IMPACT OF SOCIAL MEDIA ON VOCABULARY ACQUISITON OF SENIOR HIGH

SCHOOL STUDENTS

A Research Proposal Presented

To the Senior High School Department

University of Cebu Lapu-Lapu and Mandaue

Researchers

GALVEZ, JEAN

GARBO, LOVELY JOY

GOGO, RHEA CHESKA

PEPITO, REINA JEAN

YARES, JOSEPH

VALIAO, SHAINA

Ms. Shara M. Tacbobo

Research Adviser

2019-2020
 TABLE OF CONTENTS
ACKNOWLEDGEMENT …………………………….................................................. i
CHAPTER I: THE PROBLEM AND ITS SCOPE
Rationale of the Study ……………………………………………………………....... 1
Statement of the Problem …………………………………………………………….. 2
Significance of the Study ………………………………………………………………. 3
Scope and Delimitation …………………………………………………………………. 3
CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature ………………………………………………………………………… 4
Related Studies ……………………………………………………………………………. 9
Theoretical Framework …………………………………………………………………. 15
Definition of Terms ………………………………………………………………………. 20
CHAPTER III: RESEARCH METHODOLOGY
Research Design …………………………………………………………………………… 21
Research Respondents …………………………………………………………………. 22
Research Environment …………………………………………………………………. 23
Research Procedure …………………………………………………………………...... 24
Research Instrument …………………………………………………………………….. 25
APPENDICES
Transmittal Letter ………………………………………………………………………... 26
Research Instrument …………………………………………………………………… 27
Tables and Graphs …………………………………………………………………….... 30
CURRICULUM VITAE……………………………………………………………………………. 31
REFERENCES ………………………………………………………………………………………… 40
 CHAPTER I
THE PROBLEM AND ITS SCOPE

Rationale of the Study

Communication is one of the main tool for understanding. It involves the

speaker and the receiver and vice versa. Nowadays, it has been dynamically
evolved because of modernization. Before, we only get vocabulary words from
books, but now we have internet which one can easily rely on. Social media has
its wide and perspective regarding with the use of language to express the ideas,
opinion and thoughts in sharing and posting status.

University of Cebu Lapu-Lapu and Mandaue sits at the foot of Mactan

bridge connecting the cities of Cebu and Lapu-Lapu. It is an institution of higher
learning. The university is committed to an authentic education that is landed on
the principles of humanities and academic excellence.

According to Obar and Wildman (2015). Social media are computer

information, ideas, career interest, and another forms of expressions via virtual
communities and networks. User-generated content, such as text post or
comments, digital photos or videos and data generated through online
interactions are the lifeblood of social media (Kaplan and Haelein 2010). User
create service-specific profiles for the websites or app that are designed and
maintained by social media organization. (Boyd, Danah M., Ellison, Nicole B.
2007). Social media facilitate the development of online social networks by
correction a users profile with those of other individuals or groups. (Boyd, Danah
M., Ellison, Nicole B. 2007).

Vocabulary learning is an essential part in foreign language learning. Any

language requires knowing its vocabulary which is defined in (Oxford dictionary,
2007) as “the total number of words that make up a language “. The word
vocabulary entered the English lexicon in the 1530s and it is derived from the
Latin word “Vocabularium” which means “a list of words”.
One of the obvious and serious problems of senior high students is
having a weak vocabulary acquisition. According to Tierney (2012) a lot of
students are poor of vocabulary for the reason that they aren’t doing much
reading. It is usually true if the students don’t like to read and may results of
poor reading comprehension, lectures, confusion, unaware of words, speech
delivery communication and in real life world. These ideas shows of discovering
and adapting. For the reason, that in improving vocabularies, all students
enhance their speech delivery and thinking skills.
This study aim to discover the impact of social media to their vocabulary
acquisition.
The purpose of this study is to know how to improve the vocabulary and
find out the impact of social media on vocabulary acquisition of senior high
school students.

Statement of the Problem

The purpose of this phenomenological study is to discover the impact of

social media on vocabulary acquisition for senior high school students. At this
stage in the research, the social media will be used as a tool in m

Questions:

1. What is the profile if the respondents, in terms of;

1.1age
1.2 gender
2. What does it mean to learn new words for senior high school students?
3. What is the impact of using social media on students vocabulary?
4. How can social media improve the vocabulary acquisition of students?
Significance of the Study

The findings of the study will be a great benefit to the following:

To the administrators, the result of the study of the study could serve as a guide
data by proposing enhancement activities.

To the teachers, this will help them provide activities that will assess students in
terms of vocabulary acquisition.

