Thesis Final !!!

PAMANTASAN NG LUNGSOD NG MARIKINA Brazil St. Greenheights Subd. Concepcion I, Marikina City PLMar Tel. Nos. 3698650/ PLMar Fax 369-72-77 [email protected]

TEXT MESSAGING AND ITS IMPACT ON THE SPELLING PROFICIENCY AMONG FIRST YEAR BACHELOR OF SECONDARY EDUCATION STUDENTS OF PAMANTASAN NG LUNGSOD NG MARIKINA A.Y. 2012-2013

A Research Paper Presented to The Faculty of Pamantasan ng Lungsod ng Marikina

Submitted by: Miralles, John Michael A. Belgira, Mark Gil G. Pascual, Paul John A. Mades, Noel V. Sarmiento, Marjorie L.

2012-2013

Page |2

APPROVAL SHEET The thesis attached hereto, entitled “TEXT MESSAGING AND ITS IMPACT ON THE SPELLING PROFICIENCY AMONG SELECTED FIRST

YEAR

BACHELOR

OF

SECONDARY

EDUCATION

STUDENTS

OF

PAMANTASAN NG LUNGSOD NG MARIKINA A.Y. 2012-2013” prepared and submitted by

John Michael A. Miralles,

Mark Gil G.

Belgira, Marjorie L. Sarmiento, Paul John A. Pascual and Noel V. Mades, in partial fulfilment of the requirements for

the

degree

of

Bachelor

in

Secondary

Education,

is

hereby accepted.

_Prof. Rebecca Chavez_,Ph. D. Adviser

Accepted in partial fulfillment of the requirements for the degree Bachelor in Secondary Education.

_Dr. Angelina Irapta_ Dean, BSE

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ACKNOWLEDGEMENT A good day to everyone! Each deepest

of

the

researchers

gratitude

to

people

would

like

to

extend

us

who

made

behind

our this

research work possible. We would use this opportunity to say out most sincere thanks to; our Creator, who gave us the wisdom to evaluate the things that we need, want to and have

to

do.

To

our

continuously

support

deserve

to

be

because

without

especially

to

parents,

who

were

us

our

studies,

given them

our

with

appreciation we

and

wouldn‟t

beloved

the

our

that

parents

acknowledgement

be

professor

people

here;

who

and

served

most

as

our

mother, sister, friend and mentor, Dr. Rebecca Chavez, who never cease to understand us. We would also like to dedicate this masterpiece to the people whom in just a short span of time have taught us to value our education and to always strive to be the very best.

The

Pamantasan

ng

President

Dr.

Carmelita

President

for

the

Lungsod Palabay;

Academics

Dr.

ng

Marikina, the

University

University

Teresita

Vice-

Santos;

the

College of Education Head, Dean Angelina Irapta; the Head of

the

English

Department,

Professor

Norma

Almario;

to

other department heads and deans; to the faculty members of

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the university; and to our fellow PLMarians who served to be our inspiration in conducting this study. We hope that this study

help us to understand the

students of our university better. We also hope that this serve

as

one

regarding

of

their

the

tools

individual

in

evaluating

academic

the

students

performances.

Our

research study aims to share insights regarding the factors that

hinder

university.

the

freshmen

students

of

our

beloved

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DEDICATION This research study is whole-heartedly dedicated to our beloved family who are always there to help and provide us the things that we need. To our friends, who were always there to comfort us in times of exhaustion. We would also like to extend our dedication to our professors, for the never ending understanding and patience that they showed us, for the lessons that they taught us and also for the memories and values that they instilled in us. To our co-researchers, who were always there ready to help one another, for the memories that we all shared and for the laughs and hardships that we once encountered in doing this research study. This study is also dedicated to our God almighty and we hope that the results of this study serve His will and may all the glory be unto the Lord.

Page |6

ABSTRACT The language shortcuts and abbreviations used in text messages

are

becoming

evident

in

students

„spelling

proficiency. This qualitative study sought to determine if the use of the shortcuts has an adverse impact on students' spelling and grammar skills. This research was based on the constructivist theory, which rationalizes that students use what

they

are

knowledge.

