Nantangalan National High School

Nantangalan, Pozorrubio, Pangasinan

SENIOR HIGH SCHOOL DEPARTMENT

Annyeonghaseyo: The Influence of KPOP Music on the

Social Life of SHS Students of Benigno V. Aldana National High School

A Research

Presented to the Senior High School Faculty

Of Nantangalan National High School

Pozorrubio, Pangasinan

In Partial Fulfillment

Of the requirements for the Subject

Practical Research 1

Landingin, Eliza Mae V.

Molina, Daniella Louise C.
Del Campo, Caroline V.
Prestoza, Johnny A.
Tolete, Rassel E.
Valdez, Samuel T.
 Nantangalan National High School
Nantangalan, Pozorrubio, Pangasinan
SENIOR HIGH SCHOOL DEPARTMENT

CHAPTER 1

Background of the Study

Korean pop, or KPOP, has become a global sensation in recent years, capturing
the hearts of millions of fans all over the world. This study seeks to investigate the
influence of KPOP on the social life of Senior High School (SHS) students. We may
acquire a better knowledge of how KPOP influences young people's relationships,
self-expression, and cultural awareness by investigating its impact on their lives.

In today's digital age, KPOP is more accessible than ever before. With a few
clicks, kids may watch music videos, follow their favorite stars on social media, and
interact with other fans through online communities. This easy access to KPOP
content has fostered a feeling of community among SHS students, allowing them to
connect over common interests and build friendships based on their love of KPOP.
The era of globalization is an era in which the development of technology has an
impact on various lives in society (Bakhri, S., Dyatmika, T., & Kamal, M. R.2020).

Furthermore, KPOP has significantly influenced how SHS students express

themselves. Students can express themselves creatively and artistically through
dance covers, music covers, and fan art. KPOP provides a platform for self-
expression, allowing students to pursue their interests and improve their abilities.
This not only enhances their confidence, but also inspires them to follow their
objectives and goals. From the mid-2000s to the early 2010s, the spread of the
Korean Wave was mainly led by Korean boy groups and girl groups called idol stars
such as Big Bang, Girls’ Generation, and Kara. During this period, the Korean Wave
extended its fan base into the global stage, including Latin America and the Middle
East beyond Asia, especially loved by young people in their teens and 20s.

In addition to personal development, KPOP has extended the cultural horizons of

SHS students. Students get a better understanding of diverse cultures as they learn
Korean language, clothes, and traditions. This exposure helps pupils develop a
feeling of cultural variety and acceptance, resulting in a more open and accepting
society. In an article from The Freeman (via PhilStar), writer Sonny Boy Temblor
explained why Filipinos are captivated by K-Pop music. Temblor said that K-Pop has
developed a distinct character of its own even though it contains pop music
influences from the West. K-Pop is also often presented with “catchy music, and
dynamic choreography,” not to mention its repetitive allure that makes it easier for
Filipinos to follow and remember.

However, it is crucial to highlight that, while KPOP has many good effects on SHS
students' social life, it does not come without drawbacks. The intense fanbase culture
and pressure to keep up with the current trends can occasionally lead to unhealthy
competitiveness and obsession. It is critical for students to strike a good balance
between their passion for KPOP and their academic and personal obligations.
 Nantangalan National High School
Nantangalan, Pozorrubio, Pangasinan
SENIOR HIGH SCHOOL DEPARTMENT

Statement of the Problem

The rise of KPOP has prompted interest in its impact on the social lives of SHS
students. The study aims to address the following questions:

1.How has KPOP music influenced your social interactions with peers in school?
2. In what ways do you think KPOP music shapes the cultural preferences of SHS
students?
3. Can you share how your engagement with KPOP music has impacted your
lifestyle choices and activities?
4. How do you perceive the popularity of KPOP music affecting group dynamics and
friendships among SHS students?
5. What are your thoughts on how attitudes towards KPOP music influence social
interactions within peer groups at school?

Theoretical framework
This research will be directed by the Parasocial Interaction Theory,
which holds that people actively seek out media information to meet certain wants
and desires. Using this hypothesis, we may better understand the motives for SHS
students' participation with KPOP and its influence on their social lives.

