i

“FORDA CONVO ANG FERSON”: ANALYSIS OF GEN Z SLANG IN

THE LENS OF BATSTATEU FACULTY MEMBERS

A Thesis Presented to
the Faculty College of Arts and Sciences
BATANGAS STATE UNIVERSITY
The National Engineering University Lipa City

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Arts in Communication

ESTRADA, KERVY O.
GONZAGA, LHIANZ MYREENE T.
RACAL, JOSEPHINE THERESE Q.

May 2023
 i

APPROVAL SHEET

The thesis entitled “FORDA CONVO ANG FERSON”: ANALYSIS OF

GEN Z SLANG IN THE LENS OF BATSTATEU FACULTY MEMBERS” was

prepared and submitted by Kervy O. Estrada, Lhianz Myreene T. Gonzaga, and

Josephine Therese Q. Racal in partial fulfillment of the requirements for the degree

of Bachelor of Arts in Communication, has been examined and recommended for

acceptance and approval for Oral Examination.

VANESSAH CASTILLO, Ph.D.

Adviser

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with a grade of .

BERNA GRACE ADAME, MPAf

Chairperson

CHRISTINE JOY M. DAEL ELMER L. DELEN

Member Member

Accepted and approved in partial fulfillment of the requirements for the

degree of Bachelor of Arts in Communication.

Assoc. Prof. MARIA LUCIA A. CARINGAL

Date Dean, College of Arts and Sciences
 iii

ACKNOWLEDGEMENT

The researchers of the study believe that they would not be able to complete
this thesis without the following people who shared wisdom, effort in assisting, and
giving valuable time despite their respective personal schedules. The researchers
would like to extend heart-felt gratitude and appreciation to the following:

To Dr. Vanessah V. Castillo, their research adviser who gave guidance and
continuous supervision throughout the different stages of completing the thesis
which made it possible for the researchers to finish.

To the members of the panel and professionals in the field, Ms. Berna Grace
Adame, Mr. Elmer Delen, Asst. Prof. Israel Penero, and Ms. Christine Joy Dael for
the constructive criticisms and imparting knowledge to improve the content of the
thesis and the performance of the proponents.

To the Vice Chancellor for Academic Affairs, Dr. Nerrie E. Malaluan, and
CAS Dean, Assoc. Prof. Maria Lucia A. Caringal, for allowing the researchers to
conduct the interview with their participants within the Lipa Campus.

To the participants of the study, the permanent faculty members of

BatStateU-TNEU Lipa Campus, for providing even a short amount of time in their
respective personal hectic schedules and for contributing knowledge necessary for
the study.

To the Malaluan Family who became the home of the researchers during the
completion of the last quarter of the research, for their patience and help. Deepest
gratitude to their respective families and friends who showed support,
understanding, and unconditional love.

Above all, to the Almighty God, especially for the mental and emotional
strength, patience, wisdom, and life that He has unselfishly provided to the
researchers every day.
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DEDICATION

This paper is dedicated to the researchers of this study who faced different

struggles throughout this journey. The completion of this paper would not be

possible if it was not for the researchers’ strength, dedication, and willingness to

learn from the adviser, instructor, and professionals in the field who they look up to.

This is also dedicated to the Almighty God and our support systems who proved that

they are capable of succeeding in their field and this research.

K.O.E
L.M.T.G
J.T.Q.R
 v

ABSTRACT

TITLE : “Forda Convo Ang Ferson”:

Analysis on Gen Z Slang in
The Lens of BATSTATEU
Faculty Members

AUTHORS : Kervy O. Estrada

Lhianz Myreene T. Gonzaga
Josephine Therese Q. Racal

TYPE OF DOCUMENT : Thesis

TOTAL NO. OF PAGES : 118

NAME AND ADDRESS OF

INSTITUTION : Batangas State University Lipa

COURSE : Bachelor of Arts

in Communication

YEAR COMPLETED : 2023

The study is conducted to determine how the Faculty Members of Batangas

State University – TNEU, Lipa Campus described and analyzed the use of Gen Z

Slang. It focused on the 12 permanent faculty members’ perceptions and

Experiences about Gen Z Slang and how it was used by students in conversational

language and learning assessments. The study also aimed to know what kind of

communication material may be proposed to resolve the existing problem between

the permanent faculty members and the students when it comes to communication.

This study used the descriptive qualitative research method with In-Depth

Interviews to gather data from the permanent faculty members of BatStateU Lipa.

The study was then analyzed using descriptive analysis focusing on answering the
 vi

“who” “what” “where” and “how” on the study’s first statement of the problem. The

second statement of the problem used thematic analysis to systematically identify,

organize and interpret the data according to the patterns of meaning across a dataset,

then, used 2-cycle coding to further interpret the data gathered from the participants.

Results showed that faculty members have different perspectives about the

meaning of Gen Z Slang. Some deemed it as something that affects the students’

learning assessment, and some had positive outlooks on its usage. Furthermore,

though the usage inside and outside the classroom had already been accepted by a

lot of faculty members, some still remind the students that there should be some

limitations when using it.

The study concluded that the faculty members described Gen Z Slang as

difficult to comprehend, but understanding it seems to be an advantage to achieving

effective communication with the students. Faculty members analyzed Gen Z Slang

as inapplicable and were discouraged to be used in formal discussions but were

purposeful when achieving better engagement from the students during informal

conversations. Communication material was proposed to help faculty members to

understand and have an idea about the Gen Z Slang.

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TABLE OF CONTENTS

PRELIMINARIES Page

TITLE PAGE ……………………………………. i

APPROVAL SHEET ……………………………………. ii

ACKNOWLEDGEMENT ……………………………………. iii

DEDICATION ……………………………………. iv

ABSTRACT ……………………………………. v

TABLE OF CONTENTS ……………………………………. vii

LIST OF TABLES ……………………………………. x

LIST OF FIGURES ……………………………………. xi

CHAPTER

I THE PROBLEM

Introduction …………...………………... 1

Statement of the Problem …………...………………... 5

Scope, Limitation, and

Delimitation of the Study …………...………………... 5

Significance of the Study …………...………………... 6

II REVIEW OF RELATED LITERATURE AND STUDIES

Conceptual Literature …………...………………... 8

Research Literature …………...………………... 23

Synthesis …………...………………... 34
 viii

Conceptual Framework …………...………………... 37

Theoretical Framework …………...………………... 39

Definition of Terms …………...………………... 40

III RESEARCH METHODOLOGY

Research Environment …………...………………... 42

Research Design …………...………………... 43

Participants of the Study …………...………………... 44

Data Gathering

Instrument …………...………………... 45

Data Gathering Procedure …………...………………... 46

Ethical Consideration …………...………………... 47

Data Analysis …………...………………... 48

IV PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA

Participants’ description

of Gen Z Slangs …………...………………... 50

Participants’ analysis on

the use of Gen Z Slangs …………...………………... 62

Proposed communication material to further

enhance the participants’ understanding

of Gen Z Slangs …………...………………... 67

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V SUMMARY, CONCLUSION AND RECOMMENDATION

Summary …………...………………... 78

Conclusion …………...………………... 81

Recommendations …………...………………... 82

BIBLIOGRAPHY …………...………………... 83

APPENDICES

Minutes of the Meeting …………...………………... 91

Certificate of Originality …………...………………... 98

Certificate of Editing …………...………………... 99

Certificate of Validation …………...………………... 100

Coding Sheet …………...………………... 103

Informed Consent, Letter

to Participants …………...………………... 111

Research Instrument …………...………………... 112

GANTT CHART …………...………………... 114

Letters …………...………………... 115

Curriculum vitae …………...………………... 116
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LIST OF TABLES

Table Page
1 Profile of Participants …………...………………... 46

2 Matrix of research objectives,

data collection, methodology, and

data analysis …………...………………... 50

3 Major themes and subthemes about participants’

analysis on the use Gen Z Slangs regarding

conversational
…………...………………... 64
language

4 Major themes and subthemes about participants’

analysis on the use Gen Z Slangs regarding

learning assessment …………...………………... 67
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LIST OF FIGURES

Figure Page
1 Research Conceptual Paradigm ………...………………... 39
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CHAPTER I

THE PROBLEM

Introduction

The emergence of Gen Z slang has made conversation easier for its users,

especially for Gen Z. However, people outside the generation have difficulties

comprehending. Conversations between students and teachers do not always have

to be formal. Informal conversations between teachers and students happen outside

the classroom. When students use slang in casual conversation, it does not create

barriers between students, although there are times when they unintentionally create

a barrier to communication among their teachers, as well as among other generations

(Carretero & Jeresano, 2022). There are even some cases in which students use these

terms in their formal writing. This is being read and graded by their instructors. In

this particular circumstance, the teachers are looking for ways in order to thoroughly

comprehend the meaning of these terms are. Any generation older than Gen Z

should inquire as to what these terms signify to develop comprehension. Therefore,

becoming familiar with Gen Z slang and being familiar with the meanings that lie

beneath could assist in developing meaningful discussions among individuals of

different generations.

Communication is the process of exchanging information, ideas, or feelings

among other people, whether it is through writing or speaking. It is one of the most

important parts of a human’s daily life. In communication, language is the main

component. According to Crystal & Robins (2023), language is a system of

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conventional spoken, manual (signed), or written symbols that humans use to

express themselves inside a particular social group or culture. Language never stays

the same and has always been evolving, changing, and adapting. It reflects the

changes in human lives, culture, and experiences so it is no wonder that during this

era, ways of communication are walking through the modernized path.

Martini (2015) stated that generation by generation, pronunciations evolve,

new words are borrowed or invented, and the rate of change varies. A lot of this

change starts with young adults or teens and when they interact, the language starts

to grow differently and distinctively from the previous generations (Thump, 2016).

The youngest generation, which is also known as Gen Z, is mainly born between

the years 1997 to 2012 (Meola, 2022). Experts are uncertain about the origins of the

term “slang”.

While “slang” is created to communicate with others and is generally used in

casual settings, there is also a phenomenon known as "internet slang," which

emerged approximately 20 years ago in an effort to save time and keystrokes by

employing acronyms and abbreviations, which has since spread to many oral and

written language areas and is very much embedded in everyday speech. Research

done by Pew Research Center (2020) shows that Gen Z is far more diverse than any

generation that came before. They are also the most diverse in terms of race, gender,

and ethnicity, and they are on track to be the most educated.

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It is Gen Z that has the most linguistic innovation as there is no permanent

meaning to each word. Babbel magazine wrote a list of Gen Z slang last 2019 and

it has already fallen a little out of date. What used to be “mood” is now “vibes”.

People rely on social media platforms such as Facebook, Twitter, Tiktok, or

Instagram to communicate with each other. Social media affects the usage of

language. When people use media as a communication channel, grammar rules are

often disregarded. Speaking with friends, families or other close people does not

usually require the usage of proper grammar rules. Spellings are sometimes

mistakenly typed on purpose; punctuation marks are often used excessively. Given

that, the other party still understands what the person is saying. The dissemination

of slang has also been utterly revolutionized by technological advancements. Today,

a single TikTok video can propel a phrase into virality, but in the past words

typically followed long and winding roads on their way into popular culture.

Maghirang (2019) states that Filipino Gen Zs are defined by being aware of

the power of technology. Gen Zs are undeniably the first digital natives that are born

with estimable technological advances. Being exposed to social media, different

kinds of gadgets, and easy accessibility to information, became the major

contribution to their communication development. Often, many terms are being

created almost every day, most of the time, these new terms are used not only in

posts but also in how they write their comments and send messages to their families

and friends. However, generations outside Gen Z often have confusion about what

these terms mean and that only creates a communication barrier. With the time
 4

consumed by students on their phones while using slang terms, it might result in

having difficulty communicating properly in class. Not only this becomes trouble

for the students but also for the teachers. Using slang while communicating with

older people may cause misunderstanding since there is difficulty in translating and

understanding the context.

The majority of the classrooms will be filled by Generation Z students and a

few tricks might be needed to get them more engaged in class. They expect a

learning environment where they can interact and acquire information similarly to

the way they do in social media. This implies a demand for visual forms of learning

materials, concise but accurate information, and turning “communication” into

interaction (Cilliers, 2017). The faculty members encountered difficulties in

understanding the newly formed Gen Z slang, with some students using it inside the

classroom, confusing the faculty members.

