1

Presented to the Senior High School Department

Future Generation Philippine International School

Grade 11, A.Y. 2020-2021

In partial fulfillment

of the learning area

Research 1

FuGen's Activities and Contribution to Grade 6 and 7 FuGen Students and the
Relationship with their Culture of Language

Submitted by:

Abdel Kawy, Nesreen A.

Nool, Keanurod G.

Nacorda, Dan Ashley M.

Submitted to:

Ms. Vanessa Joy Homez

April 8, 2021
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Defense Sheet

Project Title: FuGen's Activities and Contribution to Grade 6 and 7 FuGen Students and the

Relationship with their Culture of Language

Prepared by: Abdel Kawy, Nesreen A. , Nool, Keanurod G. , and Nacorda, Dan Ashley M.

Approved by:

Mr. Mark Anthony B. Leander

SHS Coordinator

March 28, 2021

Final Grade: ___________________

Mr. Gerald B. Eborde

Ms. Vanessa Joy B. Homez

Research Instructors
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Approval Sheet

This is to recommend the approval of the Research Study of Abdel Kawy,

Nesreen A. , Nool, Keanurod G. , and Nacorda, Dan Ashley M. titled FuGen's

Activities and Contribution to Grade 6 and 7 FuGen Students and the Relationship

with their Culture of Language which is being submitted in partial fulfillment of the

requirements for graduation.

Mr. Gerald B. Eborde

Ms. Vanessa Joy B. Homez

Research Instructors

Noted: Approved:

Mrs. Zenaida C. Meren Mrs. Marie Con C. Caro

Assistant Principal Principal

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Table of Contents

LIST OF FIGURES 6
ACKNOWLEDGEMENT 6
ABSTRACT 8
CHAPTER 1: INTRODUCTION 8
1.1 Rationale/Background of the Study 8
1.2 Statement of the Problem 9
1.3 Objectives 10
1.4 Assumptions 10
1.5 Significance of the Study 11
1.6 Scopes and Delimitations 11
1.7 Definition of Terms: 11
CHAPTER 2: REVIEW OF RELATED LITERATURE 12
2.1 Review of Related Literature 12
2.2 Review of Related Studies 13
CHAPTER 3: THEORETICAL AND CONCEPTUAL FRAMEWORK 15
3.1 Theoretical Framework 15
3.2 Conceptual Framework 17
CHAPTER 4: METHODOLOGY 18
4.1 Research Design 18
4.2 Respondents of the Study 18
4.3 Sample Size 19
4.4 Instruments used 20
4.5 Data Gathering 20
CHAPTER 5: RESULTS AND DISCUSSIONS 21
5.1 Results and Discussion 21
CHAPTER 6: SUMMARY, CONCLUSION, & RECOMMENDATIONS 23
6.1 Summary 23
6.2 Conclusion 24
6.3 Recommendation 25
REFERENCES 26
APPENDIX A 28
APPENDIX B 29
APPENDIX C 30
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APPENDIX D 31
APPENDIX E 33
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LIST OF FIGURES

Figure Page

Table 1: Respondents were asked how long they have studied in FuGen “How long have you
been in FuGen?”......................................................................................................................20

ACKNOWLEDGEMENT

I, researcher Nesreen A. Abdel Kawy, would like to express my sincere

gratitude to my research instructors, Ms. Vanessa Joy Homez and Mr. Gerald B.

Eborde for imparting their knowledge and expertise in this study, for the approval of

our research title, and for guiding us throughout this whole journey. I would like to

express my deepest gratitude to my friends, GERMS, Princess Sarah V. Bahaynon of

11 - Fabella, Regine Joy B. Moises of 11 - Fabella, Micah M. Quintos of 11 - Fabella,

Abigail D. Privado of 11 - Zamora, Annika T. Ventura of 11 - Zamora, Friah Ericka

M. Celamor of 11 - Zamora, Wynona Audrey N. De Joya of 11 - Zamora, and

Francesca Gabrielle M. Dumpit of 11 - Fabella Dominic N. Rivera of 11 - Alcaraz,

and especially Addie Shkhoure C. Ortega of 11 - Zamora for helping me get through

this subject as if it is without them, I wouldn’t have finished this research paper right

now. I would like to thank them for being my emotional support and even helping me

with the research paper when my partners aren’t doing it. I would also thank our

respondents for taking the time to answer our survey and providing us with the

information we needed. For the teachers of each class for helping me remind their

advisory class to answer our survey. I would also like to thank Mr. Mark Anthony B.