The

most

familiar

study

was

with

as

directed

questions to understand (1)

they by

acquire

three

new

research

What is the profile of the

selected students of the PLMAR BSE freshmen students as to: 1.1 gender, 1.2 age, 1.3 length of ownership of the cell phone

and

1.4

frequency

of

texting,

(2)

What

is

the

students‟ spelling proficiency level based on the gathered data through the survey test form given to them?;and (3) Is there

a

significant

proficiency

of

relationship

texters

when

between

group

the

according

spelling to

the

following variables: 1.1 length of ownership of the cell phone and 1.2 frequency of texting. A bounded single case study using a sample size of 50 students included a profile sheet and an answer sheet wherein they would have a test on word spelling. Data collected from the interviews and focus group were manually transcribed and coded, and notes from

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observations and artifacts were used to ensure validity of the interview findings. Consequently, four themes emerged: (1)

participants

frequently

used

text

messaging

and

language shortcuts; (2) language shortcuts commonly occur; (3) students exhibits that language shortcuts have affected their spelling skills; and (4) the participants often have academic

deficiencies

that

go

beyond

errors

presented

through text messaging and language shortcuts. The study's findings

could

influence

positive

social

change

in

that

students could become more proficient writers if curriculum adjustments

were

made

to

connect

academic

writing

instruction with the method of communication that students frequently use and understand.

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CHAPTER I THE PROBLEM AND ITS BACKGROUND INTRODUCTION OMG! Rili? Dnt now bowt dat.lmfao. Btw, wr u nw? Fam. dner 2nyt s hauz, r u cuming? Repz, azap..!!”,. Have you received that style of text message? Do you or have you ever send this kind of text message? In the Philippines where almost everyone has cellular phones, this style of text messaging is no riddle basically for teenagers and young adults. Texting has become an integral part of our lives; it has developed very rapidly throughout the world. Initial growth of text messaging starts with customers in 1995 sending an average 0.4 messages per GSM (Global System for mobile communications) per customer per month. (Wikipedia, 2009) Today, text messaging is the most widely used mobile data service, with 35% of all mobile phones users worldwide or 4.2 million to 7.3 million phone subscribers at the end of 2003 being active users of SMS.

Page |9

The largest average usage of the service by mobile phone subscribers is the Philippines with an average of 15 texts per day by subscribers. (Wikipedia, 2009) Text

messaging

is

most

often

used

between

private

mobile users as a substitute for voice calls situations. Popularity has grown to a sufficient extent that the term texting has enticed the people. It is a very powerful tool in the Philippines where the average user sends 10-12 text messages a day. The Philippines ends on the average 400 million test messages per day or approximately 142 billion text messages sent a year. At the end of 2007, four of the top mobile service providers million

in

the

mobile

country

stated

subscribers

in

that the

there

are

42.78

Philippines;

thus

Philippines has become the “texting capital of the world”. The

expanding

availability

of

text

messaging

has

raised questions about the effect of texting on standard literacy. Many have reported unintentional intrusions of abbreviations

used

in

texting

called

“textisms”-

is

inappropriate contexts. (Wood. Et al., 2009) This study or research contains information regarding the impacts of text messaging and the factors that hinder

P a g e | 10

the

selected

freshmen

students

of

College

of

Teacher

Education of Pamantasan ng Lungsod ng Marikina (PLMar), A.Y 2012-2013,

in

achieving

good

language

proficiency,

high

literacy rate and English language learning. It also aims to determine whether the texting habits of the students should be a concern as it significantly demeaning their spelling proficiency, literacy and English language learning. SIGNIFICANCE OF THE STUDY The researchers have listed down the significance in conducting

the

study.

significant

factors,

it

And will

with be

the a

lot

help easier

of

these

for

the

researchers on how to prepare the questionnaire that has reference to the topic of this research work. This study will be significant: 1. To know how many years have the respondents been sending text messages. 2. To know how many hours they spend every day for text messaging. 3. To know whether they use the shorthand method of texting frequently.

P a g e | 11

4. To determine if the number of years of cellular phone usage is a factor that affects the spelling skills of the respondents. 5. To know if the number of hours of text messaging is a contributing factor that results to poor spelling. 6. To identify whether the use of shorthand method of text messaging affect their spelling skills. Through

this

research,

the

deficiency

in

students‟

knowledge and other related studies that needs improvement and progress mostly in the universities and other school offers Education course will be catered. The intention of this research is to give additional and

essential

information

about

the

effects

of

text

messaging in the studying and learning of students. This could be used as a part of the basic teachings for students who

are

Education

taking

up

because

the

course

this

study

of can

Bachelor be

of

applied

Secondary to

the

profession they are aiming to. The information held inside this research study can be a great help, not only to the present Education students of PLMar but also to the readers and other researchers that

P a g e | 12

are

seeking

additional

information

and

facts

about

hindrances in the learning of the students. Aside to that, mostly for Education students, they can evaluate and determine where they should focus and they can know what type of approach they need to have in order to meet the needs of the children who are having a hard time studying due to some factors. They can know what part of them should be developed in order for them to be better teachers someday. To get a better idea of the effects of texting on teenagers and how much this technology was actually being used, a survey was conducted. Fifty (50) freshmen students were

asked

questions

about

their

usage

of

texting

and

instant messaging. To ensure the honesty of the answers, the surveys were anonymous and the students were told that their answers would not be used against them. STATEMENT OF THE PROBLEM This study aims to determine the correlation between the Spelling Proficiencies of Texters of selected students of students of Pamantasan ng Lungsod ng Marikina (PLMar), A.Y 2013-2013.

