Chapter 1

THE PROBLEM AND ITS BACKGROUND

Background and Purpose of the Study

Education is essential to everyone. It is an indispensable part of life both

personally and socially. It is the greatest instrument in equipping the youth with

the necessary knowledge, information, skills, and attitudes to become productive

citizen of the country.

Communication is the heart and soul of the human experience. The

process of communication mainly includes speaking, listening, and writing.

Nobody actually learns grammar to learn his/her own mother tongue. It is a

natural phenomenon that we start speaking what everybody speaks around us.

We gradually develop a better sense of understanding with the passage of time.

Grammar is the study of words and the ways words work together. An invisible

force that guides us as we put words together in to sentences. Any person who

communicates using a particular language is consciously or unconsciously aware

of the grammar of that language. To speak in a clearer and more effective

manner we study grammar. A person who has unconscious knowledge of

grammar may be sufficient for simple language use.

English for Specific Purposes (ESP) as a basis of this research is learner-

centered approach to teaching English as an additional language, which focuses

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on developing communicative competence in a specific discipline such as

academics, accounting, agrology, business, IT, teaching and engineering.

ESP (English for Specific Purposes) has emerged as a significant field in

Applied Linguistics. It is mostly concerned with the learners’ needs for a specific

field of academics or occupation. Restricted skills of words and expressions,

purpose of learning the language are the areas to be considered in ESP.

Slang is a linguistic style that occupies an extreme position on the

spectrum of formality. Slang is a kind of informal language that is regarded as

being below standard and correct usage and is socially less acceptable. There

are characteristics that have been used to delimit slang, but these may be often

the result of prejudice and misunderstanding. For example, slang has often been

referred to as 'colloquial' and has also been characterized as 'taboo, vulgar and

derogatory. It is often misunderstood as a substandard and unwholesome

language that is associated with the lower classes of society. For Partridge and

Foerster and Steadman, slang is 'a substitute for good diction, demonstrating

poor vocabulary and critical ability. It has also sometimes been regarded as

subversive, even though, in reality, it may, often, simply encode a shared

experience and normally functions as an alternative vocabulary replacing

standard terms with more forceful or interesting versions, just for the fun of it.

Slang has until recently been neglected by linguists and romanticized by

its supporters as creative and vivid, unrestricted by the chains of a standard, or

viciously criticized and condemned by prescriptive as dangerously vulgar, non-

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standard speech. Yet it is a valid part of the linguistic competence of the

individuals using it and as such deserves attention by linguists.

Informal language is sometimes referred to as ‘street’ language, as in

ordinary and common and is usually quite colorful language; swearing or sexual

references are used. In short, slang can be quite offensive, but this isn’t always

the case and, in its defense, slang does keep the English language from

becoming stale. Slang is ever evolving and slang terms can vary depending on

where you are. Slang is often used as a way to appear friendly to someone or to

show that you belong with a certain group of people or that you understand

popular culture. It shows that you are part of the ‘in crowd’. Consider your

language goals. If you plan to attend university, then formal language is what

you’ll be using daily for essays and formal emails. If you will be using English for

work, you will also need to communicate formally and properly. If, on the other

hand, you’re learning English in order to simply get by and socialize, you’ll

encounter and use a lot more slang.

With every generation come cries that teenagers are destroying the

language with their ultramodern slang. The current grievance harps on the way

casual language used in text and instant messages inhibits kids from

understanding how to write and speak properly.

Informal language has had both positive and negative effects on society.

One positive effect is that the use of slang helps to informally develop the

language. Languages are constantly changing and growing. English itself is a

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complex mixture of Greek, Latin, German and French. As a society changes

through war and other politics, the English language grew and developed. Slang

expressions work in the same way; as a society changes and develops a new

slang is born.

However, it has been observed also that one negative effect of the use of

slang is that sometimes members of society become unable to differentiate

between when informal and formal language should be used, they are tolerating

to practice slang language to infiltrate in their formal writing.

However, as cited on Article XVI Section 9 that:

“The Congress shall establish a national language commission composed of representatives of

various regions and disciplines which shall undertake, coordinate, and promote researches for

the development, propagation, and preservation of Filipino and other languages”

As cited in the article the preservation of Filipino and other languages. It is

related to the study because informal language such as Slang, Colloquialisms

and Gay language gives impact to the formal language even in our own dialects.

The aim of this study is to determine the effects of informal language usage to

the speaking skills of the respondents.

Foreign Literature

According to Trumble and Stevenson (2002), slang is described both as

‘the special vocabulary and usage of a particular period, profession, social group’

and as a ‘language that is regarded as very or much below standard educated

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level. This definition of slang shows a tendency towards a sociological view of the

phenomenon. This view is echoed by Eble (1996) who regards slang as ‘an ever

changing set of colloquial words and phrases that speakers use to establish or

reinforce social identity or cohesiveness within a group or with a trend or fashion

in society at large’.

According to Richards and Schmidt (2002), Colloquialism, on its part, is a

word or phrase that is more commonly used in informal speech and writing.

Consequently, colloquial speech refers to the total set of utterances in a familiar,

informal context such as at home, at a place of relaxation or at the workplace.

This informal type of speech is used among friends and others in situations

where empathy, rapport or lack of social barriers is important. Colloquial speech

is often marked by the use of slang or idioms and by other linguistic

characteristics such as deletion of subject or auxiliaries.

According to Akmajians, Demers, Farmer and Harnish (2008) slang is

something that everyone can recognize but no one can define. Speakers show

enormous creativity in their use of slang. Although the precise definition of slang

seems extremely difficult, there are however, salient features of this form of

language. Firstly, it is a part of casual, informal style of language use.

Furthermore, the term slang has traditionally carried a negative connotation and

it is perceived as ‘being low’ and ‘vulgar’ form of language and is deemed to be

out of place in formal styles of language.

According to Wil (2014), one conflict that has been produced by surge in

mobile phone use is rift between people who like to talk and people who prefer to

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text. Sending text messages has become a medium of choice for mobile

phone(s) users. Furthermore, young people are increasingly prone to texting and

shy away from making calls, which are more direct-but also less permanent form

of communication. Ironically, the speed at which instant messaging or texting

takes place means that mistakes and shorthand are common: but often let each

other get away with them because they know what they really mean. Many

teachers in primary and secondary schools have expressed concern at the

number of children whose literacy levels are dropping; and who are not even able

to write by hand, so accustomed are they to computers, tablets and mobiles.

Text messaging is completely devastating the English Language Recent

findings have suggested that school children in the 1960’s and 1970’s were far

more literate than children of today. In 2013, the average school child struggles

more with grammar, spelling and essay-writing essential skills which before now

considered key to grasp of the English Language. Text messaging is alienating

English speakers from their native tongue and confusing non-natives who wish to

learn the language. It promotes misspelling. English is a beautiful tongue with a

rich literary history which does not deserve to be overshadowed by phrases like

“c u l8r and megalolz.

According to Crystal (2008) the use of abbreviations and slang can impact

negatively on student language and literacy. His claim was based on six main

points in a typical text message, less than 10% of the words are abbreviated.

Abbreviating has been in use in decades, and that is not a new language.

Children alike use text language, the latter being more likely to do so. Students

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do not habitually used abbreviations in their homework and examinations. Before

people text, they must first know how to spell. Texting therefore provides people

with the opportunity of engaging with the language through writing, reading, and

speaking it improves people’s literacy.