Leander for being a patient panelist throughout the whole defense. I would like to

especially thank myself for enduring this whole journey, for not giving up and being
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strong even though with the tears and sweat, and energy that I have poured into this

paper.

I, researcher Keanurod Nool, would like to express my wholehearted gratitude

to my brother, Kavendrigs G. Nool of 9 - Curie for relaying further information about

the recent events, students and teachers of the Future Generation Philippine

International School ever since my return to the school after spending eight school

years from my previous school, Al Danah International School. I’m proud to accept

Dan Ashley M. Nacorda of 11 - Fabella as a fellow researcher to cooperate with our

qualitative research. I thank my classmates of 11 - Fabella and strandmates of

HUMSS for selecting me in various group projects we spent time on even though we

are in an online setup. I would also like to thank my fellow qualitative researchers,

Nesreen A. Abdel Kawy and Dan Ashley M. Nacorda of 11 - Fabella, for finishing

our research paper with speedy developments and watchful corrections.

I, researcher Dan Ashley M. Nacorda, would like to express my gratitude to

my new classmates in Future Generation Philippine International School, my research

partner Keanurod Nool and Nesreen A. Abdel Kawy and my fellow classmate in Elite

international who also transferred in FGPIS would like to give my utmost gratitude

for them for helping me and guiding me. I would like to thank my research instructor,

Ms. Vanessa Joy Homez and Mr. Gerald B. Eborde for giving us the knowledge and

guide for the research.

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ABSTRACT

As different trends and cultures from other countries influence the Filipinos, the

younger students are the ones that are easily influenced. In this study, the researchers have

noticed that the younger students are slowly distancing themselves from their own culture of

language. The researchers wanted to know whether or not FuGen's activities and contribution

impacts the Grade 6 and 7 students’ relationship with their own culture of language. The

researchers conducted an open-ended survey with the Grade 6 and 7 students of FuGen to

find out if FuGen’s activities and influences impact them in any way.

CHAPTER 1: INTRODUCTION

1.1 Rationale/Background of the Study

FuGen is a Philippine international school located in Riyadh, Saudi Arabia. Normally

this can affect how students view their own culture and language, mainly the ones in the

Philippines. FuGen has celebrated events such as K-pop Dance Covers, United Nations Day,

Harry Potter Cosplay, and many more. FuGen also has an English Speaking Campaign which

requires students to speak English and when they speak in other languages, they should pay 1

Riyal. This can affect students with how they see and perceive their own language. Despite

celebrating Buwan ng Wika, events like these seem more interesting and more fun for FuGen

students.

Younger students tend to be influenced easily. They follow trends easily and would do

anything to try and fit in with what’s trending at the moment. The use of trends is usually

seen within FuGen’s activities and contributions. Buwan ng Wika is a school activity that

FuGen celebrates every year. It is an activity that is celebrated as an encouragement to

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promote the traditional Filipino language and culture. The activities differ from one grade

level to another. These may include writing a song, sabayang pagbigkas, poem recitals, folk

dancing, and many others that are similar. It is seen that students, especially the younger

ones, treat this event as a task rather than a way of learning more of their own language and

culture.

Now that FuGen is using what we call the ‘new normal’ setup. FuGen can now have

unlimited sources of entertainment, now that we have access to the internet almost every day.

These activities help students with their relationships with their other classmates. Students

have developed in a way due to these activities. Shaking hands, brofists, etc. not only did that

develop their relationship with their classmates but with teachers as well. Students do not

have to be necessarily formal to all teachers. Like with the students with these activities, the

relation of the student and teacher will develop.

1.2 Statement of the Problem

FuGen students, especially the younger ones, are slowly straying away from their own

culture and their language. They would rather learn more about other cultures rather than

their own. They would watch and listen to things that aren’t native to their culture. The

influence and contribution of FuGen on this may just be one of the reasons why this is

happening. When celebrating Buwan ng Wika, students find this as a task rather than a way

of nurturing the knowledge of their own culture and their language. This is a problem within

itself but FuGen contributes to making a bigger problem. The study aims to answer the

following research questions:

● What are the different effects of FuGen’s extracurricular and academic activities and

contributions on Grade 6 and 7 students with their culture and language?

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● How does FuGen activities affect their culture and language of Grade 6 and 7

students?

