EXPLORING THE DYNAMICS OF HIGH SCHOOL STUDENT INTERACTIONS IN

ARTEMIO L. MARTIN INTEGRATED SCHOOL: A CONVERSATIONAL

ANALYSIS OF MALE AND FEMALE’S TALK.

A Research Proposal
Presented to the Faculty of Graduate School
Cotabato State University,
Sinsuat Avenue, Cotabato City

In Partial Fulfillment
of the Requirements for the Subject
Language Research and Statistics

Razul M. Abutazil
2023
EXPLORING THE DYNAMICS OF HIGH SCHOOL STUDENT INTERACTIONS IN
ARTEMIO L. MARTIN INTEGRATED SCHOOL: A CONVERSATIONAL
ANALYSIS OF MALE AND FEMALE’S TALK.

Rationale of the Study

This study is to understand the dynamics of high school student interactions in

Artemio L. Martin Integrated School, particularly between male and female. It aims to
analyze their conversations to gain insights into their communication styles, behaviors,
and social dynamics in a high school setting. The study might focus on various aspects
such as the use of language, the topics of conversation, the way arguments are
constructed, and the influence of gender roles on communication. This could help in
understanding gender differences in communication, the influence of the school
environment on these interactions, and how these factors might impact students'
learning and social development.

Conversational styles are a patterns and characteristics of individuals'

communication in conversations. It encompasses the various ways in which people
express themselves, engage with others, and convey their thoughts, emotions, and
intentions during interactions. Conversational styles can vary significantly across
individuals, cultures, and contexts.
Since everyone is involved in conversations specifically male and female an
individual, gender roles and interaction are important in order to understand and have a
closer look at the conversations and analyze how they communicate with each other
(Schafer, 2006).
Tannen (1990), state to peoples’ conversational styles differ not only differences in
gender but because of differences in such things as culture, sexual orientation, position at
work and age.
Tannen (1990) in her book, “You just don’t understand: women and men in
conversation”, reveals that in most cases men interrupt women more often than the other
way round and that one main reason for this fact is that men always unconsciously try to
dominate women and present power.
Peck (1998), problems arise when men and women talk to each other with women
almost always conforming to men’s conversational styles.
EXPLORING THE DYNAMICS OF HIGH SCHOOL STUDENT INTERACTIONS IN
ARTEMIO L. MARTIN INTEGRATED SCHOOL: A CONVERSATIONAL
ANALYSIS OF MALE AND FEMALE’S TALK.

The participants of this study were fifteen (15) male and fifteen (15) female Students of
Artemio L. Martin Integrated School located at Obial, Kalamansig I District, Division of
Sultan Kudarat. They were purposively selected by the researcher. Only male and female
students were as subject of the study who had their on-the-spot conversations at the park,
school, house, etc. as the purpose of this study is to deeply determine the conversational
styles of male and female students in terms of status vs. support, understanding vs. Advice,
information vs. Feelings, Conflict vs. Compromise, Independence vs. Intimacy, Rapport vs.
Report, and the linguistic features present in the conversational styles of male and female
students in Artemio L. Martin Integrated School. The study will be conducted on the first
semester, school year 2024-2025.
The researcher observed that male and female are on deferent wavelengths when it
comes to communicating which everybody can’t understand. This study is to make
everybody understand the differences of men and women in communicating.
This study is very important because of understanding gender differences: The study
can shed light on the differences in communication styles between male and female in a
high school setting. By analyzing the conversational dynamics, it can provide insights into
how gender influences communication patterns, language use, and social interactions.
Identifying communication challenges: The research can identify specific challenges or
barriers that exist in high school interactions between genders. This understanding can help
educators, administrators, and policymakers develop strategies to address these challenges
and create a more inclusive and supportive learning environment. Promoting gender
equality: By examining the dynamics of male and female talk, the study can contribute to
promoting gender equality and breaking down stereotypes. It can highlight any gender
biases or inequalities that may exist in high school interactions and provide a basis for
fostering more respectful and equitable communication. Enhancing social skills and
relationships: Understanding the dynamics of high school interactions can help students
develop better social skills and build healthier relationships. By recognizing and addressing
any communication gaps or misunderstandings between genders, students can learn to
communicate more effectively, empathize with others, and develop stronger interpersonal
connections.
EXPLORING THE DYNAMICS OF HIGH SCHOOL STUDENT INTERACTIONS IN
ARTEMIO L. MARTIN INTEGRATED SCHOOL: A CONVERSATIONAL
ANALYSIS OF MALE AND FEMALE’S TALK.