In response to the expanding Gen Z slang and the communication barrier

formed, this study focused on the analysis of Gen Z slang from the perspective of

BatStateU Lipa faculty members based on how they describe the Gen Z slang used

by BatStateU students and how they analyze its usage inside and outside the

classroom. This study also discussed if the faculty members accommodate the

students’ fast-moving language advancements. Aside from that, the researchers’

objective was to propose a communication material based on the result of the study.
 5

Statement of the Problem

The researchers aimed to analyze Gen Z slang through the lens of BatStateU

Lipa Faculty members. Specifically, this study aimed to answer the following:

1. How may the participants describe the Gen Z Slang?

2. How may the participants analyze the use of Gen Z Slang?

3. Based on the findings of this study, what communication material may be

proposed to enhance the participants’ understanding of Gen Z slang?

Scope, Delimitation, and Limitation of the Study

This study aimed to describe and analyze the Gen Z slang used by BatStateU

students inside and outside the classroom, most specifically, how it is used in

conversational language and learning assessment. This study contained information

that identified whether the faculty members of BatStateU Lipa accommodate the

development of slang. This study aimed to propose a communication material to

enhance the understanding of the faculty members towards Gen Z Slang.

Participants were limited only to permanent/regular faculty members of

BatStateU Lipa during the Academic Year 2022-2023. The study also limited the

participants to those whose age were 27 years old and above only. Aside from this,

the study focused on Filipino Gen Z slang.

This study set its boundaries as it did not include American Gen Z slang. The

participants were mainly faculty members of BatStateU Lipa Campus, faculty

members from other BatStateU campuses were not included as participants and the

study did not include the permanent faculty members of the previous years. In
 6

addition, students were not included in this study, as the primary focus of this study

was the instructors’ perspective on Gen Z slang.

Significance of the Study

The study provided research-based information and interpreted data gathered

through individual interviews with participants. More specifically, the study was

significant and beneficial to the following:

To the Faculty Members. This research may be beneficial to the faculty

members of BatStateU Lipa who are unfamiliar with Gen Z slang. The study

provided information regarding slang which will help break down the

communication barrier formed.

To BatStateU Students. This may serve as a basis for how students can

improve their ways of conversing with their teachers without creating a

communication barrier formed by the use of Gen Z Slang, by knowing what are the

ways faculty members perform to further expand their knowledge of Gen Z Slangs

and by being aware of when it should be used.

To the CAS Department. The result of this study may provide valuable

information for CAS students, specifically communication students. In the future,

communication students are responsible for disseminating information to the public

as they are the individuals who were taught to be professional when it comes to

communicating. In line with that, this study may encourage them to be mindful of

using Gen Z slang to avoid communication barriers by knowing what to use, when

to use, and how to use each Gen Z slang.

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To BatStateU-TNEU. This study may provide information in determining

which areas they should focus on to decrease the communication barrier formed by

the usage of Gen Z Slang. The study can serve as a guide on how to enhance their

understanding of Gen Z slang.

To the Parents. The research may benefit parents since the study provided

ways how parents can close any communication barrier between students and

parents. Specifically, by understanding what slangs mean when used in casual

conversations.

To the Present Researchers. This study may help the researchers enhance

their understanding of Gen Z Slang using different studies. The study also

helped the researchers’ understanding of the theory of communication

accommodation and other information gained while doing the study.

To the Future Researchers. This study may serve as a guide for other

related research, specifically communication, and slang. The results would be a

possible literature for their study and it can be a basis for them to further improve

and explore this topic from a different perspective.

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CHAPTER II

REVIEW OF LITERATURE

This chapter presents the review of conceptual and research literature related

to the present study, the synthesis, and the theories that were used by the researchers

as the framework of this research.

Conceptual Literature

The review of literature is presented in the topical form and provides the

background information needed in this study.

The Emergence of Gen Z Slangs

Slangs are not a new thing to Filipinos. In an Esquire article focusing on the

history behind Filipino slang, De Guzman (2017), states that language evolves.

Every year, new words are added to society’s vernacular—whether it is the Oxford-

accepted "binge-watch" or novel slang like "lodi," "werpa," and "petmalu." Seeing

more slang developed with the help of the media is shocking knowing that the

practice of using slang has been widely used since the 19th century.

An example of a slang word in the 19th century is the slang words called

Tadbalik whereas the Tagalog words are inverted. One of the tadbalik examples is

“erpat,” which translates to father and “ermat,” which translates to mother. Aside

from inverting words, some Filipino slangs used onomatopoeia to create slangs like:

Chugi, which means dead, which is from the sound of a person being stabbed;

Ngek/Ngeh, meaning yikes, which is the sound of incorrect answers in game show

buzzers. Most of the time, Filipinos would use foreign language to create slang.
 9

Chibog, which means “to eat” is a portmanteau of the Chinese word “chi” meaning

to eat, and “bog” from the Tagalog word “busog”; “kotong,” which means bribery,

“tong” is another Chinese word that means the money put up in mahjong.

Words invented during a particular era show how people live and it also

defines the spirits and subgroups of the Filipinos at that time. It can be seen in the

vast vocabulary of gay lingo or swardspeak, a word coined in the 70s by Jose Javier

Reyes and Nestor Torre. In an essay by Ronald Baytan about language, sex, and

insults, the gay lingo is described as the way the gays turn their oppression and

desires into the source of their self-affirmation.

An essay about gay speak written by Murphy Red stated that there are no

rules for gay lingo structures, and it can immediately change its meaning overtime.

For example, the word “chaka” which means “ugly” or “cheap” that came from the

gay lingo “chapter, champaka, chapacola, or chararat to champorado, chapluk,

chapa, chop suey, and champola”. It is expected that Filipino slang will continue to

evolve and it is possible that the current meaning of slang will have a different

meaning in the future and there will be more additions to the current list. The

following are examples of slang used before by Filipinos:

Syota is a term used to refer to someone’s romantic partner. It is a shortened

version of the words “short time” to refer to a short-term relationship. However, this

term was used before by American soldiers during the Vietnam war that indicates

sexual activities with the call girls in Saigon. Jeproks is a term used to refer to

someone who wears weird clothing, some used this term to refer to spoiled kids.
 10

This term is an example of a tadbalik, whereas it came from the word

“project” which refers to housing projects in the district of Quezon City. The young

people who lived in those housing projects were referred to as jeproks. Japayuki is

a term to call Filipina workers who went to Japan. The word “Japa” comes from the

word “Japan” and “yuki” means “snow” in Nihongo. This term is usually

misunderstood, as many think of the women being called Japayuki as entertainers

or prostitutes.

Jologs is a term used to refer to someone cheap. It is associated with the

Tagalog term, “baduy”. The term came from the combined words, “DIlis, tuYO,

itLOG”—a basic meal enjoyed by the Filipino people. Salvage, a term used to refer

to victims who were inhumanely tortured and killed. Though its English meaning is

“to rescue” or “to save”, its Filipino meaning took an opposite meaning during the

Marcos’s era, referring to “salvage” victims. Bagets is a term used by the older

generation to refer to teenagers. It came from the Tagalog word “bagito” which

means inexperienced.

Gen Z Slangs used by BatStateU students. Alimemaj (2012) mentioned in

her Book entitled, Web-language and Word-formation Processes on Slang Words

that slang is one of the tools through which languages continue to evolve and

change, and its creativity enhances the daily speech of people. Slangs are not new

to different languages, as each time or generation, slang are newly formed. People’s

way of daily speaking includes words that are not in the standard vocabulary of the

language, but these words help with the formation of modern slang. Since new
 11

technological inventions have been prevalent in modern life, slang continues to

evolve and spread like wildfire.

The rapid emergence of new words, particularly slang words, is playing an

increasingly significant role in the development of informal communication within

a language. Many people like using slang words in their casual way of speaking

because they find it more comfortable. Thus, helping them express their message

more clearly. In addition to this, they look to slang words as a way to increase the

number of words in their vocabulary because of the creative nature of slang. The

standard language is improved by slang in a number of ways, making it aninnovative

form of language.

Nowadays, the internet is used daily by almost everyone all over the world.

Research done by Pew Research Center last 2020, showed that younger people have

the highest percentage of internet usage. Language is changing as well alongside

technology. People who are users of the internet have the tendency to create their

own words. But like anything else, the internet has limitations which resulted in

shortening language to convey the message successfully. New words are formed by

shortening real sentences. For example, the word “ASAP” stands for “as soon as

possible”. The younger generation uses their language on the internet using internet

slang. At first, this language is used for a specific community yet most of the internet

users use it not because it is trending. The research study by Winarto E. (2019)

explored that people using social media abandon correct spelling, character space,

and grammar in favor of popular acronyms and slang.

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The changes in communication styles for the past years have become

noticeable due to the way of speaking of individuals. For example, the web has

created an impact on the writing skills of individuals. The writing is more

summarized, even if shorter sentences and paragraphs are allowed on the internet,

it has made way for neglecting correct grammar use (Subramanian, 2017).

Abbreviations are used more such as “OMG”, “TTYL”, and “LOL” are used

for easier communication is observed in Defede & et al. (2021) study in

Understanding how social media is influencing the way people communicate:

verbally and written.

The slang words used by Filipinos are truly in a league of their own, unlike

the slang words used in other languages. In most cases, it displays a masterful

utilization of two to three letters, as well as playful modifications of Tagalog words

and Taglish (a combination of Tagalog and English). Slang words are the result of

globalization, the influence of other cultures, and the creative output of Filipinos,

particularly Filipino Gen Zs. Some slang was created years way back. Due to the

fast acquisition of what is trending, Gen Zs use these slang words, re-popularize

them and use them as if it was just created yesterday. The way it was used way back

evolved into something more fun and creative. The following are examples of slang

that evolved to newly formed Gen Z slang:

From the slang word, “mare” that is used to refer to a female or gay friend,

it became mars, the shortened version which then evolved to marecakes, the creative

version. Another example is the slang word “bes” which is used to call their best
 13

friends, it became “besh,” the shortened version which then became “beshie,” the

creative version of the slang. Another fun way to call the attention of a friend is the

slang word, “sis” which came from the English word “sister”. It then became “siszt,”

which is sometimes spelled with more “s” or sismars, a combination of the two slang

words, sis and mars. Another example of slang word created before is the word,

“mumshie” which is used before to call someone they look up to or someone they

are close with, it then evolved to the term “mima” which is widely used by social

media influencers, which then became mimasaur as its creative version. The phrase

“walang malisya” evolved into the slang, “... as a friend” which means doing

something without any malice. It became popular due to a claim made by a celebrity

after an issue.

Another example of slang evolution is the gay lingo term, “echos”, which

means “kidding” or “joking”. It then evolved to “chos,” its shortened version, which

then became char, the shortened version and “charot”, the creative version. Due to

social media influencers, the slang word “chariz” can also be used for the same

meaning. Another example is gay lingo term, “chika” meaning gossip which is now

used as “tea”. Waley is another gay lingo which is a fun way of indicating failure or

disapproval, it then evolved to the Gen Z Slang, “ekis” which is the Tagalog term

for the letter “X” and serves the same meaning as “waley.”

Aside from the slang evolution, some slangs have a different meaning to the

denotative meaning of the word. The following are examples:

 14

The Tagalog word “awit” has always been referred to as “song”, however, it

is now used as an expression of pain. It does not necessarily mean physical pain but

is a term used to describe an undesirable situation. Budol is the term used to describe

the act of someone who specializes in scamming people, however, it is now mostly

used to refer to an impulse in buying something online. It started when it was

pandemic, when, all the people are locked inside their own homes and are very

engaged in ordering stuff online. Yarn is an English term for the thread used in

knitting, weaving, and other production of textiles, however, in Tagalog Gen Z

slangs, yarn is an exaggerated term for the Tagalog word, “iyan” which means “that”

in English. Sometimes, it is used as “yern” but it implies the same meaning. Another

example is the English term bet which means gamble or wager, in Tagalog Gen Z

slang, the bet is used to express something they liked or were interested in.