● What are the activities that affect cultural and linguistic standards for Grade 6 and 7

students?

● What are the contributions that affect cultural and language standards to Grade 6 and

7 students?

● How do FuGen’s contributions to language and cultural standards affect Grade 6 and

7 students?

1.3 Objectives

These are the different objectives the researchers hope to achieve in this study. The

following statements are the intentions:

● To know what are the different effects of FuGen’s activities and contributions on

Grade 6 and 7 students with their culture and language.

● To know what are the activities that affect cultural and linguistic standards for Grade

6 and 7 students.

● To know what are the contributions that affect cultural and language standards to

Grade 6 and 7 students.

● To find out how FuGen activities affect the culture and language of Grade 6 and 7

students.

● To find out how FuGen's contributions to language and cultural standards affect Grade

6 and 7 students.

1.4 Assumptions

This study assumes whether FuGen’s activities and contribution affect the Grade 6

and 7 FuGen students’ relationship with their culture and language. Due to studying in an
 11

international school in a foreign country, this study assumes whether FuGen is slowly

straying away from their native culture and languages in favor of a foreign culture.

1.5 Significance of the Study

This study will be done to figure out and learn the reasons and why these things are

happening. Through this study's outcome, it can help the students with learning more about

their own culture and their language. The study's outcome could also help FuGen teachers,

especially Filipino teachers, with finding out how they could be able to solve these problems.

This can be easy for their part since students can engage more in the discussions about their

own culture and language. This study can pave the way for FuGen students to have a better

understanding and better learning of their own culture and language.

1.6 Scopes and Delimitations

The study aims to preserve the culture and language of the Grades 6 and 7 students. It

is vital for the preservation of one’s culture and language in order to avoid a cultural

extinction. To conduct our research, we shall create an online survey for our respondents to

answer.

This study is only aimed and limited towards Grades 6 and 7 students of the Future

Generation Philippine International School in Riyadh, Saudi Arabia.

1.7 Definition of Terms:

Here are the different terms used to further understand the topic and its meaning based

on the research context:

1. Language - A principle of human communication, interaction, consisting of methods

through speech, writing or gestures.

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2. Culture - The manifestations of humans. Basically ideas, creations, arts made by

human society.

3. New Normal - 2020 terms for ‘online classes’ or online set-up

CHAPTER 2: REVIEW OF RELATED LITERATURE

2.1 Review of Related Literature

English and Tagalog may be the medium of instruction among the provinces of the

Philippines, but languages like Kapampangan and Pangasinense are considered to be “dying”,

according to PhilStar (2018). This could happen among FuGenistas of different ethnic

backgrounds to lose their regional and cultural language in favor of Tagalog, English or other

languages of interest.

Decision making is important when it comes to activities happening in FuGen. The

process of the SGB (Student BodyGuard) and SHS Society (Senior High School Society)

planning out the said events while the higher administrations of FuGen get to approve this. It

is assumed that FuGen's decision making process may be influenced by various variables.

These may either consist of organizational structure and culture, the composition of the

management team, and the personalities of the decision makers. (Noordhaven, 1995). These

different activities may be in favor of the administration or not and these different variables

explain why this problem arises. The urban Filipino is influenced by television, radio movies

and newspapers which all draw heavily on American and other outside sources.
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The Philippines is recognized globally as one of the largest English-speaking nations

with the majority of its population having at least some degree of fluency in the language,

due to its past colonization. (Cabigon, 2015). FuGen acknowledges that the "English

Speaking Campaign" is a platform in the school that can help the students in the future with

their future jobs and application to college. Advantages of English, whether one likes it or

not, English has been the most important international language. It is the language for

economic advancement, for academic pursuits, and globalization (Koo, 2008).

Filipinos nowadays are no longer specific and sensitive to the standard and proper

way of how English is used as a second language. Most Filipinos tend to use “Taglish”

i.e., a combination of Tagalog and English or “Englog” i.e., English and Tagalog, a

non-language that is variously labeled as code-switching, pidgin, or a lingua franca, featuring

a still-unsystematized mixture of Tagalog, English, and vernacular languages of various

regions, instead of using pure English or pure Tagalog/Filipino depending on what they

want to express through verbal or written communication (Ortega-Dela Cruz, 2016).