According to Cage (2003, p.23), gay language is defined as a particular

register or variety of language that is employed in certain socio-cultural contexts

by gay people. That is to say, this kind of language has its narrow use in some

situations and contexts but in others involving “the social system of the gay co-

culture”. Red (1999, p.41) defines gay language is a type of code used in the gay

community for the purpose of preventing people from outside the group (herein

refers to heterosexuals) making sense of it and helping link them in “their own

discourse”. This definition calls our attention to “anti-language” by Halliday (1976,

p.570) which is “a special form of language generated by some kind of anti-

society”. This anti language uses words and expressions with additions and

alterations in meaning aiming at creating and retaining its identity.

Local Literature

According to Guerra (2007), although most of the people are frequent

texters, not all of them apply shorthand texting when writing or speaking. She

said that students say it does affect their writing proficiency, speaking skills and

some say it has no impact at all. Nevertheless, texting is still a problem to most

people. With technology advancing at the speed that it has been, it takes time to

notice the glitches or effects it causing to our society. Text messaging being one

of the most common mode of communication in the young students has caused

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some barriers to advancing writing skills and speaking skills. As more students

immerse themselves in “textspeak” over phones, computers, etc it worries a lot of

educators because their speaking skills and writing skills are suffering. Short

messaging sacrifices grammar, syntax and punctuation. Most of the teachers in

research articles see evidence that students who frequently express themselves

in abbreviations and smileys lose the capacity for more grammatically correct

writing and speaking.

According to Salazar (2008) on his column that only two out of three

Filipino adults (65%) say they understood spoken English in the March 2006

survey in contrast to the three-fourths (75%) in the September 2000 and the

December 1993 surveys. About half (48%) could write English in the latest

survey while it was 61% in the two earlier surveys. Only a third (32%) in March

2006 said they spoke in English compared to more than half (54%) two earlier

surveys. Fourteen percent admitted they were not competent in any way in

English while it was only seven percent 12 years ago in. In March 2006 survey,

19% indicated almost no use for the English language in contrast to only 10% in

both September and December surveys.

Saint Joseph College stated that Colloquial language is used in informal

writing situations and creates a conversational tone in the writing. Everyday

spoken language gives your writing a casual, relaxed effect. Colloquial language

is not necessarily “wrong,” but it is used when a writer is trying to achieve

informality. Some college writing assignments may require writers not to use

colloquial language; these assignments may necessitate writers to employ

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language that creates a formal tone and that is discipline specific. Most writers

employ a variety of prewriting and rhetorical strategies during the drafting,

revising, and editing states of the writing process.

According to King (2011) the incorrect use of language on local TV

newscast and English-dubbed cartoons, contributes to the decline in English

proficiency among Filipinos. Proficiency, as define in dictionary, is the state or

quality of being proficient, skill competence. It could be an edge to anybody’s

application letter and resume. Being proficient is being an expert to a particular

field. Filipinos are recognized as number one in the most proficient English

speakers, but that was a long time ago. During the 2008 survey of International

English Language Testing System (IELTS), Philippines only hooked the second

place. This shows that our proficiency is declining.

The author also blames the technology such as internet and SMS

messaging on cellphones which favors speed and levity but posters poor

speaking and written skills. In this habit people use abbreviations, slang and

colloquialisms in chat rooms, and have now created a whole new language and

texting on cellphone has created a short language.

According to Laurilla (2009) entitled “A Preliminary Investigation on the

Linguistic Aspects of Text Messaging.” She implied that the use of mobile phone

is common to the younger sector of the society. Report from “Media Use

Statistics” that almost two thirds of the teenagers today are cellular phone

owners. The youths are expected to be frequent texters, since they grew along

modernization and technological innovation of cellular phones. Because of this

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“There is a ranging national debate about the state of writing and how high-tech

communication by teens might be affecting their ability to think, speak and write.

This research by De La Salle University-Manila’s Department of English and

Applied Linguistics (DEAL) Assistant Professor Nudred-Laurilla found that there

is no significant effect and difference between the spelling and the grammar

efficiency of students who own cellular phones and those who don’t. And from

that, it can be implied that the respondent’s proficiency when it comes to spelling

and grammar, is independent to whether they have cellular phones or not. Also

among owners of cellular phones, their frequent text messaging does not affect

their spelling and grammar proficiency.

According to Atencio (2008) on the other hand he strongly favors the

return of English as a medium of instruction, while he recognizes the benefits of

the Bilingual Policy in some areas of teaching, the use of English language in the

school will help us recover some lost ground in English language proficiency

orally and writing. The issue here is not nationalism but our decided advantage in

communicating with the rest of the world soliciting, responding or reacting. These

moves are referred to as a teacher initiatory student responsive and teacher

responsive behavior respectively. Teacher’s initiatory behaviors refer teacher’s

questions. Students responsive behavior refers to answers to the teachers and

teachers responsive behavior shape to serve our mold the classrooms discourse

by accepting, rejecting, modifying, synthesizing, expanding or elaborating what

has been said previously.

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 According to Norberto V. Casabal Gay language has achieved a higher

degree of acceptance in recent years in the Philippines. Both gays and non-gays

can be heard uttering gay expressions. But the main role of gayspeak for gay

people in the Philippines is to function as an “armor” to shield themselves from

the chasm and the social stigma caused by gender differences. From a linguistic

point of view, this paper not only describes the nature of this gay language and

how expressions are coined, it also looks at how code mixing (gayspeak +

English language) is made possible. This paper also examines how this code

mixing creatively violates the grammatical structure of the use of the English

language in the Philippines.

Foreign Studies

Myhra (2010) believed that people of the present generation have grown

advanced together with the innovation of technology, which is said to have

affected students spelling and grammar proficiency. People have started sending

messages in abbreviated or shorten form. Students who are frequent texters

have developed a new form of speaking and writing that is unacceptable to

school-related works. He added that students are no longer practicing the proper

use of punctuation, and upper and lower case letters. Furthermore, he concluded

that frequent sending of text message could affect the student’s way of speaking

and writing. Students have developed the habit of writing in shorthand form,

which caused them to speak and write informally. Internet has affected the

students speaking and grammar proficiency negatively.

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 According to the study of Ross (2010) stated that the use of internet and

cellular phones are affecting students spelling and grammar proficiency

negatively, as evidence from their use of abbreviated and slang words. This

resulted in extensive use of electronic chatting. The students are producing

worse assignments creating incorrect subject-verb agreements and misspelling.

She is an instructional coach for Language arts teachers in her own district, and

she often see shortened words or sentences in text messaging dialogues on

student’s composition. She said that this might have changed the attitude of the

students towards writing, and it seemed that they want everything done as fast

as possible. But before mobile phones became a problem to some, it used to be

a connector between people.

According to the study of Chopra (2013) stated that there are many

different types of communications in the world and overuse of abbreviations or

slang is not appropriate for every setting. Social media users have learn the

proper time and place for different types of speaking and writing. While twitter is

forgiving of textspeak, Facebook longer text limits encourage proper grammar.

While short hand does slip into facebook, emails, blogs and even written papers.

Most writers and speaker are still aware of how to write and speak properly and

do so often. Some popular terms like LOL (laugh out loud) have evolved into

unique words that have meaning greater than their original abbreviation or slang.

LOL is now used to add a joking or lighthearted inflection to message almost like

a type of punctuation.