Word formation of Gen Z Slangs. Word formation is an essential part in

forming slang words and they are considered part of the fast-pacing development of

language. There are slang constructions that are grammatically correct and follow

the guidelines of a standard language. For example, in word formation, affixation

involves attaching prefixes or suffixes to the beginning or end of existing words.

Affixes are used in slang, but in comparison to general vocabulary, they have

significantly more leeway and can have slightly different meanings. Linguists have

different views when it comes to slang words.

 15

Some Tagalog slang words are formed by inverting words. Filipinos even

have slang for existing slang terms, making the language exciting and fun to learn.

The following are some examples of inverted Tagalog slang words:

Lodi (Lo-di) is the reversed version of the English word “idol." This word

can be used when speaking with someone you look up to. Petmalu (Pet-ma-loo). Its

direct translation is “awesome”. This is the reversed version of the Tagalog word

“malupet” or “malupit," which is synonymous with the English words “amazing” or

“awesome.” Werpa (Wer-pah). Its direct translation is “power”. This word has been

part of everyday conversation and can be used to show the utmost support to

someone. Sakalam. (Sa-ka-lam). another reversed word “malakas” can be used for

the same thought as Werpa. Ssob (so-b). Its direct translation is “boss” and is mostly

used to call someone out of respect. It is mostly used to call the attention of social

influencers or vloggers live streaming.

Tsikot (Chi-kot), its direct translation is “car”. This Tagalog slang refers to

“kotse” or car in English. Dehins (De-hins). Its direct translation is “no”. A playful

take for the Tagalog word “hindi” or “no” in English. Omsim (Om-sim). Its direct

translation is “Exactly”. This is another playful take on the Tagalog word “mismo”

which means “exactly”. It is sometimes used as “Omcm”, it just came from the

sound “sim”. Eguls (E-guls). Its direct translation is “being unfair”. This is the

reversed version of the Tagalog word, “lugi”, which is used to refer to an unfair

situation. Matsala (Mat-sala). Its direct translation is “Thanks”. This is the reversed
 16

version of the Tagalog word “salamat”, which is used to thank someone for doing

something for them.

Some Tagalog slang words are formed by shortening (Acronyms, clipping,

blending of slang words). In the process of shortening, so-called abbreviations, new

words are created by shortening existing words. Shortening words started when

texting and social media platforms only allowed limited characters. Users must be

creative and innovative when sending their messages. The following are some

examples of Tagalog- acronym slang words:

The three-letter slang, SKL which means “share ko lang”, is used when users

want to express their thoughts. SLR (Sorry, late reply). A three-letter slang that

stands for quite a long translation, which is used to say when the response to the

messages was late. OL (Online). This two-letter slang stands for the word “Online”.

This is usually used as a question when asking someone if they are online or not,

but sometimes, it is just used to shorten the word online. HM (How much). With the

emergence of online selling and sellers going live on any social media platforms,

using the two-letter slang that stands for “How much” makes it easier for sellers to

see that viewers are asking for the item’s price. The following are some examples

of Tagalog-clipped slang words:

“Anyare?” is a Tagalog slang word which is the shortened version of "Anong

nangyari?" (What happened). It does not have other meanings. It is used to ask for

an explanation about something or to express curiosity about something.

Beshie/Besh/Bes. A shortened version of the English word “best friend”. Usually

 17

used by anyone to call anyone close to them. Naol. It is already a shortened version

of the Tagalog slang “Sana all” which is used to express the desire to havesomething

that other people have. Marites. This slang refers to people who love to gossip. It is

short for “Mare, anong latest?”. Marites is just a common name for Filipino girls,

but now Marites is used to describe people who love to discuss other people's lives.

Awit. This word has a different Tagalog meaning but as slang, it is a shortened

version of the phrase “Aw, sakit!” which is used to express pain or unfavorable

situations.

Borrowing is another way Tagalog slang is invented. Aside from Tagalog

words, English words are also being turned into slang that is used as Tagalog slang.

The following are some examples of Tagalog-borrowed slang words:

“Forda Ferson” is a newly invented Tagalog slang that came from a viral

TikTok video. It is supposed to mean “for the person”. Filipinos use this slang word

in different contexts and situations, indicating a purpose. It does not have any other

meaning than its English meaning. It is just a fun way to explain what you have

planned for the day. The word “person” primarily refers to the speaker, but it can

also refer to another person. For Today's Videow. Another invented Tagalog slang.

It is mainly used by vloggers to explain what is going to happen in their videos, but

it was used in TikTok as slang. It is used to share what they are up to, even if they

are not making a video. The extra "w" at the end is merely a creative way to

exaggerate and pronounce the word. Dasurv. It is an English word that means

“deserve”. Another playful slang to make it trendier and more modern.

 18

Korique/Yas/Trot. English words that are turned into Tagalog slang to make it more

creative and trendier. These expressions are used to agree on something. Naur.

Another fun take on the English word “no''. It is an exaggerated way of strongly

disagreeing with something.

Communicating Slangs in BatStateU Lipa. Communication is used on a

daily basis. It helps students build bonds with other individuals, it is necessary inside

a classroom, and hones students to be confident public speakers. General education

subjects are taken by each student regardless of their current degree. With this,

students in the institution will be encountering communication-related subjects and

learn about them to pass. In an article by CFI Team, 2022 “Communication Skills”

these skills also allow others and students to understand information effectively and

accurately. There is no denying that Millennial and Gen-Z students are more

exposed to social media and the creators of this generation’s slang.

Faculty Members of BatStateU Lipa. Knowing that in those two years of

online classes, many Gen Z slangs have been created and are currently being used.

This becomes a barrier to the teachers because some slang evolves either on social

media where not every adult is present or in classrooms where students interact with

each other. Change in communication does not only affect students or younger

individuals because even adults are exposed to social media and converse with

different individuals of various ages. After the two-year-long online classes, during

the academic year 2022-2023, hybrid classes—a combination of online learning and

face-to-face classes—were conducted. With this, interactions beyond gadgets are

 19

slowly coming back and personal interactions happen depending on the availability

of professors and students.

It is also important to note that each generation has different concepts when

it comes to setting up a learning environment. The previous generation of educators

before the Gen Zs have different approaches when it comes to teaching. Sociologists

identified five main generations: The traditionalists or the silent generation, born

between 1928 and 1945), these are the generation that values recognition for their

qualifications and experiences. The baby boomers, born between 1946 and 1964,

are quite familiar with technology, however, they are less likely to use it and prefer

to communicate face-to-face rather than through electronic mail or texts. The next

generation would be Generation X, between 1965 and 1980, which are skeptical and

challenging at times, however, they are receptive to changes, especially in

classroom learning skills. The Millennials or Generation Y, born between 1981 and

1996, are very receptive to changes and are willing to learn how to access

technologies. They accept the changes in the concept of learning while giving

regular feedback and coaching. Lastly, Generation Z, born between 1997-2012, are

high tech savvies and have a different concept of learning style.

Students of BatStateU Lipa. Overtime, the way students and teachers

communicate with each other changes. In particular, some faculty members in

BatStateU are part of the previous generation before the Gen Zs. Good

communication between teachers and students helps students to be more engaged in

 20

class. Asrar et al (2018) defined effective communication as an important role that

builds the character and standard of the student’s education.

It is important to remember that today’s students are categorized into

Generation Z and are more proficient in using the newly invented technology which

sometimes makes them better than their teachers in utilizing it. Now that the students

have access to the knowledge hub, they gather more information faster thanany other

generation. The Gen Z students of today are known to at least have a mobile phone

of their own and are mostly known as tech savvies. They can learn quickly when it

comes to advanced technology compared to previous generations. They also have

the ability to multitask where they can complete many tasks at once,although the

downside of this is that they have shorter attention spans.

Since they excel in multitasking, their attention span usually shifts from one

activity to another. Most importantly, one of their learning styles is “edutainment”,

a combination of the two words, education, and entertainment, meaning educational

entertainment. Students are more likely to be engaged in a class if the instructors are

interactive and have strategies to make each lesson interesting. Sugiarti (2019)

discussed that unlike the previous generation where they can sit quietly in class, the

students of today’s generation might find it boring if the class is long and

monotonous.

Ways on How Faculty Members Bridge Communication Barriers. In this

new time and age, teachers are facing potential challenges and opportunities when

it comes to connecting and relating with their students. Especially since the students
 21

have developed different learning styles which makes them unique and different

from the previous generations. Sugiarti (2019) discussed that the inability to adjust

is a serious disadvantage as it may lead to cases where classes do not meet the

students’ expectations. Some teachers are not aware of the communication barrier

thereby creating a gap between them and their students (Guha et al, 2016). Having

said that, setting up a learning environment where the educators comprehend the

needs and wants of the students can help in closing the communication barrier.

Conversations between students and teachers do not only happen inside the

classroom. One of the ways teachers do in closing the communication gap is to make

the students feel comfortable by connecting with them. Asking the students some

updates before class formally starts and engaging in casual conversation in between

classes. Conversational language is used in these types of conversations and is an

informal way to relate and connect with the students, closing the gap between them

and their students. Though some teachers allow the use of slang inside the

classroom, they still put a limit on how it should be used in learning assessments,

especially in their discussions, presentations, and other academic interactions.

Communication Material to reduce communication barriers.

Communication materials are materials that provide information or messages that

can be of help to people. It can be either in written, audio-visual, or oral form, and

is found in any multimedia platform. Communication materials can help people

understand certain information that can change the way they perceive something

difficult and may cause them confusion. It is important to create a Communication

 22

Material to resolve an occurring problem between people. In school settings, diverse

types of people are present, and conversing with each other is inevitable.

Communication barriers and any other problem may arise in any circumstance when

there is a conversation between people with various factors such as cultural

differences, age, gender, personalities, perceptions, communication style, etc.

Students change the way they speak all the time which causes

misunderstandings either between them or with the faculty members. For older

individuals, it is a bother to learn how the students speak which creates

communication barriers. In line with this, communication materials are needed

because by inserting the most efficient and effective messages in it and using the

most appropriate medium, understanding between the two groups will occur and the

gap between them that causes misinterpretations may disappear. In situations that

cause relationships to be severed, communication materials help find a way to

resolve that particular problem and establish a good relationship between people.
 23

Research Literature

Various research was browsed, reviewed, and analyzed in order to obtain

information related to the present study. Below are the gathered research studies.

Carretero and Jeresano (2022) discussed about digital culture and social

media slang of Gen Zs revealed that students genuinely utilize social media slang to

communicate, they are more involved in discussion when using it, and it helps them

speak the language with confidence. However, there is no assurance that it will

improve language fluency, communication skills, or vocabulary. Furthermore, while

it does not create obstacles between students, it does create barriers between

students and teachers, as well as between students and older generations. It simply

suggests that Generation Z can be used to engage students in the lesson because it

applies to them; however, it also implies that the usage of Generation Z slang should

be limited, particularly when communicating with teachers.

A study about millennial slang aimed to have a deeper understanding of the

newly invented words or the millennial slang and how these slangs improve the

Filipino language in a grammatical factor and to have a further understanding and

knowledge about slang and the people who use them in their daily lives. The data

gathering was done by giving a questionnaire that is further explained to the

respondents. 10 respondents were picked and asked to answer these questions. Half

of the respondents came from a Senior High School and the other half were students

in Our Lady of Fatima University Antipolo Campus. Results showed that both sets

of respondents had the same perception and interpretation of different slang,

 24

however, one slang was given a different interpretation on both sides, the slang

"Kyah" where the respondents outside the Our Lady of Fatima University Antipolo

Campus interpreted the word as a call for attention especially begging on a male for

money. On the other hand, the students from Our Lady of Fatima University

interpreted it as a shorter term for the word "Kuya'' and an attention call for

someone, specifically a handsome male. This shows that being with a different set

of people impacts how people interpret a word or slang.