We can see that the different influences, may this be western or eastern, may affect how

FuGen decides on what they do. This can be seen with the events that they approve of, the

events they plan, the themes of the events they plan, and so on. This just makes it hard for the

students to focus their interest with their own language and their own culture. Some of this

may either be caused due to the location of where the school is, Riyadh, Saudi Arabia. A

place full of different cultural backgrounds.

2.2 Review of Related Studies

It is said by Koo (2008) that English brings damaging effects to Filipino culture. Because

of English being used so popularly, there is less chance or motivation to learn Filipino. The
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vernacular is losing its edge and people are not buying Filipino products. Furthermore,

children from vernacular-speaking families are not learning as much as they should. Those

who benefit from education in English are those who are already proficient in the language.

The result is the widening gap among Filipinos of varied SES groups. This seems to be the

problem that Grade 6 and 7 FuGen students are facing while following FuGen implements

different rules regarding speaking English and no other languages.

Teachers must instruct their students on the cultural background of language usage. If one

teaches language without teaching about the culture in which it operates, the students are

learning empty or meaningless symbols or they may attach the incorrect meaning to what is

being taught. The students, when using the learnt language, may use the language

inappropriately or within the wrong cultural context, thus defeating the purpose of learning a

language. (Leveridge, n.d.)

It will be hard for the Grade 6 and 7 students when it comes to travelling back to the

Philippines and communicating with the locals. The least likely to be benefited by the

English language are those who have less education or lower quality of education. Thus

opportunities for advancement are confined to those who already enjoy socio-economic

advantages in society— thus the gap between the rich and the poor, and between the educated

and the masses. (Koo, 2008)

The reason for the lack of sources is due to few studies, media, and literature relating to

the following topic. Studies about language were easily accessible but it was a struggle to

find studies relating to Filipino culture. As the researchers, we strive to learn more and be

able to provide more studies about Filipno cultures and how schools can affect this.
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CHAPTER 3: THEORETICAL AND CONCEPTUAL FRAMEWORK

3.1 Theoretical Framework

Language expectancy theory.

According to the theory, are persistent patterns of expected contact activity embedded

in society’s psychological and cultural norms. Violations of linguistic, syntactic, and semantic

expectations will either encourage or inhibit an audience’s receptivity to persuasion;violations

of linguistic, syntactic, and semantic expectations will either facilitate or inhibit an audience’s

receptivity to persuasion. According to Michael Burgoon, retired professor of medicine at UA

(University of Arizona), believes that his theory has application in management, media,

politics, and medicine, and that his observational study has shown a greater impact than

expectancy violations theory, whose domain does not include the spoken word. (Burgoon.

1995)

Language expectancy theory contends that traditional language activities fall within a

normative “bandwidth” of expectation defined by source’s perceived credibility, an individual

listener’s normative expectations, and a group’s social environment, and generally supports a

gender-stereotypical reaction to, say, profanity usages. The contents of this theory would be;

the communicator, the relationship between the receiver and the communicator, and the

context of the conversation itself.

Violations of social trends can affect persuasion in either a positive or negative way.

People typically use language to conform to social norms; however, a person’s deliberate or
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unintentional deviation from expected behavior may result in either a positive or negative

answer. People build assumptions about the language or message tactics used by others in

convincing attempts. According to the Language Expectancy Theory, cultural and

sociological trends and desires, as well as cultural beliefs and social requirements or ideals

for competent communication, shape perceptions. When behavior is detected, it is favored

over expected behaviour , or when a listener's initial unfavorable assessment leads a speaker

to adhere more closely to the expected behaviour. When language choice or action is viewed

as unacceptable or improper, the violation is negatively received and may hinder receptivity

to a convincing appeal. Positive violations occur, when negatively evaluated sources adhere

to cultural standards or situational norms more closely than intended. This can lead to an

unnecessarily optimistic assessment of the source and the improvement that the actor is

promoting (Burgoon, 1995). Negative violations, which arise from language choices that go

beyond socially appropriate actions in a negative direction, have little effect on receivers’

attitudes or behaviour.
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3.2 Conceptual Framework

The illustration above shows the process on how the study is going to be done.