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 According to White’s (2009) study, utilized 19 freshmen university

students who were familiar with the traditional grammar translation method

participated in his research the method employed by White was that every week,

for five weeks, a question was provided for discussion on facebook, and

individual feedback was given for improving the speaking skills. Students’

progress was checked four elements: spelling mistakes, grammar mistakes,

words written and motivation. Each week words written, grammar mistakes and

spelling mistakes were counted. When common grammatical mistakes occurred,

they were posted on the group wall discussion. The students were asked to find

the grammar mistake in certain line and correct previous mistakes. At the end of

the week five, some positive improvements in grammar and spelling were

evident. Students reduced mistakes because they had learned from the post

what mistakes they had made. They were aware of it and used it as a grammar

advice for further speaking and writing.

According to Yanchun Zhou (2013) slang is considered as "comedy" by

Americans because of its humorous effect. The humor of American slang first

represented in terms of its phonetic humor. A great amount of American slangs

take advantage of the euphony to achieve the aim of being easily to be

understood and remembered and to get the purposes of being readable and

vivid.

According to Russel (2010) argued that SMS Texting should be

considered as another language and since learning a new language does not

affect students’ ability to use English grammar. It would be wrong to conclude

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that text messaging can their grammar. They point out that slang words have no

effect on English grammar, and even though each generation has its own dialect

English grammar has not been changed. All students need to do, they claim, is

learn the basic in English class and they will be able to distinguish between

slang, texting and correct English. In addition, some teachers believed that

shorthand texting is killing the English language because students have been

writing in bad spelling and grammar. The school of thought argues that, since the

learning of a new language does not affect students ability to use English

grammar, it would be fallacious to conclude that texting have potentials of

affecting students mastery of English grammar.

This is related in a way that may be there is positive effects of SMS

Texting but in this study the researcher covet to discover the negative side and

may give solution to the existing problem. Students may learn the language of

texting, but they too, should not forget that the language of texting is different is

different from the English language, and that shorthand texting is different from

the correct English grammar.

According to Kathryn Luyt, BA (Hons) (2014) on her study entitled “Gay

Language in Cape Town: A study of Gayle – attitudes, history and usage”

Gayle’s original function, to give white and colored gay men a language of

secrecy to be able to talk to one another in public without facing prosecution as

well as to have an in-group language of belonging, is changing in post-apartheid

South Africa. With LGBTI (Lesbian, Gay, Bisexual, Transgender, Inter-gender)

rights improving in South Africa (same-sex marriages were legalized in 2006

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making it the fifth country in the world and the first in Africa to do so), the original

function of Gayle, for speakers to avoid prosecution, is no longer a legal threat.

With more people openly sharing their sexual orientation and South African

citizens in general becoming more educated and accepting of a variety of sexual

orientations, Gayle continues to change. The study of gay language (or Queer

Linguistics, as it has more recently been termed) is a relatively new and topical

area within Sociolinguistics, which focuses on the language of members of the

LGBTI (Lesbian Gay Bisexual Transgender Intersex) community, their various

forms of communication and communicative practices, including the use of

Lavender Lexicons, and how members of the community affirm their sexuality

and gender through language. Queer Linguistics is thus established as a field

connected to, yet distinct from Language and Gender. Due to heteronormative

ideas of gender, sexuality and language, members of LGBTI communities

worldwide, particularly gay men and lesbians, have “developed a Lavender

Culture which includes the use of code switching in their spoken communication,

and non-verbal paralanguage which communicates to other gays and lesbians

key information about the individual” (Cage, 2003, p. 1). It is this kind of

communication, gay language, which this thesis aims to investigate on a local

level.

According to DMME (2014) Human beings from time immemorial have

always communicated through language with each other across time, space and

contexts. These times, spaces and contexts are created by a mix of particular

combinations of people and a communication situation. For example

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interpersonal communication addresses communication between two people,

group communication deals with groups, organizational communication

addresses organizations, mass communication encompasses messages

broadcast usually electronically to mass audiences, intercultural communication

looks at communication among people of different cultures and gender

communication focuses on communication between the sexes. All these contexts

can be narrowed down into two main categories, namely, formal and informal

communication. Considering the above, we can deduce that the delivery of

communication through language and tone can vary in order to suit a specific

context and achieve the desired results. In a formal context, the communicator is

quite often inclined towards straightforward and sophisticated usage of language.

On the other hand, in an informal context, the communicator can rarely be seen

as off the mark if colloquial language is used. A perfect example of colloquial

language is e.g., ‘give me a hand’=’assist me'(it doesn’t translate into the literal

act of throwing your hand at someone). Colloquial language is the art of

delivering a message in a more informal, personable and intimate manner,

oftentimes with the use of metaphors. Both in spoken and written language,

colloquialism is known to help define the communicators’ character and

relationship with others. The individualistic touch of colloquialism has a unique

effect on the audience because it feels more engaging due to the conversational

feel. Colloquialism also conveys irony, humor and other layers of meaning in

language. Colloquialism has also been credited with never allowing language to

be static and stale but rather continuously evolving. However, it is also important

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to note that colloquialism if not well used can result in very negative

consequences. If not wisely used, colloquialism has the ability to invoke a very

strong negative social, political and emotional charge from the audience. An

example of negative colloquial expression is e.g,’I have noticed that you are quite

vocal’ instead of saying you have been an active contributor.

Local Studies

According to Bernadine Racoma (2013) In the Philippines, the gay

community, specifically the male gay community, has their own unique slang

called swardspeak. It is the “gay lingo” or “gay speak” derived from English and

Tagalog (one of the languages spoken in the Republic of the Philippines) as well

as other languages and dialects in the Philippines, such as Cebuano, Waray,

Bicolano and Hiligaynon. These dialects are rich sources of several words and

phrases that the gay community in the Philippines incorporated in their own

dynamic language. The word “sward,” which is defined in the dictionary as turf, is

a Filipino slang meaning a male homosexual. Swardspeak as it is more popularly

known in the Philippines also incorporates words from Spanish and Japanese.

Names of celebrities and politicians, both local and international, plus trademark

brands are used in this homosexual slang. Names, brand names, words and

phrases are all given new meanings in swardspeak. It is a word coined by the

1970s movie critic and columnist, Nestor U. Torre. Most gay slang, gay lingo, gay

speak or gay languages arose as a form of anti-languages. Anti-languages are

usually developed by marginalized communities as a secret language. Under an

oppressive society where homosexuals and their lifestyle are often looked down

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upon, a need for a language understood only by them and perhaps by individuals

friendly to the gay community, was necessary. When one talks in swardspeak,

the person is easily identified as a homosexual. Individuals with the same

orientation could then easily recognize each other through this. Swardspeak

breeds exclusivity and helps homosexuals resist being assimilated in the

prevailing culture, which some gays find oppressive. Swardspeak has allowed

Filipino gay men to carve a space that they could call their own. As the years go

by, new trends, personalities and lingo emerge thus making certain phrases in

swardspeak obsolete. New phrases are added to reflect the changes in culture.

Swardspeak is a dynamic, ever evolving language and new words continue to be

added to their own lexicon, while old ones are deleted or no longer used. It

observes no rules in structure. The changes are deliberate, in tune with the times

and make use of current trends, what’s in and hip to create words and phrases

that somehow resemble foreign languages like German, Japanese, Chinese,

French and Spanish. For people who are new to this form of gay lingo, they

might even think that they are speaking in a foreign language, although

incomprehensible. Adding to the difficulty in understanding swardspeak are the

regional variations and the mix of pop culture that not everyone follows. Gayle or

Gail is a slang used by English and by Afrikaans-speaking male homosexuals in

South Africa, specifically in urban areas. Some of the core words in Gayle were

borrowed from Polari, a jargon used by the gay community, people in the

performing arts and even sailors from the merchant navy. This form is older since

it had been around since the 1950s and used in the drag culture of the Cape

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Colored minority group in South Africa. On the other hand, those who speak any

of the Bantu languages call their gay slang IsiNgqumo. Homosexuals in

Zimbabwe also speak IsiNgqumo. Swardspeak, through association, is no longer

spoken exclusively by the gay community in the Philippines. Non-homosexuals in

the Philippines also incorporate certain words and phrases into their everyday

conversations. Listening as well as using swardspeak is entertaining. It is

something not to be taken seriously or used in formal conversations and

correspondence. Swardspeak is fun to learn, even if only so you could

understand the meaning of some of the words. Caution should be taken though.