Informing teaching practices: The findings of the study can inform teaching practices
and curriculum development. Educators can gain insights into the communication needs and
preferences of male and female students, enabling them to tailor instructional strategies that
better engage and support students of both genders. Overall, the exploration of high school
interactions and the analysis of male and female talk can contribute to a more inclusive,
respectful, and effective learning environment, benefiting both students and educators.
EXPLORING THE ENGLISH LEARNING STRATEGIES OF AN
INDIGENOUS STUDENTS AT ARTEMIO L. MARTIN
INTEGRATED SCHOOL

A Research Proposal
Presented to the Faculty of Graduate School
Cotabato State University,
Sinsuat Avenue, Cotabato City

In Partial Fulfillment
of the Requirements for the Subject
Language Research and Statistics

Razul M. Abutazil
2023
 EXPLORING THE ENGLISH LEARNING STRATEGIES OF AN
INDIGENOUS STUDENTS AT ARTEMIO L. MARTIN
INTEGRATED SCHOOL

Rationale of the study

English is one of the international communication channels to actively interact

with people from different ethnic, cultural, political, and socio-economic
backgrounds. Mukminin et al.’s (2015) and Jackson and Stockwell’s (1996)
findings indicated not only that English is no longer spoken by native speakers
only but also non-native speakers, and has even been used in foreign countries as
major venues such as the news (Ammon, 2001; Seargeant & Erling, 2011). English
is extensively taught at almost all educational levels and is one of the nationally
tested subjects for high school students as it is regarded as one of the most
popular foreign languages (Abrar et al., 2018).

This study focuses on understanding how indigenous students at a specific

school approach the learning of English as a second language. The study likely
aims to explore the various strategies and techniques these students employ to
enhance their English language skills. The study might involve interviews,
surveys, observations, or a combination of methods to gather data about the
students' learning experiences. It could examine factors such as their motivation,
language background, cultural influences, and the challenges they face in
acquiring English proficiency. By gaining insights into the English learning
strategies of indigenous students, the study could contribute to identifying
effective teaching methods and support systems that can better meet the needs of
this specific student population.

This study will be limited to specified aspects of concern involving all

indigenous students of Artemio L. Martin Integrated School.

The locale of the study will be the Artemio L. Martin Integrated School located
at Obial, Kalamansig, Sultan Kudarat. The subject of this study will be the
indigenous students where the various strategies and techniques these students
employ to enhance their English language skills will be analyzed.
 EXPLORING THE ENGLISH LEARNING STRATEGIES OF AN
INDIGENOUS STUDENTS AT ARTEMIO L. MARTIN
INTEGRATED SCHOOL

This study is very important because of Cultural Inclusivity: By examining the

English learning strategies of indigenous students, the study can contribute to
creating a more inclusive educational environment. It recognizes and values the
unique cultural backgrounds, experiences, and perspectives of indigenous
students, ensuring their voices are heard and their learning needs are
addressed. Effective Language Instruction: Understanding the specific English
learning strategies employed by indigenous students can inform language
instruction approaches. It can help educators develop tailored teaching methods
that align with the cultural and linguistic backgrounds of indigenous students,
enhancing their language acquisition and overall educational experience.
Empowerment and Identity: The study can empower indigenous students by
highlighting their strengths, resilience, and unique approaches to English
language learning. It can help foster a sense of pride in their cultural identity
while simultaneously developing their English proficiency, promoting a balanced
bilingualism that values both their heritage language and English. Policy and
Curriculum Development: The findings of the study can inform policy and
curriculum development initiatives. Educational institutions and policymakers
can use this information to design inclusive policies, create culturally responsive
curricula, and implement support programs that cater to the specific needs of
indigenous students, ensuring equitable access to quality English language
education. Research Gap Filling: Research on the English learning strategies of
indigenous students may be limited, making this study significant in filling the
existing research gap. It contributes to the body of knowledge surrounding
language acquisition among indigenous populations, providing valuable insights
for future research and fostering a deeper understanding of language learning in
diverse contexts. Ultimately, the study exploring the English learning strategies of
indigenous students can promote educational equity, cultural inclusivity, and
effective language instruction practices. It recognizes the importance of valuing
and supporting the linguistic and cultural diversity of indigenous students in their
English language learning journey.
 IMPACT OF WATCHING ENGLISH CARTOONS ON LANGUAGE
ACQUISITION: A CASE STUDY OF A YOUNG CHILD AT ARTEMIO L.
MARTIN INTEGRATED SCHOOL

A Research Proposal
Presented to the Faculty of Graduate School Cotabato State University,
Sinsuat Avenue, Cotabato City

In Partial Fulfillment
of the Requirements for the Subject Language Research and Statistics

Razul M. Abutazil
2023
 Rationale of the study

Nowadays, English has acquired the status of an international language. It has

become an integral part of modern culture, economics, politics, sports, education, art,
tourism, and science all over the world, conveying values and views of its speakers and
affecting the formation of their thinking. Thus, the study of English contributes to a deeper
acquaintance with other cultures, an understanding of intercultural differences, the
acceptance of differences in the perception of the world, the development of tolerance
necessary for the formation of a harmonious holistic personality in a modern multicultural
society.