Bue et. al (2015) shared on their study about the proper use of the Filipino

language in therejection of slang words by the students of Nueva Ecija University

of Science and Technology, aimed to know how to use proper Filipino language to

overthrow slangamong Nueva Ecija University of Science and Technology. The

study used a descriptive approach. This study revealed that some respondents

especially the female said that they embrace the use of slang because it is the trend

and it is entertaining to use, while on the other hand, some respondents also said

that slang lowers the quality of the Filipino language, they also stated that people

forget to give respects to the Filipino language and the use of slang words in a school

settingis not necessary at all.

Furthermore, a study conducted by Noval (2021) analyzed how slang is

structured and the reasons why slang emerged at present. It also sought to find out

what influences have had a massive impact on the emergence of slang as a modern

language in this generation. By interviewing thirteen (13) participants and

interpreting the data using a descriptive phenomenological method of research, it

 25

was revealed that combination is the most common structure in the formation of

slang words. Furthermore, this slang was used as entertainment, self-identity, and

self-expression, and are also widely used to be "in" on the trend and for

socialization. Results also showed that slang words emerged from the gadget,

technology, social media, peers and friends, and the artists idolized by the people,

highlighting that the emergence of slang words in the modern generation is

associated with the language situation currently existing in the society and as to how

people embrace and show acceptance to the language.

Knowing that language is dynamic and the internet is a source of well-known

and trendy slang that may break or make the English language. This was further

expounded by another study conducted by Lumabi (2020) focusing on the lexical

trend of backward speech among Filipino Millenials on Facebook that focused on

backward speech such as Tadbalik stated that as the English language form changes

more quickly, technology also simultaneously develops and allows newly generated

Philippine slang to pass from Millennials to the future digital natives. The results of

the study described different forms of Philippine English on the social media

platform, Facebook. The inverted slangs, “werpa” and “lodi” are more used in the

platform to enhance group exclusivity. Contemporary expressions that are usually

coined words are usually used and popularized by users and social media

influencers.

Using slang directs our mind around because of how confusing or how hard

to comprehend what slang is. Supporting this claim, a study by Pontillas et al (2020)
 26

on Sana all: Filipino teenagers’ indirectness of today’s time discussed that the term

"Sana all'' was considered the best example of an indirect jargon. A combination of

English and Filipino languages. This fits with the way Filipino teenagers talk in a

roundabout way and make it clear that language is dynamic because it can change

in any way. The study used Thematic analysis to examine the data. 10 respondents

were selected to become the respondents. The data showed that eight (8) students

answered the questions indirectly and two (2) directly answered the question. The

results of the study showed that the slang “sana all” is an indirect way of saying that

the person using it has a desire of having what others have and it serves as a barrier

in communication since it affects what it means in different contexts.

Monderin and Go (2021) stated in their study about the emerging Netspeak

word choices in social media on Filipino pop culture that some aspects of Netspeak

were influenced by social media platforms. For example, Twitter's character limit

and Instagram's focus on photos affected Netspeak. Some Netspeak features were

used a lot, which was another sign of how much Netspeak was used in pop culture.

There were Netspeak features that were specific to a pop culture domain. For

example, there was a lot of laughter in the entertainment domain, a lot of the term

"fake news" in the political domain, domain-specific slang in the fashion domain,

and short messages of congratulations in the sports domain. The findings in the

study showed that the lexical patterns of Netspeak emerging in social media were

abbreviations and homophones and the popularity of each netspeak depends on

social media itself and pop culture domains.

 27

Lozada and Padilla (2020) discussed the process of adapting and employing

different communication patterns and strategies to facilitate the understanding of

Filipino student migrants with the members of their host societies. The findings

suggested that a high level of interaction was done because the students were able

to adapt and having casual conversations turned into meaningful ones. The findings

imply that information and communication technology bridge the gap between

people and create a better understanding of new contexts.

Gime and Macascas (2020) explored the use of Gen Z slang in the

Philippines. It focused on the analysis of the sociolinguistic transformation of

language. It explained that slangs give different impressions to listeners such as it

lowers the formalities in speaking and writing; it shows that the person using it

knows terminologies in different groups; some words are considered taboo in some

discourse; lastly, slang is used to avoid getting annoyed at long explanations. They

gathered Senior High School and College students in selected schools in Metro

Manila. The study revealed that Gen Zs contributed a lot to the transformation of

language in terms of changing word to word, changing the meaning, and creating

expressions

Boquiren et al (2022) discussed in their study about Tagalog dialects that

some dialects have specific slang that some would use as an alternative for certain

words that would have the same meaning yet have different word structures or

pronunciations. The findings show that backward slang can be used to express

negative or positive opinions on a tweet. The presence of these features on tweets

 28

has appeared to improve the expressivity of negative opinions more than positive

opinions on sentiment analysis.

Another study done by Dr. Awan, A. G. (2019) claims that the media is a

very important part of a modern man's life. A lot of people use different kinds of

social media to stay up-to-date and connected with the rest of the world. Given how

popular and important social media is among college students, people in the

education industry all over the world have been very worried about how it might

affect students. The study revealed that social media has a negative influence on the

students’ academic performance which affects mainly their health and time. The

result of the study suggests that lecturers should come up with ways how to

maximize the benefits of social media.

According to the study by Duse and Duse (2015) entitled the teacher of

Generation Z, a teacher should not say judgmental thoughts when teens choose a

long-shot option but should rather adapt to their required needs. When the interests

of Generation Z are known, then the teacher must be able to adapt to their

requirements by offering methods that provide the best options for the students. This

means that the teacher will not become a coach but more of a mentor to the students.

In other words, the teacher must make them understand instead of telling the

students that they are obliged to do anything. The teacher must present them with

options, teach, decide, and take responsibility. The teacher should always be ahead

by knowing what’s new in technology, how to use devices for introduction,

acquisition evaluation of learning content, and the new techniques to adapt. It is

 29

important to keep in mind that the students of Generation Z have learned all about

how to use these devices. Therefore, professors must have good knowledge of what

these devices are and how they function. Students of this generation are easily

distracted by social media, technology, and many more which concludes that they

do not respond to the same routines and challenges as students before. There are

often complaints from teachers that they cannot keep the class under control or

cannot have a favorable teaching environment due to the attention span of the

students and lack of interest. The conclusion of the study stated that it is necessary

for the professors of Generation Z to transition from being objective with the rules

to experimenting to find new ways of learning effectively. Leaving previously used

routines to create a new learning experience that draws concrete activities that

require critical thinking.

This was further expounded in a study conducted by Ochonogor, et.al (2012)

on the impact of text message slang (TMS) or chatroom slang on students' academic

performance with the increasing demand for easy and fast communication, English

abbreviations and informal language with grammatical errors have elevated.

Internet users use incorrect grammar and spelling due to the popular use of slang on

social media. With this, some of the slang has become a part of regular English

communication. The study found that text slangs have both positive and negative

impacts on the academic performance of students. It is beneficial for communication

between friends and family but is difficult to stop using especially in assessments

and examinations because they unconsciously use it.

 30

In a study by Ujang, S. (2018), slang eventually begins by giving existing

words new definitions. For example, the word “lit” is a past tense for the word

“Light” where in this generation’s slang it is meant to be known as “dope” or “cool”.

Texting slang is said to be a language that can only be understood by the same group

of individuals causing it to be difficult for outsiders to understand or read it.

Misinterpretations and conflicts are bound to happen as well when the users are new

to the culture or certain groups. The study implies that texting slang has affected

these young people not only in their daily conversations but also in their studies

making English a second language in a formal classroom setting. It also affects

formal writing, specifically their knowledge of the actual spelling and definition of

a word.

Studies included in Sabri, N. et al (2020) research about the usage of English

internet slang among Malaysians in social media stated that it is frequently claimed

that internet slang is claimed to be a language that uniquely belongs to a virtual

social group that is not easily understood by people who are outside the circle or not

fluent in the slang being used (Norhidayah, S.) There are instances when senior

citizens might have difficulties understanding and interpreting the internet slang

used on online platforms. Sometimes, the youth community members have trouble

interpreting and comprehending the internet slang used in different social groups

because of the contextual variation in the meaning (Rezeki & Sagala, 2019). The

study concluded that internet users regardless of age and social group have adopted

these “new writing styles” or internet slang. Knowing that social media has become
 31

the main platform for communication, the elderly should slowly adopt and

understand modern internet slang to keep up with the new writing styles.

Ferreiro (2019) revealed in their study that demographics serve as a basis for

how a certain platform uses language and how it changes over time. A study by

Professor John Sutherland from the University College London shared that there is

a seismic generational gap in how language is used on the internet. Sutherland

interviewed 2,000 adults for his research in 2015. His study revealed that 90% of

the participants failed to understand the terms and its meaning such as “bae” which

is usually used as a term of endearment. 43% were not aware of the term “fleek”

which is equivalent to “flawless”. Some acronyms failed to be understood by parents

as well such as “TBT” (throwback Thursday) or NSFW (not safe for work).

Gultom & Rahmadini (2022) shared the findings in subject A’s interviews

that claim that using slang in communication is acceptable. Knowing that this

language is informal, it makes it simpler for individuals to understand one another

and the language. Slangs do not always have unpleasant implications. Another

finding in the study is even if students utilize slang when speaking to parents or

older individuals, they must be aware of the limitations to prevent sarcasm. A

student may use slang to speak with older individuals, and they know but are not

strangers. It was observed that using slang helps strengthen bonds but utilizing slang

can damage the standard of proper and good language. Several variables influence

students to use slang, sarcasm, or other forms of impolite language. This is due to a

lack of knowledge of language politeness. Many students are unaware of how it is

 32

to use proper language. A weak understanding of language may cause them to

express themselves incorrectly with a language that is inappropriate and impolite.

Another factor is when students engage in outside activities and interact with

different people. The more a person fits in within a group, the newer languages will

be formed and used frequently. Students use slang and sarcasm to familiarize

themselves with a certain topic. With these factors, students become accustomed to

using sarcasm and slang with older individuals or strangers.

Amin et al’s study (2020) about the impact of social media on English

language learning stated that unique languages spoken in online life can meddle

with the English language learning and can create a barrier to communication.

Miscommunication is unavoidable because multiple areas are existing in social

media like communities, foundations, and other languages. In a portion of the

interview with the participant, they pointed out that the internet has mixed matches

some of the terms such as “bae” in Danish means ``poop” but is considered a word

of endearment in the Philippines. Besides these, the rise of slang on social media is

another danger despite being perceived by some as positive or dynamic, most

participants claimed that it is threatening to English language learning because a

portion of English words may not mean what they originally implied years ago,

Beginner language learners will in general grasp this language and accept it despite

the errors. A few participants also shared that the youth instantly value and accept

what they find in social media regardless of its worth, accuracy, and legitimacy.
 33

A study about teaching English to Generation Z students by Harmanto, B.

(2013) stated that the main barrier to implementing good teaching is not the learners

but the educators since there is reluctance among teachers to progress from the

traditional teaching methods. Though, understandably, it is difficult to move away

and change a system that has worked greatly for a long period of time. Some

educators might object to this change and prefer to stay where they are familiar with

it and reap benefits. But this attitude is unfortunate because for learning to take

place, the teachers should update their teaching strategies and adapt to technology-

based tasks including visual content while providing the opportunity to be

physically active inside a classroom.

Lakhal, M. (2021) discussed in his study about social media use and its

effects on writing ability among Moroccan University EFL students that a group of

AP and NWP teachers observed that the students use informal language and style in

formal writing, and it is claimed to be a result of digital technology. In this study,

Lakhal emphasized that using informal language in academic writing pointed out

with online communication where short forms and incomplete sentences negatively

affect the students’ level of spelling and grammar in their academic writing. The

researchers of the study concluded that educators are advised to introduce a learning

environment on social media that strengthened and improved a student’s writing

ability and talent.

 34

Synthesis

Social media slang has been widely used by students and there is no denying

that it influences their communication patterns. Most of the previous studies used in

this research used Junior High School students and Senior High School students as

their respondents. Studies done by Carretero & Jeresano (2022) focused on digital

culture and social media slang of Gen Z. It aimed to determine the digital culture

that was already present in their language as well as the effect that it was considered

to have on their conversational language and essay writing. Costales et al (2017)

focused on how millennial slang is widely used and how it affects grade 7 students.