There is a place and time to engage in swardspeak. Before you start

incorporating some form of swardspeak or gay lingo in your own conversations,

make sure you know very well what the meanings of the words and phrases you

are using are. Otherwise, you might see raised eyebrows all around you.

Swardspeak does not appear in legal documents and papers, as it is not an

official language. Although it is not a structured and formal language, linguists

study this new language, which is termed “lavender linguistics.” It is defined as

the study of the language, including everyday language practices used by the

LGBTQ or gay, lesbian, bisexual, transgender and queer communities in society.

According to Emy Ruth De Quiros Gianan (2008) Bachelor in Political

Science major in International Relations on her study entitled “The Evolution and

Expansion of Gay Language in the Philippines” Gay lingo has really gone a long

way since the start of the 21stcentury. The propagation of this language and form

of communication is unstoppable. A once not- so- secret language used solely by

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gays is now infiltrating both worlds of the media and the academe. Its exclusivity

to gays, much to our diva’s dismay, is now broken and gay lingo is being used by

every girl, closet gays, young and old, and even straight guys in town. Almost

everyone could speak and use this once hard to break “code of communication”.

Admit it that everyone could not escape the alluring and colorful language used

by gays. Funny, witty, creative yet irreverent all at the same time was how people

describe this language (Cayabyab)

According to Ellis (2002) defines slang as a variety of language used in

certain contexts by means of which people express their sense of belonging to a

particular group within the community which is not specific to any geographic

location." Eble (1996) also defines slang as an ever changing set of colloquial

words and phrases that speakers use to establish or reinforce social identity or

cohesiveness within a group or with a trend or fashion in society at large. Both

Ellis and Eble focus on the social functions of slang, though the latter

underscores one other important issue about slang terms, their short-lived

nature. She observes that the vocabulary of college students depicts the

ephemeral and innovative character of slang.

According to Martiello (2005) defines slang by distinguishing the general

from the specific. While general slang terms are used deliberately by speakers to

break with the standard usage, and therefore are not group restricted, specific

slang terms are used by people of common age and experience such as college

students. They are therefore in-group markers. Hummon (1994) defines college

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slang as oral, informal highly expressive language that is created and used

primarily as part of undergraduate life.

According to Susan (2005) the definition of the word slang, even though

other linguistic terms were defined and slang was often compared to other

categories, such as ‘Jargons’ and ‘standard American English.’ She thought that

she knew enough about slang to write that book, concerned as it was with those

aspects of slang especially well illustrated in Buffy the Vampire Slayer and the

Buffy verse. After all, even if there’s lots of slang in the universe of language, the

Buffy verse is a relatively small verse and more easily navigated.

According to Manimtim (2011) cited that technology plays a vital role in

every sphere of life and education is no exception. The advent of technology has

deep impact on the educational scenario of the world. For today’s century known

as age of digital technology, many gadgets have been preparing. These

technology changes widely affect the student’s performance in school. It creates

influence to them. The coming out of digital technology gadgets particularly the

cellphones, computers, internet, and digital play station portable and other

gadgets have some serious implication. The students’ performance widely

showed changes in their study habits, thinking and awareness. Digital technology

is used as a valuable source of information specifically the internet for students

searching for ideas, for projects and assignments. It can give updated

information in which it can enhance the interest and intellectual skills of the

learners. The study is congruent to the present study because one negative

effect of social media in terms of learning English is that it may not provide a

21
suitable environment for formal teaching and learning because it creates student

distraction and creates a habit of using too many short forms of writing and

speaking. The more the students engage with textism may also increase the

usage of English poor quality because students tend to use non-standard English

when interacting in mobile phones.

According to Tiempo (2006). He said that another form of communication

in texting is code-switching. This is common to a number of Cebuano people. He

says that code switching is a natural bilingual behavior that usually happens in

any informal conversations, whether it is direct or indirect. Through his qualitative

method of analysis, this study of Tiempo entitled Cebuano Code Switching, text

Jargon, and Fricative Production in Short Messaging Services (SMS) found that

there is no significant difference between texting styles of both males and

females.

This study is related to the study because it only proved that informal

language is used by most people particularly in their every conversation. When a

person migrates to another place they happen to adapt their language.

For this reason, the researcher would like to determine The Effects of

Informal Language Usage to the Speaking Skills of Selected Grade 10 Students

of Margarito A Duavit Memorial National High School.

22
Theoretical Framework

This study was guided by Behaviorism Theory of Thorndike as cited by

Vega Prieto (2012).

The theory focuses on objectively observable behaviors and discounts

mental activities. Its holds that all learning, whether verbal or non-verbal, takes

place through the establishment of habits. It emphasizes the role of environment

in learning and development in behaviorism, the learner is viewed as passively

adapting to the environment and where instruction focuses on conditioning the

learner’s behavior. Addictive as cigar smoke. Furthermore, B.F. Skinner

associates behaviorism in general psychology with language learning. Together

with many of his contemporaries, Skinner interprets all learning is as the result of

habit formation through imitation, positive reinforcement and practice

sociocultural theory focuses not only how adults and peers influence learning, but

also on how cultural beliefs and attitudes impact how instruction and learning

takes place.

This study is in relation to the researcher since students who are easily

adapting the modern informal language just to say, that they are in, not being

aware of how it influence their writing and speaking skills. This theory is used

fairly in every conversation, especially if the speakers have varied speaking

styles or behaviors in conversations it affects their writing competence due to

texting Facebook and twitting that they easily adapting newfangled words. For

future students of high school and college, this is the language they’re growing

up with.

23
Conceptual Framework
Based on the theory presented, a conceptual framework was formulated

utilizing Comb’s System Approach which includes Input, Process, and Output.

This approach explains how these are connected with each other. The variables

of the study contain study data, which are to be processed and the output is the

result of the analysis.

The first frame includes the student’s response including gender, and

informal language used. This also includes personal, social, and intellectual.

The second frame is the Process. It comprises the steps undertaken to

determine the effects of informal language usage to the speaking skills of

selected grade 10 students. The following steps such as construction of

validation of instrument, conducting and validation of the questionnaire checklist,

administration and retrieval of questionnaire-checklist and tabulation, analysis

and interpretation of data.

The last frame is the Output. It contains the plan or action to determine the

effects of Informal language to the speaking skills of Grade 10 students. The line

connects the output to the input phase is the Feedback is designed for open

modification, revision of the phases if needed.

The conceptual framework on the next page shows how the Input,

Process and Output are connected with one another.