However, there are several obstacles on the way to learning any foreign language.
One of the difficulties is the very limited ability to communicate with native speakers and
use speaking skills outside of school, family, etc. in non-English-speaking countries. For
this purpose, authentic materials are of great importance. The use of authentic materials,
including cartoons, contributes to the implementation of the most important requirements of
the communicative technique – to present the process of mastering the language as an
apprehension of a living foreign language culture; individualization of learning and
motivation of learners’ speech activity. The audiovisual form of cartoons is an effective
form of learning which not only activates learners’ attention but also contributes to the
improvement of their listening and speaking skills since the visual support of foreign
phonemes, lexemes, phrases, and sentences sounding from the screen help to more fully
understand its meaning. That is, the audiovisual form contributes to the acquisition of the
language, not its mechanical learning. American linguist Stephen Krashen emphasized this
fact (1982). The main idea of all his works is that in order to learn any language more
efficiently, it should be taught in a natural way. The linguist has put forward very interesting
hypotheses about the acquisition of foreign languages. According to Stephen Krashen
(1982), there are two ways in which we can study a foreign language: acquisition and
learning. The way of acquisition is that a person does not have to memorize something
consciously. Information is digested at an unconscious level.
 This is how young children learn the native language: they perceive knowledge at
the subconscious level, and not intentionally. For example, learning happens when we do
something interesting: listen to music, watch a movie, cartoon, and communicate with an
interesting person. Krashen believes that acquisition is more effective than learning. He
advises devoting more time to natural perception, rather than mechanical learning (Krashen,
1982; Krashen, 2003). That is why audiovisual authentic materials need to be used in
teaching pupils and students as a means of promoting interactive learning methods: in order
to study the language in a natural way, it is recommended to use interesting materials. No
acquisition will occur if the child learns from boring textbooks. Children are easily
interested in the plot of cartoons, so they watch them with pleasure. According to Krashen
(2003), it can be a good mean for natural language acquisition. While watching, the
perception of natural English speech by ear is trained, the correct pronunciation is formed.
The child quickly memorizes new words and phrases if they are associated with a scene
from a cartoon. Besides, a large selection of cartoons in English allows you to choose a
story on any subject. It is also easy to choose materials for different ages. They can be used
at any time during the teaching or training as long as they are relevant to the point or have
been designed with a specific purpose.

In the view of the above, the present research aims at discovering the effectiveness
of exposure to cartoons on language acquisition by children at an early age and finding out
to what extent it is possible to acquire a foreign language (in our case – English) using
cartoonsviewing as the crucial educational tool for the EFL children (Krashen, 2003;
Enayati,&Farhad, 2016)

This study will determine the Impact of Watching TV English Cartoons on

Language Acquisition of selected elementary student of Artemio L. Martin Integrated
School, School Year 2021-2022

The objective of this study is to determine the Impact of Watching TV English

Cartoons on Language Acquisition of selected Kindergarten student of Artemio L. Martin
Integrated School, School Year 2024-2025.
This study is confined only to one (1) participant, so whatever is the outcome of this
study does not reflect the entire perspective of the learners and the institution they belong.
 The participant for this study is one kindergarten student of Artemio L. Martin

Integrated School, School Year 2024-2025.

The study is to be conducted to kindergarten learner of Artemio L. Martin Integrated

School, Kalamansig, Sultan Kudarat, Philippines, and School Year 2024-2025. The school

caters most of the students from their own barangay since it is an integrated school. There

are other studies conducted related to this study but it is the first study to be conducted in

Artemio L. Martin Integrated school. this study will determine the impact of watching tv

english cartoons on language acquisition.

In this study, the researchers follow the research ethical standards prior to data

collection. Transmittal letters such as Letter of Permission to conduct research, Informed

Consent and Parent’s Consent will be sent to the administrator of the institution, the

participants and their parents where the study is to be conducted.

For qualitative analysis, the researcher will record and transcribed to analyze the

data. The questions of the interview were used to elicit information that students might miss

from the survey. The researcher then transcribed and coded the interview.

The researcher will collect the qualitative data by interviewing the student. In

interpreting the interview results, the researcher will not mention the real name of the

respondents. The results of the interview were aimed at getting in-depth the information

about students’ perception of about watching cartoons.

For qualitative data collection, the researcher will interview five selected students.

This research will apply two research questions that will be used in the conduct of the In-

Depth Interview (IDI).