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The following questions are the problems that should be

answered

regarding

the

text

messaging

factors

that

affect the said selected students. 1. What is the profile of the selected students of the PLMAR CTE freshmen students as to: A. gender B. age C. length of ownership of the cell phone D. frequency of texting 2. What is the students‟ spelling proficiency level based on the gathered data through the survey test form given to them? 3. Is there a significant relationship between the spelling proficiency

of

texters

when

group

according

following variables: A. length of ownership of the cell phone B. frequency of texting

to

the

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THEORETICAL FRAMEWORK The theories gathered will be used in the formulation of the study‟s framework. Three theories from the works of B.F. Skinner and Bagozz, R.P., Davis, F.D., and Warshaw, P.R.

and

Albert

Bandura

led

the

researchers

to

the

in

knowing the effect of frequent text messaging on spelling of the first year CTE students of PLMar A.Y. 2012-2013. According to Albert Bandura‟s Observational Learning Theory or Socio-Cognitive Theory (1962), a major part of human

learning

consist

of

observational

learning,

which

they define as learning through observing the behavior of another person called a model. An individual observes a model which is from the society he is involved. According particularly,

to is

Observational

important

in

Learning

acquiring

skills

Theory, in

which

operant conditioning technique of shaping is inappropriate. Plotting

an

airplane

and

performing

brain

surgery,

for

example. The behavior that could hardly be learned by using trial and error methods without grave cost – liberally to those involved in the learning. Behaviorist theory of BF Skinner said that the core to all behaviorism is the assumption that human and animal

P a g e | 15

behaviors

are

determined

by

learning

and

reinforcement.

People act according to what they learned. Species acquire new skills, depending on the effects these skills have on the

species‟

environment.

Skinner

assumed

that

if

an

individual‟s action proves to have a positive effect, then he would more likely continue his behavior. On the other hand, if an individual‟s action has a negative outcome, he would likely stop this specific behavior. An article in EduQnA.com serves as a supporting idea on the theory of Skinner. According to the article, people do not read enough. They rely too much on computers and a lot of them tend to spell according to how the word is pronounced, encourages

and them

the to

introduction

shorten

words.

of

text

Because

messaging

of

technology

available to the students now growing up, when they have to exact

their

grammar

skills

away

from

a

computer

or

thesaurus, they can‟t perform well. People have become so dependent on technology to help read and write, to the point

that

addition,

these

there

communication, emails.

skills

is with

have an

diminished

less

of

emphasis

the

introduction

of

over on all

time.

In

face-to-face phones

and

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The work of Bagozz, R.P., Davis, F.D., and Warshaw, P.R says that people do not use technology because of its features but rather, the adopt technology because of the benefits focuses

they on

get

how

from

it.

technology

The

helps

theory

of

these

individuals

three

motivate

in

learning. Their theory states that changing individual‟s attitude may be an effective strategy to improve someone‟s motivation

in

learning.

Caroll

and

Rosson

(as

cited

in

Bagozz, R.P., Davis, F.D., and Warshaw, P.R,) said that “learning by doing” is an effective way in learning, for example is using computer. However, the two argued “that such active learning leads to “production bias” in which the motivation to use the system to get a task done is stronger than the motivation to use the system to get a task done is stronger than the motivation to spend time learning to use the system (p.24).” The two added that this might result in barely adequate learning. Everyone

may

feel

assured

that

although

different

methods in the experimental methods of teaching. There are principles on which the theories agree and these provide useful guidelines for both students and teachers.

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CONCEPTUAL FRAMEWORK

INPUT

STUDENTS

PROCESS

OUTPUT

TEXT MESSAGING

EFFECTS

And TEXTISMS

The diagram shows the advent of technology and gadgets which are specifically the advances in easier access of students

to

cellphones.

telecommunication

The

process

devices

indicates

how

such

people

as use

the it

in

their daily lives and the output indicates the effects on students. SCOPE AND LIMITATION The

study

is

confined

to

determine

if

there

is

a

negative effect of texting to the spelling proficiency of freshmen students of the College of teacher Education in Pamantasan survey 2013.

ng

Lungsod

conducted,

ng

during

Marikina the

second

through

a

semester,

series

of

A.Y.2012-

P a g e | 18

The

researchers

conducted

a

survey

on

fifty

(50)

selected freshmen students of College of teacher Education in Pamantasan ng Lungsod ng Marikina. The

researchers

hope

that

this

research

contribute

well and give necessary information to the students about the

effect

of

the

common

spelling

proficiency,

learning.