To the students, this will help the students develop their vocabulary acquisition
and appreciate importance of words.

To the parents, who are interested with the education of their children
considering school performance.

To the future researchers, the result of this study conserve as a basis for further
study on teaching, learning activities and students speech deliveration.

Scope and Delimitation

The study focuses on two variables which are social media and vocabulary
acquisition of Senior High School Students in University of Cebu Lapu-Lapu and
Mandaue.
Social media were limited to the selected platforms that offers resource
material for enhancing students vocabulary. Vocabulary acquisition were limited
in reading status,
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies after the thorough

and in-depth search done by the researchers. This will also present the

theoretical framework to fully understand the research to be done and lastly the

definition of terms for better comprehension of the study.

Related Literature

According to the research of Hadoussa Slim and Meriif Hafedh entitled,

Social Media Impact on Language Learning foe specific purposes states that.
Despite the limited and inconclusive results of Facebook use on students
achievement, they believe that our universities should catch up with the rapid
social and technological changes, and if they want to graduate students who will
become operative citizen working for the good of their community, they have to
cater for their needs, and give them more responsibility in planning their learning
activities. In other words, if our universities want to be in the service of their
communities, they should adjust to this new culture of e-learning and consider
its tenets when designing, its curricular and programs, Hence, the nature and
function of higher education should be reappraised in the light of recent
development in communication technology and social media usage.

Dhanya states that, In the current context it is important that teachers

keep abreast of technological developments and are aware of the skills, both
literacy and IT, that each learner possesses – these need to be harnessed and
developed further to both engage learners and improve their English language
skills. Thus it is suggested that the integration of social media into classroom
practice entails a reconfiguration of roles: the teacher is no longer the sole
source of content, and the students are able to shape their learning in ways
which align closely with the needs of their daily lives. All the above encourage
the user to engage with information in English, reading and writing both formally
and informally. The use of these techniques can act as a bridge to facilitate
communication inside and outside the classroom. These devices can, of course,
be a powerful teaching and learning device too. (Dhanya,2016)

The present research examined the use of Web 2.0 tools to improve
students’ vocabulary knowledge at the School of Foreign Languages, Gaziantep
University. Current studies in literature mostly deal with descriptions of students’
attitudes towards the reasons for the use of web-based platforms. However,
integrating usual classroom environment with Web 2.0 tools for specific sub-skills
has not been examined much. It is aimed to contribute by investigating the
feasibility of those tools as a supplement for vocabulary learning. This is an
experimental research supported with semi-structured interviews and field notes.
A pre-test and a post-test were administered to an experimental and a control
group, and results were analyzed with the independent samples t-test. Following
the post-test, semi-structured interviews were conducted with 18 students in the
experimental group. Vocabulary Learning on Learner-Created Content by Using
Web 2.0 Tools. (Omer Eren,2015)

The role of Social Media in Development of English Language Vocabulary

at University Level(2016)he results and findings of this study revealed that social
media plays an important role in vocabulary development of English learners at
university level like: it facilitate the English learners to learn new words and
vocabulary suitable for them in the ability of English language learning, it is easy
for English learners as compare to books reading and other text materials, and
arouse the interest of English learners towards the English language learning,
and the English learners may use social media tools for a long enough period of
time without any hesitation or boredom. Similarly, the findings of the study also
revealed that the use of social media is easy for young university level learners
as compare to books, or other text materials while going to library and get books
related to vocabulary development. However, the learners may use social media
sources like Facebook, twitter ,flicker, youtube, Whats App, and other so many
tools of social media but they may see the pictures of things through online
media. (Khan,2016)

Social Networks for Language Learning .This paper has reviewed a

number of social media which are used to develop language learning out of the
class. New technologies have been introduced so that language learners can
implement them in and out of their classes to improve their language ability,
especially in terms of writing. Based on the studies conducted by many scholars,
it was realized that Facebook has had the most significant effect on second
language learning. Learners can improve their learning skills. Some studies
determined that Email to a lesser extent has positive effect on the learning
process and has had the greatest impact on writing skills. However, personal
computers have not satisfied learners’ expectations about second language
learning; they have had an impact on self-centered learning to reform their
mistakes in learning process. Despite different opinion about the benefits of
these media to English learning, the analytical results show that most second
language learners approved of English learning via the Internet tools and their
positive effect on learning skills. Most of them emphasize social media’s effective
roles on the writing skill. Social network platforms are mentioned as innovative
and creative ways to learn English as a second language. Although some bodies
of research disclose some weaknesses of these technological tools, they can be
used to their language skills provided that teachers give the required feedback.
( Derakhshan and Hasanabbasi, 2016)