24
 Conceptual Framework
INPUT PROCESS OUTPUT

• Construction of
Profile of the validation of
respondents instrument

• Gender • Conducting and

validation of the
• Informal
questionnaire Determined the
language used
checklist
effects of Informal
• Administration
language to the
Effects of informal and retrieval of
language to the speaking skills of
questionnaire-
speaking skills checklist Grade 10 students

• Personal • Tabulation,
Analysis and
• Social
Interpretation of
• Intellectual
data

FEEDBACK

Figure 1
Conceptual Model Showing the Effects of Informal Language Usage to the
Speaking Skills of Selected Grade 10 Students of Margarito A Duavit Memorial
National High School

25
Statement of the Problem

This Research aimed to determine the effects of informal language usage

to the selected grade 10 students in Margarito A Duavit Memorial National

High School

1.) What is the profile of the respondents in terms of:

1.1 gender and

1.2 informal language used?

2.) What are the effects of informal language to the speaking skills with

respect to:

2.1 personal

2.2 social and

2.3 intellectual?

3.) Is there any significant relationship between the effects of informal

language usage to the speaking skills on the profile of the respondents?

Hypothesis

This study tested the null hypothesis that there is no significant difference

on the effects of informal language usage to the speaking skills and on the profile

of the respondents.

26
Scope and Delimitations

The study aimed to determine the effects of informal language

usage to the speaking skills of selected grade 10 students of Margarito A

Duavit Memorial National High School. The researcher will be utilized the

total population or 451 Grade 10 students.

The study was conducted during the School Year 2017-2018. Its purpose

is to determine the effects of informal language usage to the speaking

skills of the respondents.

Purposive Sampling technique is used in the study utilizing a

researcher-made test as a tool in gathering the needed data. The

research instrument measures the effects of informal language usage to

the speaking skills of selected Grade 10 students with respect to personal,

social and intellectual.

Significance of the Study

The result of the will be necessary and beneficial to the following:

Curriculum Planners. The result of the study will be vital in re-making and

improving the curricula.

School Administrators. The result of this study will provide information on how

to conduct conferences with teachers and parents to orient them on the negative

effects of informal language.

27
Teachers of English. The results of this study shall serve as basis to provide

activities which include activities on grammar, syntax, vocabulary development,

spelling and punctuation to develop the language skills of students.

Students. They will obtain facts and evidences on the effects of informal

language on their linguistic competence along spelling, grammar, vocabulary,

and syntax.

Parents. They will be able to know the writing and speaking skills of their

children and will be able to help them and supply their needs.

Future Researchers. This study will not only provide better understanding in

using informal language as a new form of language but also may serve as a

guide in making a more scholarly work in the near future.

Definition of Terms

Informal Language refers to English language in daily life use, including slang

words and idioms. Nevertheless, non-standard language patterns which lack of

accurate grammatical structure are also considered to be a part of informal

language.

Standard English can be interpreted into various definitions depending on

where and which situation it is applied to. Particularly, Standard English for this

research is pointed to RP or British English. The Grammar and language

construction used to compare with informal usage belongs to British English.

28
Slang is a type of language that consists of words and phrases that are regarded

as very informal, are more common in speech than writing, and are typically

restricted to a particular context or group of people.

Colloquialisms is a word or phrase that is not formal or literary, typically one

used in ordinary or familiar conversation or the use of ordinary or familiar words

or phrases.

SMS stands for Short Message Service and is also commonly referred to as a

"text message

29
 Chapter 2

RESEARCH METHODOLOGY

This chapter specifically described the Research Design used, Setting of

the Study, Subject of the Study, Instrumentation and Validation of the Instrument,

Procedure of the Study and the Statistical Treatment of data.

Research Design

This study applied descriptive survey design. According to Zulueta (2010)

the primary aim of this design is to describe the nature of the situation as it exist

at the time of the study and to explore the causes of particular phenomena

utilizing a researchers-made checklist as a data gathering instrument. This

method of research concerns itself to find out the condition which prevails in the

group cases chosen in the group cases for the study. Descriptive surveys provide

information regarding how things are and normative survey describe thing as

they could be. Descriptive surveys are used most frequently to begin research in

a new area. These surveys gather data and descriptive information without

making judgment. Descriptive research can lead to identification of key variables

that may then be used in normative research.

Likewise, descriptive surveys was also utilized according to information

about how things should be or how they can be improved is gathered through

evaluative case studies, critique of the object or process being studied, testing of

ways to remove or correct an identified problem, ad planning ways to improve the

object or process. This study utilized a researcher-made checklist to determine

30
the effects of informal language usage to the speaking skills of selected grade 10

students.

Specifically, the cited design were considered appropriate to the present

study since the study aims to determine the effects of informal language usage to

the speaking skills of selected grade 10 students.

Setting of the Study

The study was conducted at Margarito A. Duavit Memorial National High

School which is situated at the municipality of Binangonan province of Rizal.

The Department of Education – Division of Rizal under the leadership of

Schools Division Superintendent, Dr. Edith A. Doblada opened the Vicente

Madrigal National High School-Pilapila Annex on October 14, 2002 at Brgy.

Pilapila, Binangonan, Rizal. 178 first year students were pulled out from Vicente

Madrigal National High School main campus that are residents of Barangay

Libid, Libis, Lunsad, Gupiing, Pilapila, Limbon-Limbon, Ithan, Kalinawan and

Nagsulo, Cardona, Rizal. The students attended classes at Pilapila Elementary

School. It was under the supervision of Mrs. Maria A. Barrameda, Principal of

VMNHS with the help of Dr. Trinidad D. Nido, Principal of Pilapila Elementary

School.

Seven rooms from Pilapila Elementary School functioned as classroom,

faculty room and canteen for teachers and students. Classes were handled by

the committed and dedicated teachers stationed from the main campus under the

supervision of the assigned Officer-In-Charge, Mr. Jonathan P. Esquierdo.

31
 On October 18, 2002, Sangguniang Bayan had convened and come up

with the Resolution No. 2002-134 authorizing Mayor Cesar M. Ynares to

negotiate with the owner of a parcel of land located at the boundaries of Brgy.

Pilapila and Brgy. Nagsulo, Cardona, Rizal intended for the establishment of a

proposed Municipal High School.

After series of negotiations, the Provincial Government under the

administration of Gov. Rebecca “Nini” A. Ynares began constructing the initial 2-

storey building with 10 classrooms in 2003. It was formally handed to Mr.

Jonathan P. Esquierdo on January 30, 2004 on a simple but memorable

ceremony.

On June 9, 2004, the school transferred to its new home with a lot size of

8,378 square meters and the initial 2-storey Ynares Type building housed the

1,025 first years to third year students with its new Teacher In-Charge, Mr.

Celestino A. Santiago. During this year, the Department of Education through

the Schools Division Superintendent, Dr. Edith A. Doblada, changed the name of

the school from Vicente Madrigal National High School-Pilapila Annex to

Margarito A. Duavit Memorial National High School in memory of the late

Margarito A. Duavit being the most prominent and outstanding figure of Brgy.

Pilapila thus the school gained its independence.

The following are the previous administrators up to the present:

Jonathan P. Esquierdo -Officer In-Charge -2003

Celestino A. Santiago -Principal - 2004 - 2005

Marlene Nepomuceno -Principal - 2005

32
Jonathan Esquierdo -Principal - 2005 - 2008

Shiela B. Peñano -Teacher In-Charge - 2008 - August 2010

Marlene C. Cabotaje -Principal -2011-September 2013

Edna H. Villamayor - Principal -Sept.2013-January 2014

Janet E. Cruz - Officer In-Charge -January 2014-June 2014

Miriam C. Dionisio - Principal -June 2014-October 2014

Zenaida C. Teologo - Principal -October 2014-December 2016

Nelson B. Sepato - Officer In-Charge -January 2017-June 4, 2017

Edgar P. Diñozo - Principal -June 5, 2017- Present

The Department of Education is dreaming of Filipinos who passionately

love their country and whose values and competencies enable them to realize

their full potential and contribute meaningfully to building the nation. As a learner-

centered public institution, it continuously improves itself to better serve its

stakeholders.