With

these

factors

literacy factors,

of

hindrances

and we

can

English now

towards language

think

of

a

solution in order for us to cope up with the problems. HYPOTHESES Null Hypothesis There is no significant effect of texting to the spelling proficiency of the freshmen students of College of Teacher Education of Pamantasan ng Lungsod ng Marikina Alternative Hypothesis There

is

a

negative

effect

of

texting

to

the

spelling

proficiency of the freshmen students of College of Teacher Education of Pamantasan ng Lungsod ng Marikina.

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DEFINITION OF TERMS Technology personal

is

and

continually

advancing.

commonplace,

some

As

terms

it

have

becomes become

more quite

familiar. However, there are other terms that may not be as well known. This section provides a list of terms relevant to this study. Abbreviations. This refers to a shortened form of a word or phrase Acronym. This refers to is an abbreviation formed from the initial components in a phrase or a word (e.g LOL = Laugh Out Loud) Cellphone. This refers to an electrical device made for distance-communication.

It

is

the

shortened

term

for

cellular phones (Cellular because of its size). It is also called as Mobile Phone because of its portability. Code-switching.

This

refers

to

switching

between

two

or

more languages, or language varieties, in the context of a single conversation. Communication.

This

refers

conveying information through

the

to

the

exchange

process of

of

thoughts,

messages, or information, as by speech, visuals, signals, writing, or behavior.

P a g e | 20

Instant messaging. This refers to the digital interactive technology that allows users to receive and send messages in real time via the Internet (Lewis & Fabos, 2005, p. 473). Jargons.

This

refers

to

the

technical

terminology

or

characteristic idiom of a special activity or group Language

Proficiency.

This

refers

to

the

advancement

of

knowledge or skill in language. Language shortcuts. Abbreviations, shortened words or codes used to communicate short messages with other cellular phone users (Schaller, 2007, p. 7). Text messaging: A feature on cellular telephones that allows users to receive and send short messages (maximum of 160 characters) using the telephone‟s alphanumeric keypad (Harley, Winn, Pemberton, & Wilcox, 2007, p. 1).

Spelling

Proficiency.

This

refers

to

the

level

of

intelligence in terms of knowledge on word spellings. Text Language. This refers to the set of new word that seems to be not accepted by prescriptive grammarians but still used by people for communication purposes when using

P a g e | 21

the cellular phones. Text Shortcuts. This refers to the word shortcuts used for cellular phone communication. It grew because of economic and practical purposes. Same with Shorthand texting. Texting/Text

Messaging.

This

refers

to

the

process

of

sending messages through cellular phones Textisms. This refers to the act of abbreviating words in a text message.

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CHAPTER II REVIEW OF THE RELATED STUDIES AND LITERATURES

This

chapter

contains

the

gathered

researches

from

different sources. These studies will be used as a guide and support to our research. Our related literature starts with the importance of writing and language, and goes on with the possible effects that might happen to these when technology is being used extensively. On the later part of the chapter are the gathered articles and case studies done by various researchers.

Text Messaging Effects on Writing Texting feature in mobile phones has become a “God‟s gift”

for

most

of

the

people.

This

feature

made

this

communication very convenient to everyone. It has become an important part of the daily lives of people, especially to the

Filipinos.

According

to

AHN

Media

Corp

(2010),

the

Philippines has been tagged as the “texting capital of the world”. Many Filipinos exchange text messages with the use of

their

texters,

mobile and

phones.

they

have

People started

have

become

sending

frequent

messages

in

shortened ways. This problem cropped up with the innovation

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of this new technology, and its possible effects on the students‟ language proficiency. The language proficiency of the students are important for effective communication. Language, according to McKee (1939),

will

successfully

help

people

in

different

activities, which involve communication, various types of interaction, or even writing. Even if we are a student or not,

there

is

still

a

need

for

us

to

use

language

appropriately. McKee goes on to say that the ability to write

effectively

is

still

important

regardless

of

the

influential and incredible effects of technology on man‟s activities (p.3). One of the most common issues of text messaging is its effects on education. Some educators say it is negatively affecting

the

spelling

proficiency

of

the

students.

According to Dolch (1942), “Children must spell if they are to write”. When we write, we are really writing down our thoughts. these

These

words

thoughts

need

to

are

be

expressed

spelled

using

words,

correctly.

and

Therefore,

writing would require appropriate spelling (p. 1). Writing, in addition, is very important, because it is one

form

of

communication.