Related Studies

It implies that there are most of the respondents are coming from
Technical Vocational Livelihood Track which has the greatest number of
respondents of 95 grade 12 students contributing to most of the total percentage
of 37% of 100%. Next is the Humanities and Social Sciences strand with 80
respondents contributing to 31.13 % of the total percentage, followed by the
Accountancy and Business Management strand with 34 respondents, Science,
Technology, Engineering, Mathematics with 33 respondents. On the other hand,
Sports Track has the least number of respondents of only 15 grade 12 students
having the least contributing percentage of 5.84% of 100%. Students who use
social media for Social Connectivity has percentage of 70.88 % out of 100% ,
Entertainment with 85.02 % out of 100% and Information Gaining with 82.88 %
out of the total percentage of 100%. The usage of social media covers a wide
scope of positive and negative effects towards academe. The researchers
gathered the data through series of interview. The gathered data shows that the
positive effects of social media include; the student’s convenience in getting
information about their lessons, homework and bring home activities, it also
make them communicate with classmates and friends for them to gather
information about certain topics. Negative effects of the latter towards academe
include; laziness to the students and make them not to do the household chores
and not be able to run errands. it also affects the student’s mental health, fast
changing moods, adapt some sexual behaviors and bad attitudes. The
researchers concluded that there is no direct relationship between using social
media and school performance of the students, since even though the students
just use social media for entertainment they still have high and good grades
instead of looking for some information related to their lessons. Theories of the
theoretical framework can also be used in performing analysis to this study and
why teenagers were so linked and fond of using social media even if it brings to
them some negative effect that targets their privacy, health, social, mental and
emotional aspects.(Branzuela, Bete, Dela Pena, Sagarino and Maneja,2019)

According to Kulidtod, the socio-demographic profiles of the respondents,

it was revealed that most of the Respondents were at the age of 18 to 20. This
confirms the claim by Lennon, Rentfro, and Curran (2012) that the young adults
whose ages range from 18 – 20 oftentimes use social networking sites compared
to those belonging to the higher age brackets. In terms of sex, the study
gathered that female respondents dominated the samples who constituted
81.32% of them. This is not surprising since nowadays, the women out
numbered men and there is a numerical difference between the two sex’s
increases with age. In France, eight centenarians in ten are women (Anonymous,
2015). Moreover, greater of the respondents were single whose monthly incomes
range 500 to 1000 weekly which came out in form of living allowances. As to the
access of students to social media networking sites, the study revealed that the
respondents availed of the following social media networks (in descending
order): (1) Facebook, (2) Twitter, (3) MySpace, (4) Instagram, (5) Flicker, (6)
Frienster, (7) Blogs, (8) Podcast, (9) Youtube, (10) Tumblr and (11) Skype. This
finding corroborated the data in a research that Facebook now has more than
1.5 billion users, more than 1 billion of which use the service daily in the first
quarter of 2015. It was revealed that Facebook has passed 1.55 billion monthly
active users and 1.39 billion are mobile users. As of last year, Facebook also
shared that it had a 1.01 billion daily active users and 894 million mobile daily
active users (Protalinski, 2015). This may imply that Muslim students of the
Philippines also follow with the social network trend in the world over. In
accessing these networks, the respondents used the following information
gadgets (in rank order): (1) cell phones, (2) tablets; (3) laptops; (4) desktop
computers; and (5) e-readers. The students of the Institute used the social
networking media for the following purposes (in rank order): (1) to like the post
of their friends, topics and etc.; (2) downloading; (3) chatting; (4) uploading
pictures, writings, etc.; and (5) post comments to friends. This is found
supportive to the finding of a study by Fox News’ Dr. Manny that teenagers used
their social networking media accounts to likes, comments and follow and they
base their self-worth on the number of likes, comments and followers they
obtain from it (Talreja, 2013). Although, all the respondents were students but
this data show that they were not fully using their social media activities for
academic purpose but for social purpose, like connecting with friends.
Furthermore, aside from the enumerated purposes above, the respondents used
the social networking media due to the following reasons (in rank order): (1) to
communicate with people who are away from them; (2) to be updated with
latest news; (3) to gain knowledge for academic purposes; (4) for pleasure and
fun; and (5) and other similar reasons. This finding validates the above output
that student-users of the Facebook are spending much of their time for social
purposes. On the question of frequency of their use of social media, it was
revealed that student-respondents used the social networking media almost daily
since majority of them answered to have used said form of media 5-6 days a
week at about 1-2 hours every session. According to the survey conducted in
2013, 63% of the students check their social networking media sites at least
once a day and the 33% who check 6+ times a day (Anonymous, 2014). This
means that much of the time of the respondents was spent in the internet usage
rather than in their class activities. On the perceived effects of social media
network to the respondents, the data disclosed the following (in rank order): (1)
helps them to become updated on current issues and events that can help on
their studies; (2) helps them to improve their communicationskills; (3) helps
them to share topics online; (4) gives them information related to their academic
or future career; (5) helps them to find answers for their school works; (6) helps
them to become smart because of the information they get from the sites; (7)
gives them an excellent opportunity for effective forums in class discussion; (8)
helps them to earn better grades in school, (9) helps them to improve their
participation in school; and (10) highly motivates them to become participative in
the classroom with 56.04% of the IMEAS students. This output may imply that
the main purpose of the students in using internet is different from their actual
activity whenever they already accessed the sites. While their common main
objective of accessing the networks was for academic purposes (i.e., to
communicate with people who are away from them) but in practice they were
using their internet time for social purposes (i.e., to like the post of their friends,
topics and etc.). Finally, as to the relationship of selected socio-demographic
characteristics and academic performance of the respondents, the study found
out that only sex was significantly related to the social network media and to the
academic performance. This means that female students of the Institute were
more exposed to the social networking media than the males. As an effect, their
academic performance is much better as compared to the male students who
seldom used said form of media. This is similar with the findings of Lennon,
Rentfro, and Curran (2012) who maintained that women are more likely than
men on the social networking media sites. Women are joining social networks
even if they got married, but married men joined the social networking media
only occasionally.(Kulidtod,2017)