Parasocial interaction is a concept that remains popular among those who

study media and media effects. Originally put forth by Horton and Wohl (1956),
parasocial interaction referred to a media user’s reaction to a media performer such
that the media user perceives the performer as an intimate conversational partner. A
sense of conversational give-and-take often emerges during viewing and is strongest
when the media performer bodily addresses the viewer through the camera. This
early work by Horton and Wohl also alluded to a related concept, the parasocial
relationship, which is a more enduring relationship that a media user forms with a
mediated performer. While parasocial interaction is restricted to the viewing episode,
a parasocial relationship can extend beyond any single viewing episode (Dibble,
Hartmann, & Rosaen, 2015).

Since Horton and Wohl’s foundational work, these concepts have found
favor with researchers, and numerous measures have emerged for assessing
parasocial interaction and parasocial relationship. Unfortunately, in the decades that
followed, a fair amount of conceptual and empirical confusion has resulted, as
measures purporting to measure either construct may not be assessing those
constructs with the validity and precision they could be. Research conclusions about
parasocial interaction and/or parasocial relationship hinge on the measures of those
constructs, and any claims about how either construct relates with other constructs
can never be more valid than the operationalization of the construct. Thus,
researchers of parasocial phenomena must remain vigilant about the quality of their
measures.

However, as researchers have noted (e.g., Levine & Kotowski, 2010),

most published measures generally are not tested with sufficient rigor, and those that
are rigorously tested tend not to fare well. We submit that most parasocial interaction
measures have not been put through adequate tests of construct validation.
Moreover, parasocial interaction and parasocial relationship have undergone much
theoretical and conceptual refinement since the first measures of these concepts
emerged, and we suggest that extant measures have not been evaluated sufficiently
 Nantangalan National High School
Nantangalan, Pozorrubio, Pangasinan
SENIOR HIGH SCHOOL DEPARTMENT

for their correspondence with the latest theoretic and conceptual developments. We
contend that the measures used most frequently (e.g., Parasocial Interaction Scale
[PSI-Scale]; Rubin, Perse, & Powell, 1985; Rubin & Perse, 1987) lack content validity
for measuring parasocial interaction because they are neither consistent with Horton
and Wohl’s conceptual definition of parasocial interaction (understood as
conversational give-and-take during), nor with recent conceptual refinements. In
summary, research on parasocial interaction is in need of viewing conceptual
clarification and additional validation of its relevant measures.

Our purpose for this research is to assess critically the measurement of

parasocial interaction in light of seminal and contemporary approaches to these
concepts. We will argue that certain measures (or specific items from measures)
commonly taken to measure parasocial interaction are actually measuring something
else, that parasocial interaction and parasocial relationship are neither conceptually
interchangeable nor empirically interchangeable, and that researchers should think
carefully about what they are trying to measure when they choose a measure of
parasocial interaction.
In addition, we provide additional validity testing for the Experience of
Parasocial Interaction Scale (EPSI-Scale; Hartmann & Goldhoorn, 2011), a relatively
newer instrument for measuring parasocial interaction that captures Horton and
Wohl’s (1956) original ideas about parasocial interaction without also tapping the
more enduring parasocial relationship.

Conceptual framework

Input Process Output

Data gathering
1.How has KPOP music influenced
your social interactions with peers in Interview
Annyeonghas
school? eyo: The
2. In what ways do you think KPOP Influence of
music shapes the cultural Data Analysis KPOP Music
preferences of SHS students? on the Social
3. Can you share how your Interpretation of Life
engagement with KPOP music has of SHS
impacted your lifestyle choices and Students of
activities? Data Benigno V.
4. How do you perceive the Aldana
popularity of KPOP music affecting
Analyzing Results
group dynamics and friendships
among SHS students?
National High
5. What are your thoughts on how School
attitudes towards KPOP music
influence social interactions within
peer groups at school?
 Nantangalan National High School
Nantangalan, Pozorrubio, Pangasinan
SENIOR HIGH SCHOOL DEPARTMENT

Bibliography
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Website:
http://www.korea.net/AboutKorea/Culture-and-the-Arts/Hallyu

Dibble, Jayson & Hartmann, Tilo & Rosaen, Sarah. (2015). Parasocial
Interaction and Parasocial Relationship: Conceptual Clarification and
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Hartmann, Tilo & Goldhoorn, Charlotte. (2011). Horton and Wohl
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Rubin, Rebecca & Palmgreen, Philip & Sypher, Howard. (2020).
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