According

to

Shidle

(1965),

“writing skills are needed everywhere”. In his book The Art of Successful Communication, he states that it is hard to

P a g e | 24

find

works

Anywhere,

which man

no

longer

can

needs

connect

communicating

ideas

through

skills. written

communication, which exists in any level. Every person has the need to communicate effectively, and writing them down is one of the most efficient ways (p. 11). Also, according to Quattrini (1985), the best way to show these ideas is through writing because it is like “shaping” what you are thinking. This “shaping” also includes choosing the right words for your thought (p. 2-3). These words would bring the message of your thoughts (Cruse, 2000). Choosing the right words requires wide vocabulary. At the

present,

we

are

using

English

as

our

medium

of

communication; therefore, there is a need for us to be familiar

with

the

English

vocabulary.

According

to

Gabiana‟s research (as cited in Saga-Olis, 1998), students were very positive toward the English language as part of their system of education. This attitude of the respondents led to the conclusion that the students felt that language play an important role on their success in the future. The achievement

of

ability

to

Mackay

(as

cited

master

the

English

globally

use

many the in

competitive

professionals language

(p.

lies

appropriately.

Saga-Olis, language

also

1998),

tend

42).

to

This

on

their

According

professionals be goes

successful to

show

to who and the

P a g e | 25

importance

of

English

as

a

medium

of

communicating

internationally. The study of Enriquez and Nolasco (2007) also

showed

vocabulary

that

might

a

person

not

have

who

has

a

difficulties

wide in

range

of

thinking

and

communication. The two also added that vocabulary, spelling and grammar skills are the basic components of language which are very useful to a man‟s life. However, nowadays, there are educators who have been complaining

on

papers

handed

by

their

students.

One

of

these educators is Kate Ross (2010), who stated that the use of cellular phones are affecting student‟s spelling and grammar proficiency negatively, as evidenced from their use of abbreviated words. This resulted in extensive use of electronic

chatting.

assignments, and

The

creating

misspelling.

Ross

students

incorrect is

an

are

producing

subject-verb instructional

worse

agreements, coach

for

language arts teachers in her own district, and she often see

shortened

dialogues

on

words

students‟

or

sentences

compositions.

in

text

She

said

messaging 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.

P a g e | 26

Montiel and Estuar (2006) made a study about the usage of

mobile

phone

nowadays.

And

they

concluded

that

text

messaging is the most effective way of communicating with other people. Aside from that, it is the fastest and the cheapest among the communication technologies of the new generation because of its sending shortened messages (SMS) or

texting

feature.

This

feature,

allows

people

to

communicate with each other regardless of how far they are from each other. Thus, this texting feature made mobile phones or cellular phones very popular in our country, that even the youth are getting hooked up to this new form of technology. Estuar‟s research (2003) showed that there is a high rate of ownership and high rate of usage of cellular phones regardless of what school or gender the students belong. “Private school students were more frequent users of costincurring

features,

whereas

public

school

students

were

more frequent users of no-cost features of mobile phones”. The former also have a higher rate of texting compared to their public school counter parts. In addition, the number of days one can survive without a cellular phone or without having

to

exchange

public

school

messages

students

is

(p.103).

higher This

among

goes

to

males

and

show

that

cellular phones are very popular, regardless of the age.

P a g e | 27

An

example

popularity

of

that

would

cellular

show

the

is

the

phones

rapidly report

growing from Sify

News (as cited in Proysen, 2009) about a 13-year old girl from California who had sent 14, 528

messages in a month

(13, January 2009). These communication gadgets are used by adolescents not

only

for

maintaining

communication

their

purposes

relationships

with

but

other

also

for

people.

Cell

phones provide them the ability to show who they are and to express what they feel through texting feature. According to

Pertierra

et

al.

(as

cited

in

Estuar,

2003),

the

cellular phone is like an extension or an expression of one‟s self. Compared to other forms of communication that the new world offers like the telephones and electronic mail,

mobile

phone

confrontational

technology

nature

of

greatly

Filipinos.

augments As

what

the

non-

is

said

earlier, in texting, people can send messages to a person even without knowing where the person is, what the person is doing, and who the person is with. “The mobile phone‟s predecessor regular telephones require a fixed location for their use. But with the cellular phone, being primarily mobile,

people

can

now

establish

contact

with

another

person, regardless of where the caller and the called are” (p. 104.