These studies followed quantitative-descriptive methods and used survey

questionnaires as a form of data collection, however, this present study utilized an

In-Depth Interview to further analyze the participants’ perceptions about Gen Z

Slang.

Noval (2021) investigated the structural characteristics of slang as well as the

factors that contributed to the development of slang today. The same concept applies

to the current study as it provided information about the Gen Z slang being utilized

by the students today and encountered by the faculty members of BatStateU Lipa.

Bue et al (2015) followed the same concept of methodology however their

respondents were students with the Bachelor of Science in Nursing, Bachelor of

Science in Chemistry, Bachelor of Science in Business Administration, Bachelor of

Science in Information Technology, and Bachelor of Science in Criminal Justice

programs. In contrast, the current study had permanent faculty members as the
 35

participants. The study of Gime & Macascas (2020) explored the effect of Gen Z

slang on the writing skills of these individuals and how were these interpreted by

other generations which were similar to the current study’s aimed to know the

perspective of the faculty members of BatStateU Lipa about the current Gen Z

slangs being used and applied on conversations by students.

The past study made by Osharive (2015) and the present study made by the

researchers both have similar variables which were the social media’s influence on

the students but the current study focused more on knowing the effects of Gen Z

slang found in social media through the perception of the faculty members. A study

by Kausar S. & Awan, A.G. (2019) used the Likert scale as a data-gathering

instrument, however, this was not the tool for the current study since it was

qualitative research and used In-Depth Interview. Gultom, M. & Rahmadini, N.

(2022)’s study was a combination of qualitative and quantitative studies that utilized

questionnaires as their data gathering tool while the present study used a self-

structured guide question.

The study by Amin, B. et al, (2020) used a case study design and was

qualitative research like Defede N (2021) and Sabri, N (2020)’s study about the

usage of English internet slang among Malaysians. The respondents of Amin’s

study included secondary school learners, language educators, and teachers in both

private and non-public schools and colleges. Unlike in the present study, the

participants were permanent faculty members within the Lipa Campus and focused

on how the usage of Gen Z slang affects the students’ conversational language and
 36

academic performance. Lakhal, M (2021)’s study used the explanatory sequential

mixed-methods design for researching the relationship between social media use

and its effects on writing skills. It included both qualitative and quantitative

methods, unlike the current study which used one method. The participants of the

study were first-year college students while in the present study, the participants

were the faculty members at the tertiary level of one campus of the university. Amin,

B. et.al used observational research using different steps to gather and interpret data

such as observation, interview, and documentation which was needed in the present

study.

Duse & Duse’s and Harman’s study focused on the characteristics of the

students belonging to Generation Z and also answered the question of why the

students give little attention and interest to things unrelated to a subject. They also

expounded on the type of generations that were existing and their respective

characteristics that further supported one of their subtopics about the image of the

teacher of Generation Z.
 37

Conceptual Framework

The Conceptual Framework explains how each variable is connected. This

also explains how the independent variable influences the dependent variable. The

Gen Z slang serves as the independent variable that influences the two dependent

variables which are the BatStateU students and BatStateU faculty members. The

Gen Z slangs used by the students and the permanent faculty members’ description

and analysis fall under divergence.

After knowing how the participants describe and analyze how Gen Z slang

was used, the researchers aimed to propose an output that would serve as the

convergence or a way for the participants to have a better understanding of Gen Z

slang.
 38

Figure 1: Conceptual Paradigm

 39

Theoretical Framework

Howard Giles (1971) formulated the Communication Accommodation

Theory which focused on the changes that people make when communicating.

According to Giles, people try to emphasize or minimize the social difference

between others whom they interact with. The factors that led to the accommodation

activity were adjustments which could be through verbal communication or

gestures. Communication accommodation theory describes how people tend to

change how they act when talking to each other.

Giles refers to accommodation as convergence—adjusting to a different

communication behavior to decrease the social distance. It is a strategy of seeking

accommodation and adaptation where the speaker changes their way of

communication to become more similar to the one, they are communicating with.

Some people tend to adjust; however, some people prefer not to and prefer to

accentuate the differences between them and the people they are speaking with and

Giles refers to this non-accommodation as divergence.

The same concept was applied to this study where the researchers

interviewed to determine the perception of the faculty members of BatStateU when

it comes to Gen Z Slang and identified how they communicate and understand the

slang used by the students. People change the way they talk to get approval and

make a good impression on the person they are talking to. The setting in which the

students were currently influencing how they interact with each other. Knowing

there was a communication barrier between the students and teachers of today, it
 40

was a must to know how these slangs affect the communication of students and

teachers and how the faculty members perceive it. The study utilized the theory as

a basis for gathering information from the faculty members and as a guide in

interpreting the data. The study also identified whether the faculty members

accommodate students whenever they use Gen Z slang.

Definition of Terms

The following terms used in this study were defined operationally and

conceptually for better understanding.

Communication. This term refers to the interaction within a social context

which usually involves a sender and a receiver (Fatimayin, 2018). In this study, this

term refers to the way BatStateU students interact and express themselves using Gen

Z slang.

Conversational language. This term refers to the “everyday language,”

“natural language,” or social communication used with peers, adults, and family

members (LanguageBird, 2022). In this study, this term refers to the informal

language that BatStateU students use with their friends, families, and instructors.

Gen Z. This term refers to a certain generation of people that are mainly born

between the years 1997 to 2012 (Meola, 2022). In this study, this term refers to the

BatStateU students who are more proficient in the use of technology and use Gen Z

slangmost of the time.

Gen Z Slang. This term refers to the slang of Gen Z words with new forms

and meanings that are different from the slang that existed in the past (Linhawa et
 41

al, 2021). In this study, it refers to the informal language that most BatStateU

students use in their daily conversations.

Learning assessment. This term refers to the wide variety of methods or

tools that educators use to evaluate, measure, and document the academic readiness,

learning progress, skill acquisition, or educational needs of students (Glossary of

Education Reform, 2015). In this study, this term refers to the written outputs and

oral performances of BatStateU students that are evaluated by the faculty members.

Slang. It is the use of highly informal words and expressions that are not

considered standard in a speaker’s dialect or language (Namvar, 2014). In this study,

it is defined as the newly invented informal words or phrases that are widely used

by social media users today, focusing on Gen Z BatStateU students.

Social Media. This is a collective term for websites and applications that

focus on communication, community-based input, collaboration, interaction, and

content-sharing (Lutkevich, nd). In this study, it is a platform where slang originated

and where BatStateU students find or use slang words.

 42

CHAPTER III

RESEARCH METHOD AND PROCEDURE

This chapter presents the methods and procedures that were used in this study

including the research design, subject of the study, data gathering instrument, data

gathering procedure, and ethical considerations.

Research Environment

Ever since the start of the emergence of slang, communication using a

comfortable language was the best way to communicate with each other, however,

the emergence of slang started making things different when it comes to the aspect

of understanding someone's thoughts without having to think a second. It is

important to note that slang was made even when social media was still not around

for years. People form words for their reasons, it may be for concealment or just to

make conversations more fun and interesting. There are still situations where an

individual is not so knowledgeable when it comes to understanding some slang, and

the reason for that is the generational gap.

Some people are born before the age where people are called the Gen Zs.

Those people outside that generation have their number of slang invented inside

their particular generation. Now, slang made and popularized by Gen Z people is

emerging at an incredible speed. Many words on the internet or any other platform

are evolving into other words. Some take change with their spellings, some have

their original meanings replaced by a particular expression, and some are

abbreviated., and sometimes, some words are just newly and originally made.
 43

Considering the ever-changing language, some people are getting left out when it

comes to understanding newly formed words. It can be observed that many students

are rather not that fond of someone older than them, and at the same time, older

people feel the same way too about the younger generation.

Since the researchers were under the Bachelor of Arts in Communication,

the researchers conducted a study with the permanent faculty members of BatStateU

- The National Engineering University Lipa Campus with the age ranging outside

Gen Z. The researchers’ objective in conducting this study was to find out how the

people outside the Gen Z describe and analyze the use of Gen Z slang inside and

outside the classroom setting. Based on the results of the study, the researchers were

determined to propose a communication material to further enhance the

understanding of slang made during the Gen Z period.

Research Design

Gen Z slang is used by the students of today which is heard and encountered

by the educators of this generation. Qualitative research is a design where the aim

of this study is to explore and provide deeper insights into the world's problems

Korstjens, M (2017). It answers the why and how questions instead of how many or

how much Steven et al (2022).

This study’s objective was to investigate the issue and insights of the faculty

members in BatStateU The National Engineering University Lipa Campus of the

Gen Z slang being used by students. Instead of basing opinions on numerical data

and collecting answers based only on the given questions, the study dived into
 44

deeper understanding by gathering and investigating the participants' experiences,

perceptions, and behavior to further understand the problem. The researchers used

the In-Depth Interview as a method of gathering data and utilized the self-structured

guide questions. The participants of the study were permanent faculty members at

Batangas State University, TNEU – Lipa Campus. This did not only help the

participants answer freely because both questions and answers were not limited to

a specific question. It also allowed the researchers to gather answers which could

not be defined by numbers and helped understand the answers deeply knowing the

answers vary due to the individual perception of the participants. The problems in

the research were explained in detail and thoroughly to also identify unexpected

issues and solutions as well.

Participants of the Study

The participants of the study were the permanent faculty members of

Batangas State University, TNEU- Lipa Campus—with the data taken from the

university's website, there were 28 permanent faculty members. The researchers

gathered 15-20 faculty members as participants. The researchers chose permanent

faculty members with ages ranging above the Gen Z age which was 26 years old

and above.
 45

Table 1
Profile of Participants

Participants Age Sex Position

P1 33 Female Instructor
P2 27 Female Instructor
P3 36 Female Assistant Professor
P4 46 Female Assistant Professor
P5 34 Male Assistant Professor
P6 31 Male Assistant Professor
P7 55 Female Associate Professor
P8 28 Male Instructor
P9 39 Male Associate Professor
P10 32 Male Associate Professor
P11 46 Female Professor
P12 43 Female Instructor

Data Gathering Instrument

This section describes the instrument utilized for data collection. This also

addresses the process of creating, validating, and administering the data required for

this study.

The researchers drafted a series of self-structured interview guide questions

that fell under the In-depth Interview. When formulating the questions needed for

the interview, the researchers depended on the research objectives and formed open-

ended questions. The first part of the interview guide questions focused on how the

participants describe Gen Z Slang followed by some follow-up questions. The

second part of the interview guide focused on how the participants analyze the use

of Gen Z Slang in terms of conversational language and/or learning assessments that

 46

were also supported with follow-up questions. In response to this series of self-

structured interview questions, the researchers conducted interviews with their

sample of participants. The interview guide consists of twelve (12) questions.

After developing the guide questions, the instrument was reviewed by their

research adviser and was validated by qualified professionals with experience in the

field of communication and research. Revisions and comments served as a guide in

making the tool more effective. Once all corrections were made, the revised guide

questions were resubmitted for another review. After the guide questions were

approved, the researchers proceeded with the administration.

The guide questions contained open-ended questions with some follow-up

questions to further support the information gathered from participants. To do this,

the researchers scheduled an interview with each participant, and they handed out a

hard copy of the letter to the participants, an approval letter from the vice-

chancellor, and also a copy of the statement of the problem ahead of time before the

interview.

Data Gathering Procedure

The researchers submitted a letter of request to the Dean of the College of

Arts and Sciences and the Vice Chancellor for Academic Affairs for approval in

conducting data gathering. Following the completion of the validation and approval

processes for the guide questions, the participants were chosen under a purposive

sampling method. The researchers moved forward with assessing the availability of

the participants. The researchers gave the letter of approval signed by the Vice
 47

Chancellor for Academic Affairs and research objectives for the participants’

reference. The researchers then scheduled a 30-minute interview with the

participants. However, out of the 17 participants that the researchers aimed to

interview, only 12 of them were able to participate and be interviewed. The three

supposed participants were unable to participate due to heavy and tight schedules,

and the other two were conflicts of interest for they were both committee members

of this research.

