,

μ = arithmetic mean

X = score or value of each item

ΣX = sum of all the scores

N = population size

Inferential Statistics

31
 For inferential Statistics, Pearson’s Product Moment Coefficient of Correlation or

Pearson’s r will be used to test the null hypothesis.

The formula is as follows:

"r"=(NΣxy-(Σx)(Σy) )/√(〖〖[NΣx〗^2-(Σx)^2][NΣy〗^2-(Σy)^2])

Where,

r = Pearson’s r

Σx = sum of all the x values

Σx = sum of all the y values

(Σx)^2 = square of the sum of all x’s

(Σy)^2 = square of the sum of all y’s

〖Σx〗^2 = sum of all the square of x

〖Σy〗^2 = sum of all the square of y

Σxy = sum of all the product of x and y

N = number of cases

32
 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the discussion of data gathered together with tabular

presentation and discussion organized based on the statement of the problem.

1. Extent Use of Social Media such as Facebook and YouTube in Enhancing

English Language Proficiency of Students.

33
 1.1 Grammar

Table 1.1 Weighted Mean Perception, Percentage and Rank of the Extent Use of

Social Media in Enhancing English Language Proficiency in terms of grammar.

A. Grammar Weighted Percentage Rank Verbal

Mean Interpretation
1. I am aware on my

grammatical use of 3.45 86.25℅ 3 Sometimes

word through

sending messages.
2. I can check my

grammatical errors 3.60 90.00℅ 1 Always

through watching

videos and reading

posts on social

media.
3. I can communicate

with my friends 3.40 85.00% 4 Sometimes

through the English

language

effortlessly.
4. I can correct my

English grammar 3.55 88.75% 2 Always

through videos and

34
 by asking my

friends on social

media.

The table shows the extent use of social media in enhancing English language

proficiency of students in terms of grammar, it shows that item number (2) two ranked 1

that most numbers of students with the computed weighted mean of 3.50 with the

percentage of 90.00% were able to check their grammatical errors through watching

videos and posts in social media, and that was a verbal interpreted as always. Item

number (4) four ranked 2 with an average of 3.55 with a percentage of 88.75% which

says that most students can correct their English grammar through videos and by asking

their friends on social media. It was followed by item number (1) one, where students are

aware of their grammatical use of words through sending messages with a computed

mean of 3.45 with a percentage of 86.25% and verbal interpretation of always. The

lowest mean is 3.40 with a percentage of 88.75% wherein students can communicate

with friends through the English language effortlessly that shows to the description of

sometimes.

1.2 Vocabulary

Table 1.2 Weighted Mean, Percentage and Rank of the Extent Use of Social

Media in Enhancing English Language Proficiency in terms of vocabulary.

35
 B. Vocabulary Weighted Percentage Rank Verbal

Mean Interpretation
5. I am able to increase

my vocabulary when I 3.75 93.75℅ 1 Always

learn new words from

social media.
6. I am searching in

dictionary when I 3.70 93.50% 2 Always

hear/read unfamiliar

word/s from social

media
7. I can easily

understand the words 3.40 85.00% 4 Sometimes

used and posted in

social media.
8. I am able to use in

posting the new words 3.65 91.25% 3 Always

I learned from social

media posts.

It shows in the table that in terms of vocabulary under the extent use of social

media in enhancing English proficiency of students, the item number (1) that ranked 1

shows that students are able to increase their vocabulary through social media with the

highest calculated mean of 3. 75 with 93. 75% percent which is verbal interpreted as

36
always. Students are searching in the dictionary when they heard or read unfamiliar

word/s in social media with the calculated mean of 3.70 and percentage of 93.50% as a

verbal interpretation of always. At an average of 3.65, students can use it in posting new

words that they learned on social media. The lowest mean garnered with a computed

mean of 3.40 with the percentage of 85.00%, classified with verbal interpretation as

always, concluded that students can easily understand the word used and posted on social

media.

2. Extent Students Performance in English Language Proficiency Perceived by

Bachelor of Secondary Education Major in English students in terms of;

2.1 Interest's

Table 2.1 Weighted Mean Perception, Percentage and Rank of the Extent of

Students Performance in English Language Proficiency in terms of interest.

A. Interest Weighted Percentage Rank Verbal

Mean Interpretation
5. I am interested and willing

to find further knowledge in 3.85 96.25% 1 Always

enhancing my English

language learning skills.

6. I find it more interesting

when I have to find 3.70 92.50% 3 Always

information by myself.
7. I love to discover everything

37
 about improving my English 3.75 93.75% 2 Always

learning skills.
8. I actively participate in the

discussion. 3.45 86.25% 4 Sometimes

This table illustrates the student performances in English language proficiency as

perceived by students of Bachelor of Secondary Education Major in English in St.