P a g e | 28

According internet,

to

Estuar

mobile

phones

et

al.

were

(2006), used

aside

in

from

the

“pro-democracy

movements”. Mobile phones were relatively cheaper and more affordable and accessible, especially to a larger group of people belonging to the poorer groups in the society. The mobile

phone

made

communication

so

easy

and

possible

regardless of time and space barriers by increasing its utility in “political mobilizations and mass persuasions”. As evidenced from the Philippines, for example, optimal use of

mobile

phone‟s

texting

capability

helped

in

bringing

down a corrupt president through the People Power II that occurred

last

2001.

Estuar,

2003),

by

According using

to

the

Villamor cellular

(as

cited

phones,

in

rally

organizers have united and mobilized the crowds in front of the historic Edsa Shrine just an hour after the Senate have vetoed

the

opening

of

the

bank

evidence

against

the

supposed-to-be reigning president Estrada (p. 105). Estuar et al. also said that during those historical moments, the use of cellular phones had filtered through Filipinos‟ everyday life, especially to the youth and Metro Manilans. Texting through mobile phones as a new technology hence

played

a

vital

role

in

the

swift

alignment

of

political consciousness, especially among the multitude of young Filipino people.

P a g e | 29

Pertierra, Ugarte, Pingal, Hernandez and Dacanay (as cited in Estuar, 2003), wrote an all-inclusive account of the social consequences of commonness in mobile phone use in the Philippines, with the conclusion that “cellphones have become a major icon in Philippine life, in that it has extended the scope of social relationships” (p. 149). And from

1994

to

2002,

“cellphones

in

the

Philippines

were

mainly used for texting” (p. 150). Because cellular phones became a popular icon in the world, several consequences were prophesized. Some of these are the increased number of people who are fascinated with the features of cellular phones, particularly its texting feature. Some were obsessed that they allot greater time for text messaging, which leads to the use of shorthand method of texting, and will eventually contribute in the deterioration of the students‟ spelling and grammar skills. But is there truth to these claims? Russell (2010) stated that there are different effects of

frequent

text

messaging.

He

cited

an

educator

in

Edutopia.org saying that “I teach 9th and 11th English, and regardless of the age, my students‟ spelling is atrocious. Texting believed

does that

not

and

shorthand

has

not

texting

helped”. is

Some

killing

the

teachers English

P a g e | 30

language because students have been writing compositions in bad spelling and grammar (parag. 2-3). Russell also said that some teachers, on the other hand,

took

teachers,

it

as

a

because

positive of

effect.

texting

According

and

other

to

the

ways

of

communicating, students have started to write and edit more text (parag. 4). Lee (as cited in Proysen, 2009) also said that some teachers encourage their students to use instant messaging if it really helps them develop creativity when writing. Others also think that texting has no effect on English

grammar.

Students

may

learn

the

language

of

texting, but they too, should not forget that the language of texting is different from the English language, and that shorthand

texting

is

different

from

the

correct

English

grammar (parag. 5). Recent

news

from

United

Kingdom

reports

about

a

Scottish pupil who submitted an essay in shorthand form like

texting.

According

to

Cramb

(as

cited

in

Pryosen,

2009), this is because of frequent use of mobile phones and text messaging. The student said she found it “easier than standard said

English”.

that “text

The

Scottish

messaging

Qualifications

language

was

Authority

inappropriately

used” (parag. 4). Gillespie (as cited in Proysen, 2009), the

Scottish

Teacher

Parent

Council,

said

that

the

P a g e | 31

deterioration in spelling and grammar proficiency of the student is an effect of frequent text messaging. She went on to say that: “There must be rigorous efforts from all quarters of the education system to stamp out the use of texting as a form of written language so far as English study is concerned. There

has

been

a

trend

in

recent

years

to

emphasis

spoken English. Pupils think orally and write phonetically. You would be shocked at the numbers of senior secondary pupils who cannot distinguish between their and there. The problem is that there is a feeling in some schools that pupils' freedom of expression should not be inhibited (as cited in Proysen, 2009).” Edwards

(2009)

said

that

texting

contributes

to

peoples‟ indolence when it comes to writing. In his own experience, abilities

he

himself

ever

since

developed he

changes

engaged

in

on text

his

writing

messaging.

According to him, it helps in speeding up communication. And

because

of

frequent

usage

of

shortened

messages

in

texting, it becomes a “habit”. He sometimes caught himself using the shorthand method of writing even in doing his projects in school, which goes to show that text messaging has really affected his writing ability. When he researched in

the

internet,

he

discovered

that

many

people

also

P a g e | 32

believed

that

texting

affects

the

writing

skills

of

students. Edwards always feel that using the “original way” of writing when doing his school projects is more difficult than using the “text messaging language”. Because of this, he became lazier. He also said that most people are hooked up

to

texting

that

they

send

text

messages

even

when

they‟re doing several activities like driving, when in a funeral,

or

in

a

graduation

ceremony.