Majority of the respondents are female, 16-19 years old, from the College
of Engineering and College of Arts and Sciences and have Face-book or SNSs
account. The established effects show that SNSs decrease students’ study time
and increase leisure time. They use SNSs mainly for non-academic purposes or
entertainment activities and for communicating with friends and classmates
about school work and assignments. The student academic performance in terms
of GPA of the First Semester School Year 2012-2013 shows that the mean GPA
ranges from 2.0 to 1.50, which is equivalent to 87 to 95 percent. The perceived
effects of SNSs to the students’ academic performance show that SNSs
contribute in the attainment of higher grade by interacting online about school
work. The results show that there is no significant relationship between SNSs
usage and student academic performance because correlation coefficients show
a negative relationship between SNSs use and academic performance. The
probability result has a very small average of correlation, thus the study found a
negligible relationship between SNSs and academic performance.(Morallo,2014)

After administering the achievement post-test, the data obtained have

been analyzed in order to determine whether there are any statistically
significant differences between the mean scores of EG and that of the CG in the
total scores of the first and second post-test. Accordingly the aims of the
study to verify the hypotheses stated in the present investigation will
be achieved. This study also deals with the discussion of the results and the
conclusions based on the findings of the study. A set of recommendations and
suggestions for pedagogical purposes and for possible extensions of the present
study are presented.(Widad Bouhami,2016)

Is 2 From the result of data analysis the writers concluded that: 1. The
students’ vocabulary mastery was significantly increased after taught by using
social media. 2. The use of social media was significantly effects on
students’ vocabulary achievement of the tenth year of SMA Swasta
Persiapan Stabat academic year 2017/2018.(Budidaya Dinjia,2018)

The intent of this paper was to investigate teaching vocabulary through

Facebook. It has been assumed that technologies should be used as instructional
tool for vocabulary acquisition. It has also been argued that this type of learning
is beneficial for foreign language learners, as it considerably builds confidence
and increases learners' interest in the topic. The reasons could be the frequency
of exposure as a result to an expanded language input. The study showed that
students improved in vocabulary performance and confidence (even if slightly)
after being exposed vocabulary via Facebook as compared to the case of
students benefitting from traditional instruction only. The participants in Group A
in the study appreciated this type of vocabulary instruction they were really
motivated to challenge themselves to improve their English. Moreover, the
participants began commenting and sending some ideas related to the target
topic to the teacher and to each other on Facebook. The lessons via Facebook
seemed more appealing to students. Working on the Internet and dealing with
each other through Facebook anytime and anywhere is trendy nowadays.
Consequently, Facebook could become a very effective tool and medium for
backing the traditional learning and for self-learning English vocabulary. There
are some recommendations following the findings of the study:(1.) Adopting
technology in general and Facebook in particular as a teaching strategy in
universities when teaching English skills for effectiveness and better academic
achievement. (2). For generalization, validity and applicability, similar studies
should be conducted on other language aspects and skills. (Sim Monica –Areana
Pop Anamara-Mirabela,2014)