After scheduling the interview, the researchers conducted an individual

interview with the participants inside their own offices using the researcher’s mobile

phones to record the responses of the participants. Before the interview started, the

researchers presented privacy consent, which had to be signed by the participants.

It stated that the participants allowed the researchers to voice record the whole

interview and to use the data collected in the interview for research purposes.

After the interview, the researchers reassured the participants that the data

gathered was held in the strictest confidence, as it was one of the conditions of

participation.

Ethical Considerations

It was the researchers’ ethical responsibility to safeguard the participants by

letting them know what the purpose of the study was. The researchers considered

obtaining the participants’ consent before making them undergo the data-gathering

process. Moreover, the participants also had the right to withdraw at any stage if

they wish to do so. The participants’ privacy was the researcher's priority. Anchored
 48

by the Data Privacy Act of 2012, no participants’ data was put into public access.

All sensitive information, private or personal, was protected. The participants had

the option to name themselves or not during the interview. The researchers did not

require the participants to input any highly sensitive information unnecessary for

the study. Leaking any sensitive information or data about the participants was not

practiced. Lastly, the researchers avoided presenting biased findings and any

misleading information.

Data Analysis

The researchers’ study aimed to analyze how the faculty members of

BatStateU Lipa described and analyzed the use of Gen Z slang. The data gathered

from the participants were subjected to descriptive analysis and thematic analysis.

Descriptive analysis focused on describing the characteristics of data. It answered

the who, what, where, and how the data were collected. Descriptive codes were

assigned to the data based on what the data was about. It was then summarized using

a label that indicates the meaning of the data in relation to the overall research topic

(Korsgaard & Linneberg, 2019). Using this method let the researchers gained an

understanding of the participants’ descriptions of Gen Z slang.

Thematic analysis was described by Braun & Clarke (2012) as a method for

systematically identifying, organizing, and interpreting data according to the

patterns of meaning across a dataset. The researchers utilized two-cycle coding to

further interpret the data gathered from the participants. As described by Patel

(2014), two- cycle coding was reorganizing and condensing the array of codes in
 49

the 1st cycle of coding to a few major themes, sets, or categories. Using this method

of the coding process, the researchers analyzed the participants’ responses by

categorizing them according to their themes.

Table 2
Matrix of research objectives, data collection methodology, and data analysis

Research Objectives Method Data Analysis

1. to determine how the
participants describe Gen Z In-depth Interview Descriptive Analysis
Slang
2. to determine how the
Thematic analysis using
participants analyze the use In-depth Interview
2-cycle coding
of Gen Z Slangs
3. to propose acommunication
material to enhance the
participants’ understanding of
Gen Z slang
 50

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with the presentation of data gathered through self-

structured interview; analyzed and interpreted by the researchers regarding the Gen

Z Slangs in the lens of BatStateU Faculty Members.

1. Participants’ description of Gen Z Slangs

The statements below show how the participants described Gen Z Slangs.

Using Gen Z language was how the students communicate today as shared

by Participant 3. This was commonly heard by the students because it was seen that

through this language, they could express themselves better. Noval (2021) claimed

that slang was used for self-expression, self-identity, entertainment, and for

socialization.

“It becomes a form of communication of the younger

generation, or even their norm or standard in talking.”

Most of the participants claimed that students feel that they belong if they

use Gen Z slang. This was because when they were alike or had similar ways of

communicating, it was easier for them to connect. Gultom and Rahmandi (2022)

claimed that the more a person fits within the group, the newer languages would be

formed and would be used frequently. People were expressing themselves

differently through a language or medium they were comfortable using. This slang

was also seen as fun and cool by Participant 10. However, it was also shared that

because of the sense of belongingness, some use slang out of peer pressure. They
 51

believed that when everyone was talking in the same language (Gen Z slang), they

became influenced.

“I think that if they use these slangs, they are into it, and I
think they feel like they’re in or they belong to the conversation. My
interpretation sometimes is that they use it because they feel like
they belong in a certain community.”

Belonging to a group influenced by the environment was caused by

understanding each other. It was shared by the participants that the students were

using this language because they could easily express themselves and help each

other to understand.

Gen Z slang is the common language that the youth use today. This also

becomes an alternative to the English language whenever a student finds it hard to

express themselves anymore. It helps them to be understood by those who are

familiar with and use this slang. As stated by Gultom and Rahmadini (2022), slangs

are informal and it makes it simpler for individuals to understand one another.

“I guess it’s because of the environment, usually this is what

they hear in formal conversations with their friends that’s why
they use it.”

Trends are either followed and expanded or disregarded but the personality

of the youth today who grew up in the technology or internet era join more and

contribute to these trends. Gen Z slang is “in” today, which is why students become

interested in using this, according to a participant.

 52

As stated by Noval (2021) these slangs are also widely used to be on the

trend. When it is modern, new, and different from the usual language being used,

students usually adapt to it immediately to keep up with the trends.

Some participants claimed that students like being part of the trend and being

aware of what is new because it helps them feel like they belong. In relation to this,

a participant shared that it is also because of technology and since many people use

social media, students end up using it as well.

“They are interested because this is what’s modern, they

think that if they use this, they are a part of the conversation.”

As the participants stated, using Gen Z slang with their students helps break

barriers in communication as they can relate with their students. The students are

livelier in discussions, and it helps classes become more interactive. As stated by

Carretero and Jeresano (2022) students are more involved in class discussion when

using it and it helps them speak the language with confidence.

“For them to have more interactive discussion, sometimes

I’m using ferson, sometimes I’m using marites and other terms. We
need to adapt for the students to have a much better conversation,
to learn more easily. The students are more engaged in what you’re
teaching.”

Even though it is the norm, and is now accepted by many, some faculty

members believe that the usage of Gen Z slang should have its limitations. Faculty

members are willing to adapt and learn the meaning of slang, however, they believe

that there is a right time and place for its usage. Duse and Duse (2015) revealed that

a teacher should not say judgmental thoughts when teens choose a long-shot option
 53

rather than adapt to the educator's needs. Instructors must be able to adapt to the

student’s requirements.

The same thought by Participant 5, “There are words that I

am very unfamiliar with, that’s why I ask them to repeat it for me.
I encourage them to converse professionally as much as possible
with their other professors. Though, there are cases that those
conversations can’t be avoided, I have no choice but to accept that
this is really their generation and if I don’t understand something,
I’ll just clarify it.”

Even though it is somehow difficult to understand and with the Gen Z slang

constantly evolving in a rapidly phase, faculty members still look for ways to

understand these terms to relate with their students. This is by researching social

media; by asking their students in their free time; or by asking a relative. Social

media has become the main platform for communication, the older generation

should slowly adapt and understand modern internet slang (Sabri N. et al 2020).

“Sometimes, I’m seeing posts in TikTok and the captions

have letters as captions. I ask my relatives “what’s the meaning of
this?” and I don’t get embarrassed for asking. For me as an
educator, it’s okay to ask questions, it’s okay to lower your pride
that you don’t know everything” responded by Participant 10.

Gen Z slang is now the term used by students in their daily conversations,

whether it may be their relatives, friends, or even instructors. Faculty members have

different descriptions of what really is the meaning of Gen Z Slang, though it all

boils down to having no distinct meaning due to unfamiliarity, because of the terms

that exist and separate the generation per generation. According to Carretero and

Jeresano (2022), slang creates barriers between students and teachers as well as

students between the older generation.

 54

Stated by Participant 2 “There are some cases that when

they converse, I don’t understand what they’re saying. Maybe
they’re ahead of me, and I feel like I don’t belong, I feel like I’m
already old.”

With the continuous addition of Gen Z slang, the faculty members had more

trouble understanding the language no matter how well-known or trendy these

slangs were. As stated by the participants, they were unfamiliar with slang, and

some had no idea about it.

Slangs exist in every generation and as time moves forward, the existing

slangs tend to be popularized as its meaning changes depending on the youths’ mind.

Amin et al (2020) claimed that it is threatening to the English language because

some words may not mean what they originally meant years ago. This leaves

instructors belonging to older generations confused and has different feelingswhen a

student uses this language for academic purposes. Other than having trouble

understanding the language, most of the participants have no idea what slang words

are and what the terms mean.

“I’m unfamiliar with it, there are slangs which I don’t

understand because it’s inverted, I have so much trouble
understanding those. I have no idea what the meaning of slang is.”

The Gen Z slang causes confusion to the participants. To some faculty

members, it is important to know what’s happening around them. That was why if

they hear something new it would be a confusion on their end. Participants 1, 2, and

11 shared that it would always confuse if it is used during their discussion.

 55

“Confusion, because the purpose of a teacher is to assess

the communication skills of the students, their ability to use proper
language, not by using informal language like slang.”

To some, it is difficult to understand because the meaning of slang is vague

in different contexts. Slang exists even before this generation and some slang are re-

popularized again by the youth today. Participant 10 also shared that at first, they

thought there was no actual meaning to it. Certain slang does not have definite

meaning because it depends on who uses it and how it is used in the conversation.

Some slang is used in different settings due to their multiple definitions; the

participants end up being confused about what the slangs mean. The researchers

provided a list of the Gen Z slang that is currently being used by the students and

despite it, some participants still find it vague because it does not have a definite

meaning. Participant 9 shared their experience when a student used slang during

class which led to confusion on their end because it has different interpretations.

“Flex” is to show or to brag something, my student said

‘sir, pa-flex naman po ng ano’ and then I questioned, what flex? I
thought that’s only used when you’re in the gym, to flex your
muscles.”

Some faculty members find it difficult to understand Gen Z slang due to it

being shortened or abbreviated and having no context clues to base it on. Slangs

serve as a substitute for the conventional term or phrase. Some are also created as

words or phrases that seem to give complete meaning to others but are defined

differently by those who are aware and use them often. Participant 1 shared “I

thought “Omsim” is referring to a sim card and “Ante” is for antenna.”

 56

This causes confusion to those who are unfamiliar with these words. The

participants shared that they do not understand a specific slang unless used in a

sentence and some slangs are made to be inverted because it is more playful but

causes confusion as well. Based on Boquiren et al (2022), slang is used as an

alternative for certain words that would have the same meaning but have different

word structures or pronunciations.

“I don’t know this one, Naur? What’s naur? This is the first
time I’ve ever encountered “Naur.” I look at the meaning of Gen Z
Slangs through how it’s used in a sentence, just like context clues,
but if you’re going to use it as it is, without other sentences or
words, I won’t be able to understand it.” stated by Participant 1.

Through the lens of the faculty members, this Gen Z slang has been the new

norm in communication, and it serves as a form of communication for the students.

Pontillas et al (2020) shared those slang such as “Sana all” serves as a barrier in

communication since it affects what it really means in different contexts. These

terms have now been part of the Gen Z students’ life and they use it every day to

communicate, making this language with unidentified meaning.

“In my opinion, the words or language being used nowadays

change and flow depending on the generation or time we’re part
of.” according to participant 8.

Although this is prominent in students during informal conversations,

Participant 11 shared how these slangs affect the students, especially if used in

academic conversations. The Gen Z slang is used by the students in the classroom

setting and is witnessed by several faculty members. Gime and Macascas (2020)
 57

explained that slang gives different impressions to listeners because it lowers the

formalities in speaking and writing.

“I’m working in an academic institution, so language

reflects the students’ values. That's why I don’t encourage them to
use this language but for other purposes such as informal
conversation, I’m okay with it.”

The English language form changes more quickly as technology does

simultaneously which allows newly generated Filipino slang to pass from

millennials to future digital users. Social media has become the platform of

information where newly generated slang is developed and used. With that, some

participants had similar opinions on where the Gen Z slang is commonly heard from.

“Some terms are derived from other slang words or

derived from English terms which are mixed up that are uneasy to
adopt” said by participant 6.

In addition to that, participants’ first impression of some Gen Z Slang,

especially the shortened or abbreviated, is a typographical error. Based on the

answers of the participants, they have observed the construction of Gen Z slang

which are shortened or abbreviated words. Monderin and Go (2021) stated that

slangs emerging in social media were abbreviations and homophones. Its popularity

depends on social media itself. There are faculty members who cannot grasp the

abbreviated terms immediately and had no idea about their actual meaning before

like “POV” and “skl” as shared by Participant 6 and Participant 5. Some of the slang

can be easily understood through context clues when used in a sentence but
 58

abbreviated words such as “R-O-F-L-O-L” cause confusion, unless explained, as

shared by Participant 10 because letters are only left to be understood.