But

according

to

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

not

all

of

them

apply

shorthand

texting

when

writing. She said that students say it does affect their writing proficiency, and some say it has no impact at all. Nevertheless, texting is still a problem to most people. Like

Guerra,

Laurilla

(2009)

obtained

varied

facts

from her research titled “A Preliminary Investigation on the Linguistic Aspects of Text Messaging”. She implied that the use of mobile phones is common to the younger sector of the society (p. 9). Report from “Media use statistics” said that almost two-thirds of the teenagers today are cellular phone owners (as cited in Laurilla, 2009). The youths are expected to be frequent texters, since they grew along the modernization

and

technological

innovation

of

cellular

phones. Because of this, “There is a raging national debate about the state of writing and how high-tech communication

P a g e | 33

by teens might be affecting their ability to think

and

write” (Guerra, 2008, parag. 1). 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 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 (p.11). Aside from Laurilla, a research on the use of the shorthand method of texting was conducted by Tiempo (2006). He said that another form of communication in texting is code-switching.

This

is

people.

says

that

Tiempo

bilingual

behavior

that

common code

usually

to

a

number

switching happens

is

in

of

Cebuano

a

natural

any

informal

conversations, whether it is direct or indirect. Through his qualitative method of analysis, this study of Tiempo titled Cebuano Code Switching, Text Jargon, and Fricative Production there

is

in no

Short

Messaging

significant

Services

differences

(SMS) found

between

styles of both males and females (p. 74-75).

the

that

texting

P a g e | 34

Another research on the use of the shorthand method of texting by Banton et al. (2010) said that same assumptions rose about the negative claims on text messaging. Banton with his group researchers conducted a study by giving out a

pre-survey

on

those

students

who

were

cellular

phone

owners and non-owners and their daily time allotment for cellular phone use. After that was the spelling and grammar tests given the 3rd year high school students of St. Paul‟s School of Ormoc Foundation Inc. The research resulted with the following: Students who had greater time allotment for text messaging had lower average scores compared to those who were not frequent texters at all. Among cellular phone owners, those who were frequent users of shorthand method of texting appeared to have poorer scores in both spelling and grammar tests (p.29). Similarly, a research by Rosen et al. (2009) showed that youths who used shorthand texting (LOL, gudnyt, etc.) in everyday writing developed the worse formal writing than those youths who rarely used shorthand texts. Those who used

shorthand

texts

for

communication

were

better

“informal” writers. Unlike Rosen et al.‟s research, the study conducted by Tomita

(2009)

about

text

messaging

gathered

a

different

result. On Tomita‟s research titled Text Messaging and its

P a g e | 35

Implications for its use in Education, he said that the world is becoming more technologically advanced, together with the rapid improvement of the world. And with these, the students have to adjust and cope with the changes on their

own.

His

study

found

that

“text

messaging

tools

provide an effective means of teaching students important 21st century Tomita, students

skills”.

2009)

said

ability

interactions, communicators

Furthermore, that

to

and

tools

write,

it

like

them

helps

(as

the

encourages

motivating

because

Plester

to

develop

cited

Web them

enhances to

make

become the

in

good

students‟

creativity. In addition, Tomita also stated that literacy is not limited only to paper works, but also to digital literacy (p. 189). Critics are very particular on the issue about the use of shortened words especially when it comes to education. According to Shaughnessy (as cited in Tomita, 2009), to overcome the character limit of 160 characters, people use jargons,

codes,

communication

is

or too

shorten easy

the that

words. it

no

This

form

longer

of

require

analysis. In addition, O‟Connor (as cited in Tomita, 2009) said that if students continue to use instant messaging, the more that they could no longer distinguish formal and informal

writing.

Others

also

use

acronyms

and

other

P a g e | 36

abbreviations (O‟Connor, 2005). But still, Goldstein and Gardner

(as

cited

in

Tomita,

2009)

believe

that

formal

writing is far different from informal writing, no matter what the medium is. Others also disagree with the negative effect of text messaging. “Newer

Petrillo

research

(2006)

shows

quoted

a

Dr.

stronger

Beverly

casual

Plester,

relationship

between text abbreviations and literacy skills”. Plester here is saying that text messaging is giving an exposure to the

written

attainment.