Anthony in terms of interest. It implies that students are classified as always they are

interested and willing of further knowledge in enhancing English language

proficiency with an average of 3.85 with 96.25%. It was then followed by students

who loved to discover everything about improving their English learning skills. The

third one obtained an average score of 3.70 with 92.50% percent that is under the

description of always wherein students find it more interesting when they need to find

information by themselves. The lowest mean score is 3.45 with a percentage of

86.25% implies that sometimes students are actively participate in the discussion.

2.2 Students Competency

Table 2.2 Mean Perception and Rank of the Extent of Students Performance in

English Language Proficiency in terms of student's competency.

B. Competency Weighted Percentage Rank Verbal

Mean Interpretation
4. I can accomplish my

38
 study tasks more 3.40 85.00% 3 Sometimes

quickly.
5. I can get good

grade in English 3.55 88.75% 2 Always

6. I can handle

difficult lessons 3.20 80.00% 4 Sometimes

in English.
7. I can easily write

an English essay. 3.75 93.75% 1 Always

This table shows that in terms of student' s competency, the item number (4) four

is ranked number 1 with a calculated mean of 3.75 and 93.75% that falls under the

description of always, shows that in student performance they can easily write an

English essay. And the second one, it shows that students can get good grade in

English subject with a computed 3.55 mean and 88.75% that describes as always.

With an average mean of 3.40 with a percentage of 85.00% it implies that

students can accomplish study tasks more quickly. For the lowest ranked, item

number (3) shows that students can handle difficult lessons in English with the

description of sometimes in a calculated mean of 3.20 and 80.00%.

2.3 Motivation

Table 2.3 Weighted Mean Perception, Percentage and Rank of the Extent of

Students Performance in English Language Proficiency in terms of

motivation.

39
 C. Motivation Weighted Percentage Rank Verbal

Mean Interpretation
5. I like videos and post in

social media about English 3.75 93.75% 4 Always

language.
6. It increases my eagerness to

learn everything about 3.95 98.75% 1 Always

English language.
7. Learning English language is

enjoyable and stimulating to 3.85 96.25% 2 Always

me.
8. It helps the reinforcement of

the lesson. 3.80 95.00% 3 Always

In this table, it indicates about the extent of student performances in enhancing

English language proficiency components as perceived by students in terms of

motivation.

With the highest mean of 3.95 and 96.65%, wherein students are able increase

their eagerness to learn everything about English language. It was followed by a mean

score of 3.85 with a percentage of 96.25% shows that learning English language is

enjoyable and stimulating for students. On the other hand, item number four (4) ranked

third with an average score of 3.80 and with 95.00% which considered of the description

40
 of always, shows that in terms of the reinforcement of the lesson it helps the motivation

of students. connecting other related studies to deliver a factual speech. Lastly, it

indicates that students like videos and post in social media about English language that

has the computed mean of 3.75 with the lowest percentage of 93. 75% which was

interpreted as always.

3. Significant Relationship Between the Use of Social Media in Enhancing

English Language Proficiency of the students

Table 3.1 Relationship between the Use of Social Media and Enhancing English

Language Proficiency of Students

Paired t-test p-value Decision Remarks

value
Relationship between

Using of Social 2. 093 0.201 Accept Significant Relationship

Media and Enhancing

English Language

Proficiency of

Studens

The table displays the significant relationship between the using social media and English

proficiency of students. It shows that in a result of paired t-test value of 2.093 with a p-

value of 0.175 therefore, it is accepted and evidence indicates that there is significant

relationship between using social media and English language proficiency of students.

41
 Chapter V

SUMMARY, CONCLUSIONS AND RECOMMENDATION

This chapter presents the summary of the research findings, conclusions and

recommendations.

Summary

Listed below are the findings from the presented data and tables.

1. The Extent Use of Social Media in Enhancing English Language Proficiency

1.1 Grammar

The extent use of social media in enhancing English language proficiency of

students in terms of grammar, with a highest weighted mean of 3.50 with a

percentage of 90% it indicates that students were able to check their

grammatical errors through watching videos and posts on social media, and

with a verbal interpretation of always.

42
 1.2 Vocabulary

In terms of vocabulary under the extent use of social media in enhancing

English language proficiency of students, item number (1) ranked 1. It

demonstrates that students can increase their vocabulary through social

media with the highest calculated mean of 3. 75 with 93. 75% percent which

is verbally interpreted as always.

2. Students Performance in Enhancing English Language Proficiency Perceived

by Bachelor of Secondary Education Major in English students.