It starts with the Input that includes the Knowledge of the students in Filipino, The

school activities that students get themselves involved in, and the influences of the

School. The next box is the process. This is shown in order to find out the output. The

process involves either Interviewing the students about the problem or Surveying the

students about the problem. The final box shows the output. The output will show us

how we’re about to learn why this problem affects the students.
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CHAPTER 4: METHODOLOGY

4.1 Research Design

The study of the researchers is a qualitative research. The research design of this

study is a correlation study. Correlational research is a type of non-experimental research

method in which a researcher measures two variables, understands and assesses the statistical

relationship between them with no influence from any extraneous variable. This is based on

chapters one to three of the researchers’ study. The researchers want to learn if FuGen's

activities and contribution have an impact on Grade 6 and Grade 7 students' relationship with

their culture and language.

4.2 Respondents of the Study

The respondents of the study are the Grade 6 and Grade 7 students of Future

Generation Philippine International School in Riyadh. The researchers chose Grade 6 and
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Grade 7 students since they have noticed that students at these grades and age are easily

influenced by the different things that their school is doing. They only included the Grade 6

and Grade 7 due to the lack of time and the researchers also want to collect honest and

transparent answers with the time given.

Grade and Sections Number of Students

6 - Zinc 25

6 - Helium 24

6 - Sodium 25

7 - Galilei 24

7 - Archimedes 21

7 - Socrates 19

7 - Copernicus 20

4.3 Sample Size

The Grade 6 and Grade 7 students are totalled to 158 overall. Random Sampling was

used in order to get the number of respondents, which is 84. In each class, 12 students were

randomly chosen to answer the survey given to them. As of now, the number of respondents

is 58, this might change overtime as the researchers gave the survey quite late due to the lack

of time. The results of the survey may also be incomplete considering that some respondents

may not be able to answer.

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4.4 Instruments used

Due to the lack of physical contact with the respondents of the study, the researchers

decided to create an online survey and group chats from each section of Grades 6 and 7

students in Future Generation Philippine International School in Riyadh, Saudi Arabia. They

have decided to create a survey with open-ended questions. Initially, the researcher decided

on doing an interview with open-ended questions, but since they have limited time, they

switched it into an open-ended survey.

4.5 Data Gathering

After identifying the respondent and the research instrument, the researchers made

their pre-survey in the Google Forms. The researchers made several group chats in

Messenger for each section for easy access for the respondents to answer. They sent a

message to their respondents regarding their time and this includes the link for the survey.
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CHAPTER 5: RESULTS AND DISCUSSIONS

5.1 Results and Discussion

In this chapter, the researchers will analyze the answers given by the Grade 6 and 7

students and will see how FuGen's activities and contribution affects their relationship with

their language and culture. In the open-ended questionnaire that the researchers let the

respondents answer, they asked questions related to the objectives of the study in order to get

accurate results.

For the researchers' first question, they asked how long the students have been

studying in FuGen. The option with the most answers is "7+ years" with 36 students who

have answered it. The option of "5-6 years" had 11 students who answered it. The option of

"3-4 years" with 7 students who have answered it.

Table 1: Respondents were asked how long they have studied in FuGen “How long
have you been in FuGen?”

For the first open-ended question, has studying in FuGen affected your knowledge in

Filipino? if yes, how?, majority of the answers are yes, in a way that they learn more
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especially with their Filipino subject and the “Talasalitaan” that they learn from it. Some of

the respondents mentioned how they feel a lot comfortable with their knowledge in Filipino

and learn new words in Filipino. But some of the answers also included respondents who say

that it has affected them in a way that they are struggling with Filipino. With that, it makes it

hard for them to understand others and maintain a good score in Filipino class.

The second open-ended question, does the "English-Speaking Campaign" affect your

knowledge in your own language? if so, how?, majority of the answers are yes, it affected

them in both Filipino and English. When it came to their knowledge in English, the

respondents answered that the “English-Speaking Campaign” has enhanced their knowledge

in English especially when it came to their communication skills in school and at home.

When it comes to their knowledge in Filipino, they struggle with speaking the language and

communicating with other people. Some respondents have said no and that they just use

Taglish so they won’t struggle or that it doesn’t hinder their knowledge since they learn from

the subjects that are being taught to them.

For the final open-ended question of the survey, when FuGen hosts different

activities, do you get more excited with Buwan ng Wika or other activities? Explain why.,

with the choice given of Buwan ng Wika or other activities, the majority of the respondents

answered that they preferred the other activities that FuGen offers each year aside from

Buwan ng Wika. Some of the reasons included that the other school activities included a

variety of things to do for the students, Buwan ng Wika takes more effort with the activities

like memorizing poems and songs or making a poem or a song, or they just don’t understand

the different words in Filipino when it comes to these activities. A few of the respondents

who answered preferring Buwan ng Wika over the other activities have reasons like they

could speak Filipino and not get a violation for it, some say that they like celebrating Buwan
 23

ng Wika because they become happy celebrating our own culture, and they learn more deep

words in Filipino.