While their mission is to protect and promote the right of every Filipino to

quality, equitable, culture-based, and complete basic education where

students learn in a child-friendly, gender-sensitive, safe, and motivating

environment. Teachers facilitate learning and constantly nurture every learner

administrators and staff, as stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen. Where family,

community, and other stakeholders are actively engaged and share responsibility

for developing life-long learners.

33
Figure 2 shows the picture of the Setting of the Study

Figure 2

Margarito A. Duavit Memorial National High School

Binangonan, Rizal

34
Subject of the Study

The researcher utilized the total population or grade 10 students of

Margarito A. Duavit Memorial National High School. They were described in

terms of gender and informal language used.

Table 1 presents the respondents of the study

Table 1
Respondents of the Study
Sections Boys Sample Girls Sample Total Sample
size size size

Narra 20 13 24 15 44 28

Molave 23 15 28 18 51 33

Mulawin 25 16 27 17 52 33

Mahogany 22 14 27 17 49 31

Yakal 28 18 24 15 52 33

Kamagong 25 16 27 17 52 33

Acasia 26 17 25 16 51 33

Talisay 25 16 26 16 51 32

Apitong 26 17 23 15 49 32

Total 220 142 231 146 451 288

The table shows the total number of the respondents using Slovin’s
formula. It can be seen that 142 of the respondents are male and 146 of the
respondents are female a total of 288 respondents.

35
Instrumentation
The study utilized the researcher- checklist as the primary instrument in

order to gather the necessary data or information. Part I includes the profile of

the respondents such as gender and informal language used. Part II the

researcher- checklist composed of three aspects on the effects of informal

language to the speaking skills first aspect is about personal another aspect is

the social, then the intellectual. Each aspect composed of six items with a total of

eighteen items.

The students were asked to rate each item following the given scale.

Scale Range Verbal Interpretation

4 3.26-4.00 Strongly Agree
3 2.51-3.25 Agree
2 1.76-2.50 Disagree
1 1.00-1.75 Strongly Disagree
Validation of Instrument

To check the validity of the items the researcher sought the help of

professional lecturer, thesis adviser and the academic coordinator for the

suggestions and comments. The comments and the suggestions of the said

persons were considered, for the improvement of the instrument.

Procedure of the Study

The study followed the Gantt chart of activities in the conduct of the study.

This includes the formulation of the research problem and the approval of the

title, construction of a chapter one, research for the related literature and studies

36
and the construction of chapter two and three, formulation of questionnaire and

making of the bibliography, followed by the Oral defense and the needed

revisions. Permission to conduct the study will be obtained from the office of the

Principal. After the validation of the instrument, the test will be administered to

the respondents. After the retrieval the data will be encoded and processed.

Based from the interpreted data, the summary of findings, conclusions and

recommendations were formulated. After the oral defense, the manuscript was

revised incorporating all the comments and suggestions of the oral examination

committee. After the final revision, final copies of the manuscript were submitted

to the dean of the college and other offices.

Statistical Treatment

To interpret the data gathered, statistical tools were applied.

To determine the profile of the respondents, frequency, percentage and

rank distribution were used.

To determine the effects of informal language usage to the speaking skills

of selected grade 10 students in Margarito A Duavit Memorial National High

School mean and standard deviation were applied.

To determine the significant difference on the effects of informal language

to the speaking skills, One Way Analysis of Variance was employed.

37
 Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation and interpretation of the data

gathered from the respondents. Information obtained were analyzed and

presented in tables arranges in order and sequence of the questions as in the

study.

Profile of the Respondents

Table 2 presents the frequency and percentage in the profile of the

respondents in terms of gender.

Table 2
Profile of the Respondents in terms of Gender
Gender Frequency Percentage Rank
Male 142 49.31% 2
Female 146 50.69% 1
Total 288 100%

Table 2 shows the frequency and percentage of the respondents

according to gender. As noted in the table. Male group have the total number of

142 or 49.30% in percentage, at the same time the Female group have the total

number of 146 or 50.69% in percentage. Based on the data gathered it shows

that female group have the biggest population in Grade 10.

Table 3 presents the frequency and percentage in the profile of the

respondents in terms of informal language used.

38
 Table 3
Profile of the Respondents in terms of Informal Language Used

Informal Language Male Female

Used Frequency Percentage Frequency Percentage

Slang 82 57.74% 86 58.90%

21.13%
Colloquialism 30 32
21.92%
21.13% 19.18%
Gay Language 30 28
100%
Total 142 146
100%

Table 3, shows the frequency and percentage of informal language used

with respect to gender. In terms of slang both male and female got a higher

percentage or 57.74% for male and 58.90% for female. At the same time

colloquialism got a 21.13% for male and 21.92% for female then the gay

language got a 21.13% for male and 19.18 for female. Based on the data

gathered it shows that slang has been commonly used as informal language

followed by colloquialisms then the gay language.

Table 4 presents the computed mean on the effects of informal language

usage to the speaking skills of male respondents with respect to personal.

39
 Table 4
Computed Mean on the Effects of Informal Language Usage to the
Speaking Skills of Male Respondents with respect to Personal
Personal WX Verbal Rank
Interpretation
1. Produces a negative connotation. A word or 2.82 Agree 4.5
phrase has a common bad feeling
2. Gives impact to my language literacy 3.03 Agree 1
3. Produces a negative tone to my use of language 2.81 Agree 6
4. Allows my speaking and writing to form new 2.83 Agree 3
words
5. Affects my language such as having bad 2.86 Agree 2
spelling and grammar errors
6. Decreases my language proficiency 2.82 Agree 4.5

Total WX 2.86 Agree

3.26-4.00-Strongly Agree 2.51-3.25-Agree 1.76-2.50-Disagree 1.00-1.75-Strongly Disagree

The table shows the computed mean of the male respondents in terms of

personal. It shows that 3.03 percent of the respondents agreed that informal

language gives impact to their language literacy and it rank as first while 2.81

percent agreed that informal language produces a negative tone to their use of

language and it rank as last.

According to Crystal (2008) the use of abbreviations and slang can impact

negatively on student language and literacy. His claim was based on six main

points in a typical text message, less than 10% of the words are abbreviated.

Abbreviating has been in use in decades, and that is not a new language.

Children alike use text language, the latter being more likely to do so. Students

do not habitually used abbreviations in their homework and examinations. Before

people text, they must first know how to spell. Texting therefore provides people

40
 with the opportunity of engaging with the language through writing, reading, and

speaking it improves people’s literacy.

Table 5 presents the computed mean on the effects of informal language

usage to the speaking skills of female respondents with respect to personal.

Table 5
Computed Mean on the Effects of Informal Language Usage to the
Speaking Skills of Female Respondents with respect to Personal
Personal WX Verbal Rank
Interpretation
1. Produces a negative connotation. A word or 2.77 Agree 3.5
phrase has a common bad feeling
2. Gives impact to my language literacy 3.09 Agree 1
3. Produces a negative tone to my use of language 2.67 Agree 6
4. Allows my speaking and writing to form new 3.01 Agree 2
words
5. Affects my language such as having bad 2.74 Agree 5
spelling and grammar errors
6. Decreases my language proficiency 2.77 Agree 3.5

Total WX 2.84 Agree

3.26-4.00-Strongly Agree 2.51-3.25-Agree 1.76-2.50-Disagree 1.00-1.75-Strongly Disagree

The table shows the computed mean of the female respondents in terms

of personal. It shows that 3.09 percent of the respondents agreed that informal

language gives impact to their language literacy and it rank as first while 2.67

percent agreed that informal language produces a negative tone to their use of

language and it rank as last.