“What does K-L-L-K, L-O-L mean? At first you would still

have context clues to base on because of the syllables and when it
is combined, you would understand it. But now like the “R-O-FL-
O-L, like… what is that?”

Conversations have different intentions and for two participants, they believe

that the reason why students are interested in using this slang is to hide the true

intention of the message. They believe that students hide the real context from those

who are in front of them or older people. Knowing that slang do not have a definite

meaning and are used in different contexts, faculty members who are unfamiliar

with slang may take the message negatively. Pontillas et al (2020) described “sana

all” as an indirect jargon and it fits the way Filipino teenagers talk in a roundabout

way.

“They are using these slang words to communicate without

having the person in front of them understand what they’re
saying.”

Participants deemed its usage inside the classroom inappropriate.

Participants 1, 4, and 8 deemed its usage during class discussions as informal. Since

the discussion inside the classroom is considered a formal setting, most of the

faculty members prefer to be professional as much as possible. Gime and Macascas

(2020) explained that slangs give different impressions to listeners since it lowers

the formalities in speaking and writing.

“It’s not actually appropriate to use Gen Z language in

academics, since they might get used to it. It’s alright if it’s outside
 59

or casual conversation, but inside the classroom I don’t think so…

It’s inappropriate. Especially, if you’re discussing a certain topic
and reporting and you’re going to use this Gen Z language, I don’t
think it’s appropriate.”

Aside from being inapplicable in academic conversations, some faculty

members see the usage of Gen Z slang as irrelevant in delivering their lessons. Since

the participants teach different subjects to different departments, they find no need

to use Gen Z slang in their classes. As these terms do not apply to the courses that

the faculty members teach to their students.

“I don’t think there’s a need for me to use slang words to

deliver my lessons, especially the subjects that I’m teaching are
professional courses. I don’t know how to integrate these Gen Z
Slangs in the professional and technical courses that I’m teaching.”

Admittedly, some faculty members personally use Gen Z slang in class to get

the class more active, however, they still want to limit its usage. They use Gen Z

Slang to relate to the topic they are discussing, making it easy for the students to

understand the lessons. Although it is accepted by some, they are still not promoting

its usage inside the classroom.

“Sometimes, we’re using slang words to relate our topic.

For example, marites, I’m relating that to networking because you
are communicating with others at the same time, working. If the
discussion is informal, it’s alright, but if it’s super formal, maybe
we should limit the usage of these slang words.”

Faculty members encounter students using the language within the

classroom, they are aware of encountering it often during informal and casual

conversation. One of the participants shared that they strive to understand the
 60

language to communicate with students. Still, they would like to have a conversation

that does not involve using the Gen Z slang.

“I find it difficult sometimes to understand slang. I

sometimes strive to understand, like this “naur”. I did not know that
it meant “no” which made me irritated. When I am in an informal
conversation, I don’t want to hear that word. Like, let’s still have
an appropriate conversation.” shared by participant 4.

Some of the participants had a positive take on what these slangs are and how

it affects the students and the Filipino language itself. As stated by Carretero and

Jeresano (2022), the students genuinely use social media slang to converse and

express themselves, they become more involved in discussion when using it, and it

helps them speak the language with confidence.

For Participant 10 “It’s amazing because students can

create words to express themselves with a language, they're
comfortable with.”

Enhance the quality of the message. Though to some faculty members,

whenever students use these terms, it enhances the message of what they are trying

to explain. Since it helps break the atmosphere of formality, students can explain

themselves better during discussions.

“If there’s a student speaking and this is what they used to

explain a lesson, since these terms are catchy, it will become more
interesting, their classmates would be more interested in listening,
and I don’t think it will create confusion.”

Since some students use these terms unconsciously, faculty members have

no choice but to accept that these are the new terms that the students of today use.
 61

Although, some faculty members still prefer to correct the students whenever they

are using this Gen Z slang.

“In a formal setting, I’ll let them finish reciting first and then
after that I’ll talk to them and say that next time if they’re reciting,
they should use the correct term.”

Preference in settings and type of presentation. For some faculty members,

they allow the usage of Gen Z Slang in class depending on the situation or what type

of presentation, or activity the students are doing as they find no problem with its

usage.

“If the usage of Gen Z Slang would catch the attention of

his/her classmates that would be fine, but if you’re going to use
these slangs just to sound fresh or to sound informal, I will not
promote it.”

Usage surprised students, since the age between the Gen Z students of

BatStateU and some of the faculty members have a gap, some students do not expect

that their instructors would ride the trend or would use the same terms they are using.

Aside from having better engagement with the students, when faculty members use

Gen Z slang it always comes as a shock to the students.

“Actually, the first time that I used it when speaking with

them, they were shocked. The term is “ganern”, that’s the exact
word. They were shocked, since maybe they didn’t expect that I’ll
communicate using that language, and maybe since I’m already
old.”

Overall, the participants believe that if faculty members and instructors use

Gen Z slang, they would be able to remove the communication barrier. But since it

was still seen as inappropriate and informal, despite the positive reasoning, it still
 62

should be limited in use. The participants were aware of the rapid language change

and were willing to learn more about the Gen Z slang for effective communication.

2. Participants’ analysis on the use of Gen Z Slangs

Table 3 shows the major theme and subtheme extracted from the responses

of the participants regarding their analysis of the use of Gen Z slang in terms of

conversational language.

Table 3
Major theme and subtheme about participants’ analysis of the use Gen
Z Slangs regarding conversational language

Major Theme Subtheme

Reduces student-teacher
Crosses professional boundaries
relationship

Theme 1. Reduces student-teacher relationships. Slang is not only used in

student-to-student conversations but it is also being used when talking to instructors.

On the school premises, students are expected to converse with their instructors

formally, but with the generation today and being stuck for almost two years in

online classes, students should be aware of when to use this language.

For most of the participants, students should keep in mind that slangs were

informal and inappropriate to use when conversing with educators. Gultom and

Rahmadini (2022) mentioned that using slang helps strengthen bonds but using it

could damage the standard of proper and good language.

 63

Crosses professional boundaries. One of the participants mentioned that the

formal way of speaking was better than using slang in student-teacher relationships

because of the status.

“I am the teacher, and you are my student, I expect you to

use the language that should be used for communicating.”

Informal language is inappropriate in a classroom setting as mentioned by

another participant. Slang is used especially when a person has a better relationship

with whom they are speaking that is why it was also shared that when a student uses

this language while talking to them, it crosses boundaries because a student might

assume that they have a close relationship and think that the feeling of

comfortability is reciprocated.

“We should have some limitations using slang words, let’s say
there are students who get comfortable when a professor is
comfortable with them, especially when they use the same words. We
should set some boundaries and the instructor should know when,
how, and what slang word to use.”

Some participants stated that there were faculty members who were unlikely

to be okay with the use of slang considering the academic standard of the institution.

Teachers of the older generation might not appreciate it as much as younger teachers

as shared by Participant 4.

“I think it depends on the teacher; Older ones might not

appreciate the Gen Z language which creates a barrier.”

Gen Z slangs are encountered by faculty members most of the time and they

engage with their students only during informal conversations. Some use this slang

to break the ice in the middle of a long discussion or to lighten up the atmosphere
 64

before the discussion starts. Despite the fact that some faculty members

accommodate students using these Gen Z slang, it is still seen as inappropriate to

use in academic conversations.

“If a student is using slang in talking with a person on a

higher organizational ranking like admins, it crosses professional
boundaries.”

The findings revealed that the faculty members deemed the usage of Gen Z

Slang when it comes to students conversing with their instructors could cross

professional boundaries. The progressing language was utilized by the youth who

fill in the classrooms of today. Carretero and Jeresano (2022) stated that students

utilize slang to communicate. The students not only use this slang during

conversations with their friends or social group but also when conversing with the

educators which cause different perceptions of this language. The participants

analyzed the use of Gen Z slang in terms of conversational language, and it shows

that slang reduces the student-teacher relationship since it crosses professional

boundaries whenever students use slang in conversing with their instructors.

Table 4
Major theme and subthemes about participants’ analysis of the use
Gen Z Slangs in learning assessment

Major Theme Subtheme

Written outputs
Poor performance of students
Oral performances

Table 4 shows the major themes and subthemes of how the participants

analyze the use of Gen Z slang in their learning assessments.

 65

Theme 1. Poor performance of students. As Gen Z slang continue to develop,

more and more students will use it. Especially since it is mostly used on social

media. In regards to how it affects their learning, faculty members believe that it

strongly affects their students’ outputs. Lakhal (2021) emphasized that online

communication, where short forms of words and incomplete sentences are

acceptable, negatively affects the student’s level of spelling and grammar in their

academic writing.

Since it is not unusual to shorten or abbreviate words in social media. Some

students unconsciously use it as well in their essays and even the correct spelling of

the words. Ochonogor et al (2012) stated that internet users use incorrect grammar

and spelling due to the popular use of slang on social media. In some cases, students

tend to forget the correct terms of the words. For the participants, Gen Z Slang

affects the students' sentence structure. Due to the fact that they are used to it

already, the students' sentence structure has become poor.

“Their structure in language or in communication, if they

are using English, it’s somehow becoming poor. Since all the words
they’re using are getting mixed up. They’re forgetting the meaning
of the word they want to use.”

Both Participant 4 and 6 shared their experience that they had received

outputs, essays, from students that have these terms.

“They’re forgetting the real meaning or the word that

they’re trying to communicate. In writing, I think there’s also an
effect on students, more in essays. They’re still using the slang word
even though it is an essay in the exam.”
 66

However, Participants 9 and 10 have a different experience in regards to

receiving outputs from students. In their cases, they had received essay outputs with

Gen Z Slang enclosed in parenthesis or italicized. Ochonogor et al (2012) found that

text slangs have both positive and negative impacts on the academic performance

of students. It is beneficial for communication but it is difficult to stop using it in

assessments and examinations because they unconsciously use it.

“I have encountered it in an essay output, although there’s

open and close parenthesis, just like in computers it’s italic to put
emphasis on its meaning.”

To some faculty members, it does not only affect the written outputs of the

students, it also affects their oral performances. Since the students are used to Gen

Z slang in their everyday conversation, they also use these terms in academic

conversations.

“I think it has a huge effect, for example forda ferson, even

in the pronunciation since ferson means person. Even in public
speaking, sometimes they use these.”

For some of the participants, it is most evident in their recitations that

sometimes students unconsciously use these terms when speaking. For Gultom and

Rahmadini (2022), even if students use slang in their daily conversation, they must

be aware of the limitations to prevent sarcasm.

“In recitations, when they’re supposed to answer in

complete sentences, they don’t do that, so teachers make them
repeat what they’re saying for them to express their answer
better.”
 67

Overall, the participants analyzed that the effects of Gen Z slang in learning

assessment came from students’ outputs. They also based it on their observations

from how they converse with them. For the participants, the shortened words affect

writing, spelling, and even oral interactions.

The findings revealed that Gen Z slang when used in Academic Conversation

affects the performance of the students. It resulted in their poor performance with

their written outputs, especially in essays. Students unconsciously use these terms

since they were being used to them, spellings were mostly incorrect and they tend

to forget to use the correct term. In their oral performance, it was most evident in

their public speaking and their recitations.

3. Proposed communication material to further enhance the participants’

understanding of Gen Z slang

The researchers proposed a comical Gen Z Slang Dictionary that was printed

in a booklet dictionary. The comic strip was inspired by Jim Davis’s Garfield comic

strips, a comic that was made and published locally in 1976, then published

worldwide in 1978.

The researchers’ comic strip consists of elements such as pictures and text

and the content include sample slang with its IPA format, explanation or definition,

and an example conversation that uses the Gen Z slang contextually.