CHAPTER 6: SUMMARY, CONCLUSION, & RECOMMENDATIONS

6.1 Summary

As different trends and cultures from other countries start to influence Filipinos of all

ages, this can go from anywhere to the house, to the school, and just anywhere. Since most of

the students spend most of their time in school, it is no doubt that they will be influenced by

different things. With the trends and cultures from other countries starting to influence

people, this will affect the students’ relationship with their own language and culture. The

researchers wanted to conduct a study to learn and find out if the school that the students are

studying in may have an influence on their relationship with their own culture. Different

variables may affect students’ relationship with their own culture and this may be the school’s

influence and the school’s held activities, considering that students spend a majority of their

time in school. Their relationship in their own culture may affect them in the future as they

may have a cultural crisis in the future, also considering that the students of FuGen live and

study in a different country: Riyadh, Saudi Arabia.

The study of the researchers is a qualitative research. The research design of this

study is a correlation study. Correlational research is a type of non-experimental research

method in which a researcher measures two variables, understands and assesses the statistical

relationship between them with no influence from any extraneous variable. This is based on

chapters one to three of the researchers’ study. The researchers want to learn if FuGen's

activities and contribution have an impact on Grade 6 and Grade 7 students' relationship with

their language and culture. An open-ended survey questionnaire was done in order to gain
 24

information from the targeted respondents. Language expectancy theory assumes that

language has a certain pattern of rules which developed from the specific context and other

factors. Theory views that the anticipated communication behavior is grounded in the

psychological and cultural norms of the society. And these anticipated communication

behavior acts as a pattern in language expectancies, where language has a rule-governed

system. (Burgood, 1995)

The respondents were given a survey with open-ended questions and most had a

variety of answers from the questions. When asked about the “English-Speaking Campaign”,

they talked about how it mostly affected their knowledge and communication skills in

Filipino but it isn’t necessarily about studying in FuGen.

6.2 Conclusion

At a young age, students in Grade 6 and 7 are easily influenced by anything and this

can affect them in any way especially their relationship with their language and culture. The

main factor that affects and influences students is the school. Different activities held in the

school, the English-Speaking Campaign, and even their schoolmates could affect their

relationship with their culture and especially with their language.

The different effects of FuGen’s extracurricular and academic activities and

contributions on Grade 6 and 7 students with their culture and language are that they are

slowly straying away from one language to another. They find it more amusing to learn more

about different cultures than what they have as of now. FuGen activities affect the norms and

language of Grade 6 and 7 students so that they’re mainly having a hard time communicating

in their own language, Filipino. It could be easier for them to learn it but their communication

skills are mostly the ones that are mainly affected by it. The activities that affect cultural and

linguistic standards for Grade 6 and 7 students are mainly activities that may have a theme to
 25

them, etc. Foundation Day, Christmas Party, K-pop Dance Cover, and more. The

contributions that affect cultural and language standards to Grade 6 and 7 students. The

contributions that affect cultural and language standards to Grade 6 and 7 students are the

English-Speaking Campaign and how they have to pay 1 Riyal every time they speak a

language, mainly Filipino, that’s not English. FuGen’s contributions to language and cultural

standards affect Grade 6 and 7 students so that they might be having a cultural crisis in the

end, especially if they go to other countries.

Based on the data gathered, Grade 6 and 7 students find that studying in FuGen, with

their subjects and school works, isn’t what really affects their relationship with the culture of

their language and norm but rather it is the extracurricular and academic activities and the

rules implemented especially when it comes to the English-Speaking Campaign. The longer a

student stays in school, the longer a student will stray further from their own culture of

language and norms. To conclude, both the English and Filipino languages are pivotal in the

development of the students of Future Generation Philippine International School.

6.3 Recommendation

The researchers highly recommend adding younger respondents as most of them are

the ones who are easily influenced by anything. This could enable researchers to learn more

about how the school they’re studying in can be a big influence on a student's relationship

with their own culture of their language and norms. The researchers also recommend looking

more into Filipino norms. Different norms can affect people’s relationship with their own

culture and looking deep into it can make a huge change with the research. The researchers

could have also asked more open-ended questions to their respondents as this could provide

more information and proper results for discussion. For future researchers, they can be able to
 26

conduct a different way of collecting data and search into different topics to learn more about

the research being done.