According to Crystal (2008) the use of abbreviations and slang can impact

negatively on student language and literacy. His claim was based on six main

points in a typical text message, less than 10% of the words are abbreviated.

41
Abbreviating has been in use in decades, and that is not a new language.

Children alike use text language, the latter being more likely to do so. Students

do not habitually used abbreviations in their homework and examinations. Before

people text, they must first know how to spell. Texting therefore provides people

with the opportunity of engaging with the language through writing, reading, and

speaking it improves people’s literacy.

Table 6 presents the computed mean on the effects of informal language

usage to the speaking skills of male respondents with respect to social.

Table 6
Computed Mean on the Effects of Informal Language Usage to the
Speaking Skills of Male Respondents with respect to Social

Social WX Verbal Rank

Interpretation
7. Allows my social identity and cohesiveness 3.02 Agree 1
within a group
8. Helps me to express my sense of belongingness 2.99 Agree 2
to a particular group
9. Eliminates my social barriers. Such as 2.85 Agree 4
rudeness, arrogance and unrealistic demands
towards newcomers
10. Helps me to define my character and 2.85 Agree 4
relationship with others
11. Decreases my quality of English usage when 2.81 Agree 6
interacting with others
12. Eliminates my social awkwardness 2.85 Agree 4
2.89 Agree
Total WX
3.26-4.00-Strongly Agree 2.51-3.25-Agree 1.76-2.50-Disagree 1.00-1.75-Strongly Disagree

The table shows the computed mean of male respondents in terms of

social. It shows that 3.02 percent of the respondents agreed that informal

language allows their social identity and cohesiveness within a group and it rank

42
as first while 2.81 percent agreed that informal language decreases their quality

of English usage when interacting with others and it rank as last.

According to Trumble and Stevenson (2002), slang is described both as

‘the special vocabulary and usage of a particular period, profession, social group’

and as a ‘language that is regarded as very or much below standard educated

level. This definition of slang shows a tendency towards a sociological view of the

phenomenon. This view is echoed by Eble (1996) who regards slang as ‘an ever

changing set of colloquial words and phrases that speakers use to establish or

reinforce social identity or cohesiveness within a group or with a trend or fashion

in society at large’.

Table 7 presents the computed mean on the effects of informal language

usage to the speaking skills of female respondents with respect to social.

The table shows the computed mean of female respondents in terms of

social. It shows that 3.12 percent of the respondents agreed that informal

language helps them to express their sense of belongingness to a particular

group and it rank as first while 2.73 percent agreed that informal language

decreases their quality of English usage when interacting with others and it rank

as last.

43
 Table 7
Computed Mean on the Effects of Informal Language Usage to the
Speaking Skills of Female Respondents with respect to Social

Social WX Verbal Rank

Interpretation
7. Allows my social identity and cohesiveness 2.83 Agree 4
within a group
8. Helps me to express my sense of belongingness 3.12 Agree 1
to a particular group
9. Eliminates my social barriers. Such as 2.79 Agree 5
rudeness, arrogance and unrealistic demands
towards newcomers
10. Helps me to define my character and 3.10 Agree 2
relationship with others
11. Decreases my quality of English usage when 2.73 Agree 6
interacting with others
12. Eliminates my social awkwardness 2.86 Agree 3
2.90 Agree
Total WX
3.26-4.00-Strongly Agree 2.51-3.25-Agree 1.76-2.50-Disagree 1.00-1.75-Strongly Disagree

According to Trumble and Stevenson (2002), slang is described both as

‘the special vocabulary and usage of a particular period, profession, social group’

and as a ‘language that is regarded as very or much below standard educated

level. This definition of slang shows a tendency towards a sociological view of the

phenomenon. This view is echoed by Eble (1996) who regards slang as ‘an ever

changing set of colloquial words and phrases that speakers use to establish or

reinforce social identity or cohesiveness within a group or with a trend or fashion

in society at large’.

Table 8 presents the computed mean on the effects of informal language

usage to the speaking skills of male respondents with respect to intellectual.

44
 Table 8

Computed Mean on the Effects of Informal Language Usage to the

Speaking Skills of Male Respondents with respect to Intellectual

Intellectual WX Verbal Rank

Interpretation
13. Creates a unique word meaning 3.01 Agree 1

14. Produces worse assignments, creating incorrect 2.96 Agree 3

subject verb agreement and misspelling
15. Conveys humorous word meanings 2.97 Agree 2

16. Allows my language to be noticeable 2.89 Agree 4

17. Helps me develop my habit of writing and 2.88 Agree 5

speaking
18. Discourages proper use of grammar 2.81 Agree 6

Total WX 2.92 Agree

3.26-4.00-Strongly Agree 2.51-3.25-Agree 1.76-2.50-Disagree 1.00-1.75-Strongly Disagree

The table shows the computed mean of male respondents in terms of

intellectual. It shows that 3.01 percent of the respondents agreed that informal

language creates a unique word meaning while 2.81 percent agreed that informal

language discourages proper use of grammar and it rank as last.

According to the study of Ross (2010) stated that the use of internet and

cellular phones are affecting students spelling and grammar proficiency

negatively, as evidence from their use of abbreviated and slang words. This

resulted in extensive use of electronic chatting. The students are producing

worse assignments creating incorrect subject-verb agreements and misspelling.

She is an instructional coach for Language arts teachers in her own district, and

45
she often see shortened words or sentences in text messaging dialogues on

student’s composition. She said that this might have changed the attitude of the

students towards writing, and it seemed that they want everything done as fast

as possible. But before mobile phones became a problem to some, it used to be

a connector between people.

Table 9 presents the computed mean on the effects of informal language

usage to the speaking skills of female respondents with respect to intellectual.

Table 9

Computed Mean on the Effects of Informal Language Usage to the

Speaking Skills of Female Respondents with respect to Intellectual

Intellectual WX Verbal Rank

Interpretation
13. Creates a unique word meaning 2.98 Agree 2

14. Produces worse assignments, creating 2.73 Agree 5

incorrect subject verb agreement and misspelling
15. Conveys humorous word meanings 2.85 Agree 4

16. Allows my language to be noticeable 2.91 Agree 3

17. Helps me develop my habit of writing and 3.13 Agree 1

speaking
18. Discourages proper use of grammar 2.72 Agree 6

Total WX 2.89 Agree

3.26-4.00-Strongly Agree 2.51-3.25-Agree 1.76-2.50-Disagree 1.00-1.75-Strongly Disagree

The table shows the computed mean of female respondents in terms of

intellectual. It shows that 3.13 percent of the respondents agreed that informal

language helps them develop their habit of writing and speaking and it rank as

46
first while 2.72 percent agreed that informal language discourages proper use of

grammar and it rank as last.

According to the study of Ross (2010) stated that the use of internet and

cellular phones are affecting students spelling and grammar proficiency

negatively, as evidence from their use of abbreviated and slang words. This

resulted in extensive use of electronic chatting. The students are producing

worse assignments creating incorrect subject-verb agreements and misspelling.