2.1 Interest

In students performance in terms of interest it implies that students are interested

and willing of a further knowledge in enhancing English language proficiency

with an highest average mean of 3.85 with 96.25% that classified in a verbal

description of always.

2.2 Student's Competency

In terms of student' s competency, the item number (4) four is ranked number

1 with a highest calculated mean of 3.75 and 93.75% that falls under the

description of always, shows that in student performance they can easily write

an English essay where they can enhance their English proficiency.

2.3 Motivation

43
 In terms of motivation with the highest mean of 3.95 and 96.65%, ranked 1 is

the item number (2) two wherein students are able increase their eagerness to

learn everything about English language.

3. Significant Relationship Between the Use of Social Media and in Enhancing

English Proficiency of the students

There is a significant relationship between the use of social media and in

enhancing English proficiency of the students with a result of paired t-test

value of 2.093 with a p-value of 0.175 therefore, it is accepted and evidence

indicates that there is a significant relationship between using social media

and English proficiency of students.

Conclusion

1. The extent use of social media in enhancing English proficiency in terms

of grammar, students are able to check their grammatical errors through

videos and posts in social media and in terms of vocabulary students can

be able to increase their vocabulary through using social media.

2. The extent of students performance in enhancing English proficiency in

terms interest, students are interested and willing of a further knowledge in

improving their English proficiency, in students competency they can

easily write an English essay which will help them to enhance their

English proficiency, and in motivation students are able to increase their

eagerness to learn everything about English language.

44
 3. There is a significant relationship between using social media and the

English language proficiency of students.

Recommendation

Based on the findings and conclusion of the study, the following

recommendations are offered by the researchers.

1. To improve the use of English-language social media contents in the students’

environment, the role of teachers and parents is very important. The students need to be

given assignments, guidance, and habituation step by step and continuously.

2. Since it was also proven that the use of social media have significant relationship with

enhancing English language proficiency, the instructors are recommended to make a

curriculum planners and policy makers may realize the importance and effectiveness of

Social Media sources and can make it a part of the English learning proficiency of

students education programs so that students are trained in proper use of Social Media

sources for English language proficiency.

3. Appropriate use of Social Media sources is a skill: therefore, English language

learners may be trained in use of Social Media sources so, that they may get possible

benefits from various means of Social media for their English language learning

proficiency.

4. In addition, teachers may be encouraged to make the students aware about the positive

use of various Social Media sources for English language learning purposes.

45
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 Appendices

10 May 2021

Dr. Marietto C. Sevilla

51
Dean of Bachelor of Secondary Education
St. Anthony College Calapan Inc.

Dear Dr. Sevilla:

The St. Anthony College Calapan Inc. through the Bachelor of Secondary Education
specializing in the field of English has its on-going research entitled The Use of Social
Media in Enhancing English Proficiency of Students as a partial requirement for the
subject English 10: Language Research.

Additionally, our school, St. Anthony College Calapan Inc., has been selected as the
research locale of our study. Relative to this, we would like to request your good office to
allow us to distribute our questionnaires to your college students base on their
availability. Rest assured that all data gathered would be treated with the utmost
confidentiality and will be used for academic purposes only.

We are hoping for your kind consideration for this matter.

Thank you and God bless!

Respectfully yours,

Pauline Maralit
Researcher

Noted by:

Johnmer G. Avelino
Research Instructor

Encl. Copy of questionnaire.

ST. ANTHONY COLLEGE

CALAPAN CITY, INC.

52
 Curriculum Vitae

Maralit, Pauline
Ilag, San Teodoro, Oriental Mindoro,5200
paulinemaralittoledo10pmt@gmail.com
09670034982
PERSONAL INFORMATION

Sex : Female
Age: 21
Date of Birth: September 10, 1999
Place of Birth: Ilag, San Teodoro, Oriental Mindoro
Weight: 61kg
Height: 5’3
Marital Status: Single
Religion: Roman Catholic
Nationality: Filipino
Father: Unknown
Mother: Evangeline Maralit

EDUCATIONAL ATTAINMENT

Tertiary: Bachelor of Secondary Education

St. Anthony College Calapan City, Inc.
Bayanan 1, Calapan City Oriental Mindoro
2019 - present

53
Secondary: San Teodoro National Highschool
San Rafael, San Teodoro, Oriental Mindoro
2017-2018

Elementary: San Teodoro Central School

Poblacion, San Teodoro, Oriental Mindoro
2011-2012

TRAININGS AND SEMINARS

English Proficiency Seminar NC2

TESDA
2015

PAULINE MARALIT
Researcher

54
 DOCUMENTATION

55
 Screenshots of Questionnaire
Answers of Respondents

56
57