The researchers took note of the recommendation of the participants

regarding the communication material. The majority of the participants suggested a

list-like dictionary with visual aids so it would be easier for them to understand what
 68

these slangs mean. The color palette of the output was based on the audiences’

preferences. Pale primary and tertiary colors were used to minimize the

overwhelming color of the visuals, which would minimize the strain on the

audiences’ eyes when they were looking at the posted output. The researchers used

Garfield comic strips’ art style as the inspiration considering the target audiences’

generational age expecting a few numbers of them had seen the said comic strip in

the past, which would give the feeling of nostalgia.

This proposed communication material’s goal was to enhance Batstate-U

Lipa’s permanent faculty members’ understanding of Gen Z slang by showing them

their exact meanings while using humorous visuals that would pick their interest.

This would help them understand what students actually mean in the words they

were saying.

To break the communication barrier between the Gen Z and the people born

before 1997, they need to be aware of the Gen Z slang that may cause

misunderstandings.
69
70
71
72
73
74
75
76
77
 78

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter discusses the summary of the study, the conclusions, and the

recommendations that the researchers consider appropriate based on the findings.

Summary

The research utilized a descriptive qualitative approach where the researchers

investigated the insights of permanent faculty members in BatStateU Lipa about

Gen Z Slangs used by BatStateU students. The 12 participants chosen were in the

age ranging above the Gen Z age (26 years old and above). Purposive sampling

method was utilized. The purposive sampling method was a random sampling

method whereas the participants of the research rely on the researcher’s judgment

(Nikolopoulou, 2022).

The research method that the researchers used in collecting the data was In-

Depth Interview through scheduling a 30-minute interview with each of the

participants. The researchers went personally to each of the faculty members’

offices to ask their permission to be a participant in the research. The guidequestions

were validated by the researchers’ adviser and by qualified professionals with

experience in the field of communication and research.

The main purpose of this study was to determine how the faculty members

describe and analyze the use of Gen Z Slangs. Specifically, this study sought to

answer the following questions:

 79

1. How may the participants describe the Gen Z Slang?

2. How may the participants analyze the use of Gen Z Slang?

3. Based on the findings of this study, what communication material may

be proposed to enhance the participants’ understanding of Gen Z

slang?

Findings

Based on the study, the researchers have found the following results:

1. Faculty members described Gen Z Slangs as the new language students of

today use in their conversations. These terms were usually inverted,

shortened, or abbreviated that makes speaking them fun and somehow

playful. In the fast-paced evolution of slang, faculty members experience

difficulties in understanding its meaning, though they were willing to

accommodate their students using Gen Z slangs and they were also willing

to learn these new terms so they could communicate better with theirstudents.

2. Based on the results, the findings about the analysis of Gen Z Slangs through

the lens of BatStateU Faculty Members regarding conversational language

revealed that the faculty members deemed the usage of Gen Z Slang when it

comes to students conversing with their instructors can cross professional

boundaries. The progressing language was utilized by the youth who fill in

the classrooms of today. Carretero and Jeresano (2022) stated that students

utilize slang to communicate. The students not only use this slang during
 80

conversations with their friends or social group, but also when conversing

with the educators which causes different perceptions of this language. When

it comes to the participants' analysis of the students’ learning assessments,

the findings revealed that Gen Z Slangs when used in Academic

Conversation affects the performance of the students. It resulted in their poor

performance with their written outputs, especially in essays. Students

unconsciously use these terms since they were used to them, spellings were

mostly incorrect and they tend to forget to use the correct term. In their oral

performance, it was most evident in their public speaking and their

recitations.

3. The researchers proposed a mini dictionary to the faculty members to further

enhance their understanding of Gen Z Slang. This minidictionary that had a

comic strip design could help anyone understand the meaning of these new

Gen Z Slangs.
 81

Conclusions

In the context of the foregoing findings, the following conclusions were

hereby presented by the researchers.

1. The faculty members described Gen Z slangs as difficult to comprehend but,

understanding it seems as an advantage to have effective communication

with the students.

2. Faculty members analyzed Gen Z slangs as inapplicable and were

discouraged to be used in formal discussions but were purposeful when

achieving better engagement from the students during informal

conversations.

3. A mini-dictionary including the timely and well-known Gen Z slangs was

proposed to help faculty members to understand and have an idea about the

Gen Z slangs.
 82

Recommendations

Based on the findings and conclusions of the study, the researchers

recommend that:

1. The faculty members may use and are encouraged to learn about Gen Z

slangs to connect, have better engagement with the students, and understand

the evolving language better but are not mandated to do so to attain the said

purpose.

2. Students of BatStateU Lipa should be aware of when to use Gen Z slang as

it is perceived to be informal and should be applied at appropriate moments.

3. The future researchers may also use this study as a reference to their future

studies in relation to Gen Z slangs with different approaches such as

identifying communication barriers within the parents-student relationship

and to further exploring the Generation Z language.

4. The output of the study, a mini dictionary, may be used as a reference to

understand the meanings of different Gen Z slang words and will also help

both students and teachers on learning how to use it in different contexts.

 83

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APPENDICES
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CODING SHEET
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PRIVACY CONSENT:
I understand that by participating in the interview, I am allowing the researchers to collect,
use, share and disclose my personal information for research development purposes and to
store it if necessary for the fulfillment of the stated purpose and in accordance with the
applicable law, including the Data Privacy Act of 2012 and its implementing rules and
regulations.

Signature of Participant

Name : Sex:
Age :

INTERVIEW GUIDE QUESTIONS

“Forda Convo ang Ferson: Analysis of Gen Z Slang in the lens of BatState-U Faculty
Members”

1. Gen Z Slangs, used by the students today, are improved terms or descriptions from what
the words used to be, for example, lowkey mean quiet or moderate. What are your insights
about the Gen Z Slang?
Ang Gen Z Slangs na ginagamit ng mga mag-aaral ngayon ay ang mga inibang salita o
deskripsyon ng mga salita noon, tulad ng, lowkey na ang ibig sabihin ay tahimik o
katamtaman. Ano ang iyong maliwanag na pagkaunawa tungkol sa Gen Z Slang?

2. In the continuous addition of Gen Z Slang, do you find it difficult or not to keep up from
understanding its meaning as applied in student-teacher or teacher-teacher conversations?
Sa patuloy na pagdami ng Gen Z Slang, nahihirapan ka ba sa pag-unawa sa kahulugan
nito gaya ng paggamit nito sa pag-uusap ng mag-aaral sa guro o guro sa guro?

3. What are the Gen Z Slangs that you have encountered with students and what are your
personal interpretations of its meaning?
Ano ang mga Gen Z Slang na iyong napakinig sa mga mag-aaral at ano ang iyong mga
personal na interpretasyon sa kahulugan nito?

4. Why do you think students become interested in using Gen Z Slang in school
conversations?
Sa iyong palagay, bakit nagiging interesado ang mga mag-aaral sa paggamit ng Gen Z
Slang sa mga pag-uusap sa paaralan?
 113

5. Do you think that Gen Z Slangs create a better student-teacher relationship or it allows
one to cross professional boundaries? Why or why not?
Nakakatulong ba ang Gen Z Slangs sa paghubog ng magandang ugnayan sa pagitan ng
mga guro at estudyante, o sinisira nito ang hangganang pang-propesyunal sa pagitan ng
dalawa? Bakit o bakit hindi?

6. Is it a must for teachers to be familiar with Gen Z Slangs? Why or why not?
Kailangan ba para sa mga guro na maging pamilyar sa Gen Z Slangs? Bakit o bakit
hindi?

7. When encountering students using Gen Z Slang, does this happen during formal
discussions, during break time or after school conversations?
Tuwing nakakasalamuha ng mga esudyanteng gumagamit ng Gen Z Slang, kailan ito mas
madalas nagagamit ng estudyante? Tuwing pormal na diskusyon, break time o
pagkatapos ng klase?

8. Do you think it’s appropriate for students to use Gen Z Slangs in academic conversations?
Why or why not?
Ang pag-gamit ng Gen-Z slangs ay nararapat gamitin tuwing mayroong academic na
diskusyon? Bakit o bakit hindi?

9. Have you tried using Gen Z Slangs to get the students more engaged in the class? What
were the outcomes?
Nasubukan mo na bang gumamit ng Gen-Z slangs upang ma-enganyo sa klase ang mga
estudyante? Ano-ano ang mga kinalabasan?

10. Whenever a student uses Gen Z Slangs in academic discussion or presentation, does it
add creativity or more of a confusion? Why?
Kapag gumagamit ang estudyante ng Gen-Z slangs sa academic na diskusyon o
presentasyon, nakakadagdag ba ito sa pagiging malikhain ng estudyante o nagiging
dahilan ito para maguluhan ang klase?

11. How does using Gen Z Slang affect the performance of the students in the class?
Paano nakakaapekto ang pag-gamit ng Gen Z slang sa pagganap ng estudyante sa klase?

12. Do you have any suggestions on what communication material may be proposed to further
enhance your understanding of Gen Z Slangs?
Mayroon ka bang maimumungkahing communication material na nagbibigay paliwanag
tungkol sa Gen Z Slangs?
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GANTT CHART
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KERVY O. ESTRADA
Padre Garcia, Batangas
Contact No.: 09507773595
Email Address: kervy.estrada@g.batstate-u.edu.ph

PERSONAL DATA:
Age : 22 yrs. old
Birth Date : July 01, 2000
Birthplace : Rosario, Batangas
Sex : Male
Civil Status : Single
Height : 5’9
Father’s Name : Erlito A. Estrada
Mother’s Name : Marilyn O. Estrada

EDUCATIONAL BACKGROUND
Primary : PADRE GARCIA CENTRAL SCHOOL
Poblacion, Padre Garcia Batangas
2012 – 2013
Secondary : PADRE GARCIA JUNIOR HIGH SCHOOL
Poblacion, Padre Garcia Batangas
2016 – 2017
: PADRE GARCIA SENIOR HIGH SCHOOL
Poblacion, Padre Garcia Batangas
2018 – 2019
Tertiary : BATANGAS STATE UNIVERSITY-TNEU LIPA
Maraouy, Lipa City
2022 – 2023
 117

LHIANZ MYREENE T. GONZAGA

Puting Kahoy, Silang, Cavite
Contact No.: 09108143525
Email Address: lhianzmyreene.gonzaga@g.batstate-u.edu.ph

PERSONAL DATA:
Age : 21 yrs. old
Birth Date : January 02, 2002
Birthplace : Calamba, Laguna
Sex : Female
Civil Status : Single
Height : 5’4
Father’s Name : Erwin O. Gonzaga
Mother’s Name : Myra T. Gonzaga

EDUCATIONAL BACKGROUND
Primary : PALO ALTO ELEMENTARY SCHOOL
Brgy. Palo Alto, Calamba City, Laguna
2012-2013
Secondary : SOUTHHILL MONTESORRI SCHOOL, INC.
Brgy. Laguerta, Calamba City, Laguna
2016 - 2017
: CALAMBA DOCTORS’ COLLEGE
Brgy. Parian, Calamba City, Laguna
2018 – 2019
Tertiary : BATANGAS STATE UNIVERSITY-TNEU LIPA
Maraouy, Lipa City
2022 – 2023
 118

JOSEPHINE THERESE Q. RACAL

Antipolo del Norte, Lipa City
Contact No.: 09653441259
Email Address: josephinetherese.racal@g.batstate-u.edu.ph

PERSONAL DATA:
Age : 23 yrs. old
Birth Date : November 20, 1999
Birthplace : Lipa City, Batangas
Sex : Female
Civil Status : Single
Height : 5’0
Father’s Name : Francis V. Racal
Mother’s Name : Ma. Teresa Grech Q. Racal

EDUCATIONAL BACKGROUND
Primary : EARLY START LEARNING CENTER
M.K. Lina St. Lipa City
2012 - 2013
Secondary : LCC SILVERCREST JUNIOR HIGH SCHOOL
Pres. Katigbak St. Lipa City
2016 - 2017
: LCC SILVERCREST SENIOR HIGH SCHOOL
Pres. Katigbak St. Lipa City
2018 – 2019
Tertiary : BATANGAS STATE UNIVERSITY-TNEU LIPA
Maraouy, Lipa City
2022 – 2023