She is an instructional coach for Language arts teachers in her own district, and

she often see shortened words or sentences in text messaging dialogues on

student’s composition. She said that this might have changed the attitude of the

students towards writing, and it seemed that they want everything done as fast

as possible. But before mobile phones became a problem to some, it used to be

a connector between people.

47
 Table 10 presents the computed F-value on the effects of informal

language usage to the speaking skills of selected male respondents in terms of

different variables.

Table 10
Computed F-value on the Effects of Informal Language Usage to the
Speaking Skills of Selected Male Respondents in terms of Personal, Social
and Intellectual
Personal
Source of SS df MS F P-value F-crit
Variation
Between 334498.3 1 334498.3 395.303 1.37E-55 3.874645
Groups
Within 238623.3 282 846.182
Groups
Social
Source of SS df MS F P-value F-crit
Variation
Between 334178 1 334178 394.9227 1.48E-55 3.874645
Groups
Within 238624.4 282 846.1859
Groups
Intellectual
Source of SS df MS F P-value F-crit
Variation
Between 333912.8 1 333912.8 394.6027 1.59E-55 3.874645
Groups
Within 238628.4 282 846.2
Groups

It can be seen in the table that there is no significant relationship between

the effects of informal language usage to the speaking skills of selected male

respondents in terms of personal, social and intellectual since the computed P-

value are less than the tabulated F-crit thus the hypothesis is accepted.

48
 Table 11 presents the computed F-value on the effects of informal

language usage to the speaking skills of selected female respondents in terms of

different variables.

Table 11
Computed F-value on the Effects of Informal Language Usage to the
Speaking Skills of Selected Female Respondents in terms of Personal,
Social and Intellectual
Personal
Source of SS df MS F P-value F-crit
Variation
Between 364463.3 1 364463.3 407.5181 3.3E-57 3.873724
Groups
Within 259361.2 290 894.3489
Groups
Social
Source of SS df MS F P-value F-crit
Variation
Between 363827.7 1 363827.7 406.8078 3.82E-57 3.873724
Groups
Within 259360.9 290 894.3478
Groups
Intellectual
Source of SS df MS F P-value F-crit
Variation
Between 363992.4 1 363992.4 406.9848 3.69E-57 3.873724
Groups
Within 259365.5 290 894.3638
Groups

It can be seen in the table that there is no significant relationship between

the effects of informal language usage to the speaking skills of selected female

respondents in terms of personal, social and intellectual since the computed P-

value are less than the tabulated F-crit thus the hypothesis is accepted.

49
 Table 12 presents the computed F-value on the informal language used in

terms of personal with respect to different variables.

Table 12

Computed F-value on the Informal Language Used in terms of Personal

with respect to Slang, Colloquialisms and Gay Language

Slang
Source of SS df MS F P-value F-crit
Variation
Between 131964.5 1 131964.5 444.5856 2.39E-63 3.869451
Groups
Within 99139.82 334 296.8258
Groups
Colloquialisms
Source of SS df MS F P-value F-crit
Variation
Between 5438.022 1 5438.022 132.6141 3.2E-21 3.918816
Groups
Within 5002.775 122 41.00635
Groups
Gay Language
Source of SS df MS F P-value F-crit
Variation
Between 4307.012 1 4307.012 119.78 1.72E-19 3.92433
Groups
Within 4099.177 114 35.95769
Groups

It can be seen in the table that there is no significant relationship between

the informal language used in terms of personal with respect to slang,

colloquialisms and gay language since the computed P-value are less than the

tabulated F-crit thus the hypothesis is accepted.

50
 Table 13 presents the computed F-value on the informal language used in

terms of social with respect to different variables.

Table 13

Computed F-value on the Informal Language Used in terms of Social with

respect to Slang, Colloquialisms and Gay Language

Slang
Source of SS df MS F P-value F-crit
Variation
Between 131707 1 131707 443.7043 2.89E-63 3.869451
Groups
Within 99142.89 334 296.835
Groups
Colloquialisms
Source of SS df MS F P-value F-crit
Variation
Between 5352.272 1 5352.272 130.6337 3.17E-21 3.918816
Groups
Within 4998.536 122 40.97161
Groups
Gay Language
Source of SS df MS F P-value F-crit
Variation
Between 4298.891 1 4298.891 119.4895 1.85E-19 3.92433
Groups
Within 4101.395 114 35.97715
Groups

It can be seen in the table that there is no significant relationship between

the informal language used in terms of social with respect to slang,

colloquialisms and gay language since the computed P-value are less than the

tabulated F-crit thus the hypothesis is accepted.

51
 Table 14 presents the computed F-value on the informal language used in

terms of intellectual with respect to different variables.

Table 14

Computed F-value on the Informal Language Used in terms of Intellectual

with respect to Slang, Colloquialisms and Gay Language

Slang
Source of SS df MS F P-value F-crit
Variation
Between 131666 1 131666 443.5543 2.98E-63 3.869451
Groups
Within 99145.6 334 296.8431
Groups
Colloquialisms
Source of SS df MS F P-value F-crit
Variation
Between 5352.272 1 5352.272 130.4525 2.41E-21 3.918816
Groups
Within 5005.48 122 41.02853
Groups
Gay Language
Source of SS df MS F P-value F-crit
Variation
Between 4292.806 1 4292.806 119.349 1.91E-19 3.92433
Groups
Within 4100.41 114 35.96851
Groups

It can be seen in the table that there is no significant relationship between

the informal language used in terms of intellectual with respect to slang,

colloquialisms and gay language since the computed P-value are less than the

tabulated F-crit thus the hypothesis is accepted.

52
 Chapter 4
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presented the Summary of Findings and Conclusions of the

conducted study. Recommendations were also mentioned for the solutions of

problems this study sought to answer.

Summary and Findings

After a thorough reading, the researcher found out that:

1. Profile of the respondents in terms of Gender and Informal Language

Used

1.1 in terms of gender, most of the respondents are female

comprising 146 or 50.69% and

1.2 in terms of informal language used, majority of the respondents

used slang comprising 57.74% for male and 58.90% for female.

2. Effects of Informal Language to the Speaking Skills with respect to

Personal, Social and Intellectual

2.1 in terms of personal, both male and female agreed that

informal language gives impact to their language literacy comprising

2.2 in terms of social, male respondents agreed that informal

language allows their social identity and cohesiveness within a group

53
 similarly, female respondents agreed that informal language helps them to

express their sense of belongingness to a particular group and

2.3 in terms of intellectual,l male respondents agreed that informal

language creates a unique word meanings while female respondents

agreed that informal language helps them develop their habit of writing

and speaking.

3. Significant Relationship between the Effects of Informal Language Usage

to the Speaking Skills on the Profile of the Respondents

3.1 There was no significant relationship between the effects of

informal language usage to the speaking skills on the profile of the

respondents.

Conclusions

Based on the findings and results, the researcher came up with the

following conclusions:

1. Most of the respondents agreed that informal language used produces a

negative tone to their use of language.

2. Both male and female agreed that the use of such informal language

decreases their quality of English usage when interacting with others.

3. Similarly, most of the respondents agreed that informal language

discourages proper use of grammar.

54
Recommendations

After a thorough analysis of data and conclusions, the researcher

recommends that:

1. Students of Grade 10 must be more aware on their use of language

especially the use of such informal language to avoid negative tone to

their way of speaking.

2. English teachers and administrators may promote different English clubs

like debate or speech club is a big help to all students to develop their

verbal communication skills in the use of formal English language.

3. The awareness of teachers and students in the correct usage of English

grammar through curriculum enhancement program, speech and language

proficiency seminar.

55