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Concerned? British Council.

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erned-2

Casambre, N. J. (1982). THE IMPACT OF AMERICAN EDUCATION IN THE

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De Guzman, S. S. (2018). Kapampangan — a dying language, a serious threat to culture

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(2008, August 14). Relationships Between Teachers and Preschoolers Who Are
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https://www.tandfonline.com/doi/full/10.1080/10409280802231021?scroll=top&ne

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Leveridge, A. N. (n.d.). The Relationship Between Language & Culture and the

Implications for Language Teaching. Teflnet.

https://www.tefl.net/elt/articles/teacher-technique/language-culture/

Licuanan, P. B. (1970, July 21). The Impact of Modernization on Philippine Adolescents.

https://apps.dtic.mil/dtic/tr/fulltext/u2/709120.pdf

Noordhaven, N. G. (1995). Strategic Decision Making (Print book : English ed.).

Workingham, Eng. ; Reading, Mass. : Addison-Wesley.

https://www.worldcat.org/title/strategic-decision-making/oclc/32858366

Ortega-Dela Cruz, R. A. (2016, December). INFLUENCE OF STUDENT ENGLISH

UTILITY AND TEACHER EFFICACY ON ENGLISH PROFICIENCY OF HIGH

SCHOOL STUDENTS. Research Gate.

https://www.researchgate.net/publication/311863042_INFLUENCE_OF_STUDE

NT_ENGLISH_UTILITY_AND_TEACHER_EFFICACY_ON_ENGLISH_PR

OFICIENCY_OF_HIGH_SCHOOL_STUDENTS

Stepura, Y. (2017). FOREIGN EXPERIENCE IN USING EDUCATIONAL

LOGOTHERAPY IN PROFESSIONAL ACTIVITIES OF PRIMARY SCHOOL

TEACHERS.

http://archive.sciendo.com/RPP/rpp.2017.7.issue-3/rpp-2017-0036/rpp-2017-0036

.pdf
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Yeh, A. (n.d.). Problematizing the Commodification of ESL Teaching in the Philippines:

Mediating Expectations, Norms and Identity(ies).

https://files.eric.ed.gov/fulltext/EJ1244670.pdf

APPENDIX A

Future Generation Philippine International School

Senior High School Department

Academic Year 2020 – 2021

March 14, 2021

Dear Respondents,

Greetings!

The researchers would like to ask your honest opinion about the topic: “FuGen's

Activities and Contribution to Grade 6 and 7 FuGen Students and the Relationship with their

Culture of Language.”

Please take your time in answering the following questions as honestly and

transparently as you can. All information supplied in this questionnaire will be kept

confidential and would only be used for research purposes. Thank you for your time and kind

cooperation.

Respectfully Yours,
 29

Abdel Kawy, Nesreen A..

Nacorda, Dan Ashley M.

Nool, Keanurod G.

Grade 11 - Fabella

APPENDIX B
 30

APPENDIX C

Respondents

6 - Zinc 6 - Helium 6 - Sodium

Mendoza, Adriano Louis S. Larion, John Elijah Angas, Ali Issah M.

Ortigas, Karsten T.
Rafael, Ram Gabriel A.
Suelo, John Denmar H.
Tabula, Kent Ryan F.
Zaraspe, Emmanuel N.
Benito, Chloe Allyson R.
Miñoza, Dara Chantal E.
Rubias, Kriz Darielle A.
Bertes, Aliyah J.
Gonzaga, Ashley Marie E.
Soberano, Rein Cassandra P.
Kristoffer D.
Mandugay, Abdurrahman A.
Pallasigue, Marc Benedict P.
Cuison, Ryand Matthieu S.
Butanas, John Lui L.
Miraflor, Gabriel James J.
Ocampo, Joyce Abigail Z.
Ubungen, Ruth Samantha L.
Ete, Chloe Therese R.
Budomo, Eunice P.
Patayon, Angela Gabrielle
C.
Colorina, Lyka C.
Calibjo, Brian Dence Ross
T.
Cato, Iñego Mathew A.
Redoble, Mikael Feljud M.
Gabriel, Joshua Nathaniel B.
Micu, Happy P.
Ramos, Rafaela Louise D.
Sinconiegue, Kassey Ioen
M.
Abenoja, Alyssa Marie R.
Colcol, Chelsea Jane D.
Gloria, Annalisa Q.

7 - Galilei 7 - Archimedes 7 - Copernicus 7 - Socrates

Jimenez, Marcus Pascua, Gian Carlo Inda, Saleh Y. Mainit, Daryl A.

Theo A. M. Lumabao, Aaron Maningas, Francis
Catalon, Kirby Duron, Angelo Gabriel V. Andie M.
Rhyne KR P. Christian C. Soriano, Yui M. Moises, Raguel
Roda, John Michael Gallardo, John Aniceto, James Jayron B.
B. Angelo B. Bryan S. Bancud, Dave
Martinez, Zhuriel Sealongo, Richmond Aquino, Mac Christian F.
Mico O. Angelo A. Gabriel B.- Batino, Prince
Castañeto, Keane Adorza, Richie Cerro, Nathaniel Aigner Giacomo C.
 31

John D. Donn B. Gabriel G. Cabalquinto, Earl L.

Paje, Amir Gallean Osorio, Jasper Josh Mendanao, Julia T.- Kosca, Keisha
Vinz M. P. Tanchongco, Veronica G.
Martinez, Yana Mallari, Nicollette Menisina Jan Obligacion, Mischa
Sofia K. Joy G. Lenneth M. Eve D.
De Gracia, Micah Viloria, Samantha Tinimbang, Princess Peñano, Leslee
Christell E. Nicole Y. Ecela V. Anne B.
Almocera, Precious Baloloy, Cristine P. Fajardo, Angela Agot, Mayjan
Jezreel F. Galazan, Angel V. Heian C. Angela A.
Loque, Jen Lui L. Bautista, Rhianna Gallego, Norielle P. Cabral, Christine
Angeles, Erielle Lei L. Gallinera, Mirielle Nicole G.
Carlly C. Cordoba, Elizabeth Maxene P. De Dios, Stefanie
Sombillo, Venus V. Nichole S.
Jana R.

APPENDIX D

1st Question: How long have you been in FuGen?

Table 1: Respondents were asked how long they have studied in FuGen “How long
have you been in FuGen?”

2nd Question: Has studying in FuGen affected your knowledge in Filipino? If yes, how?
 32

3rd Question: Does the "English-Speaking Campaign" affect your knowledge in your

own language? If so, how?

 33

4th Question: When FuGen hosts different activities, do you get more excited with

Buwan ng Wika or other activities? Explain why.

APPENDIX E

A.

Personal Information:

Name: Nesreen A. Abdel Kawy

Date of birth: January 8, 2004

Address: 3891 Umm Rim, Aluraija Al Gharbiyah, Riyadh

14913 7526

Cellphone Number: 0570091838

Email: nesreen.abdelkawy1@gmail.com

Educational Background:

● Kindergarten - Riyadh International School

● Elementary - Future Generation Philippine International School

 34

● Junior Highschool - Future Generation Philippine International School

Past Researches:

● Physics Investigatory Project: “Battery Operated Floor Cleaner” (2019-2020)

● Thesis Writing: “Different Coping Mechanisms on Mathematics and Science

Academic Anxiety of Grade 9-10 students of Future Generation Philippine

International School.” (2019-2020)

● Social Studies: “Culture in the Philippines” (2019-2020)

● World Religion: “Influence of Hinduism’s Dharma in Job Opportunities”

(2020-2021)

B.

Personal Information:

Name: Nacorda, Dan Ashley M.

Date of birth: January 8, 2004

Address: Nabighah Ash Shibani, Umm Al Hamam Al

Sharqi, Riyadh

Cellphone Number: 0502773214

Email: danashleynacorda2169@gmail.com

Educational background:

● Kindergarten - Fawaq International School

● Elementary - Elite International School

 35

● Junior Highschool - Elite International School

Past researches:

● Project proposal: Almont music

C.

Personal Information:

Name: Keanurod G. Nool

Date of birth: September 21, 2003

Address: Sulaymaniah District, Riyadh, Saudi Arabia

Cellphone Number: 0501224156

Email: keanurodrigo2003@gmail.com

Educational Background:

● Kindergarten - Future Generation Philippine International School

● Elementary - Al Danah International School

 36

● Junior Highschool - Al Danah International School

Past Researches:

● World Religions: “The Impact of Sabbath Day on the Families” (2020-2021)