words, In

which

addition,

relates according

to to

a

higher

Helderman

literacy (2003),

Gloria Jobobs, a doctoral student studying the relationship of teenagers and instant messaging, said that students are fluent with online writing, so probably it could help them improve their writing ability. In contrary to the conclusion derived from Petrillo and Helderman‟s studies, Baron (as cited in Proysen, 2009) concluded

that

the

language

of

“text

messaging

and

electronic communication” has triggered the rise of evils that would be unleashed by text messaging, such as the deterioration

of

spelling

and

grammar

skills,

and

its

application on the writings of the students. In Proysen‟s study

titled The

Impact

of

Text

Messaging

on

Standard

English revealed that some educators have been indicating

P a g e | 37

that

text

messaging

has

created

a

reflection

on

the

students‟ school papers. According to Crystal (as cited in Proysen, 2009), one example was found, which was an essay composition entirely written in shorthand form. This study of Proysen was conducted to find out whether the claims on the negative effects of text messaging are true. His study found out that these negative effects seem to have affected some of the respondents. Some students are not aware that they are carrying the text messaging language onto their writing. While some of them said it was stupid enough not to know the difference between Standard English and text abbreviations. According to Crystal (as cited in Proysen, 2009), “Expertise in text messaging and email in particular would appear to have affected spelling and punctuation” (p. 83). Text messaging with its use of phonetic spelling and little

or

no

punctuation

seems

to

pose

a

threat

to

traditional conventions in writing (p. 84). Proysen went on to

say

that

the

text

messaging

phenomenon

had

a

great

impact on people‟s everyday use of language although it gained popularity for a very short time. Proysen was sure of

one

thing.

As

his

fieldwork

shows,

text

messaging

created negative effects, whether it is slight or great (p.86). This conclusion of Proysen was similar to one of

P a g e | 38

Myhra‟s articles titled Negative Effects of Texting in the Classroom. Myhra

(2010)

believed

that

people

of

the

present

generation have grown advanced together with the innovation of technology, specifically the cellular phone, which is said to have affected the students‟ spelling and grammar proficiency.

People

have

started

sending

messages

in

abbreviated or shortened form. Students who are frequent “texters” have developed a new form of writing that is unacceptable to school-related works (parag. 1). He added that students are no longer practicing the proper use of punctuation, and upper and lowercase letters (parag. 3). Myhra (2010) concluded that frequent sending of text messages

could

affect

the

students‟

way

of

writing.

Students have developed the habit of writing in shorthand form, which caused them to write informally. Texting has affected

the

students

writing

and

grammar

proficiency

negatively (parag. 9). This research gives more focus on the students‟ use of the shorthand method of texting, which they sometimes tend to apply on their school works. This research will serve as a point of reflection for the students, to discover whether text

messaging

and

the

use

of

abbreviations

or

jargons

could positively or negatively affect their spelling and

P a g e | 39

grammar

proficiency.

The

various

researches

we

have

gathered from different sources are composed of numerous ideas

that

led

us

to

the

formulation

of

different

assumptions about the use of shorthand texting. Its only difference from our research is that our study will also focus on the frequency of cellular phone use, which was given less focus on other researches.

P a g e | 40

CHAPTER III RESEARCH METHODOLOGY In this chapter, the researchers present the method of research

that

is

used

in

the

study

together

with

the

setting of the study, the sources of data or the subjects of

the

study,

the

data

gathering

procedure

and

the

statistical treatment. The researchers hope that this will serve

as

additional

information

for

the

better

understanding of the readers regarding the topic of this research. RESEARCH DESIGN This

study

will

determine

if

there

is

a

positive

or

negative effect with the frequent use of shorthand method of

texting

to

specifically,

the

the

spelling

first

skills

year

BSE

of

the

students

students,

of

PLMar.

In

addition to this, the researchers would also like to know whether the extensive use of cellular phones and the span of

time

they

have

been

using

these

could

affect

their

spelling proficiency. Moreover, this study will help us in determining whether text messaging has contributed, or has been

a

factor

capabilities.

to

the

Setting

deterioration these

of

objectives,

their the

spelling

researchers

P a g e | 41

gathered

information

which

will

be

very

useful

in

conducting the study. METHOD OF RESEARCH USED Descriptive method is considered to be a fact-finding procedure of process of conducting a survey in which the researchers will come up with an adequate, efficient and reliable interpretation from the respondents‟ answer. The researchers used the descriptive method type of study. By using this method, the researchers can come up with a concrete interpretation of the study in a short span of

time.

conducting

The a

researchers written

gathered

form

of

data

interview

by with

means

of

sets

of

question relevant to the topic. The researchers added a spelling quiz at the second part of the survey form which will

help

them

really

observe

clearly.

The

researchers

distributed the questionnaires to the chosen respondents and give them ample time to answer it within the day. After answering,

the

researchers

will

collect

all

the

questionnaires so that the researchers may now analyse and interpret the data retrieved.

P a g e | 42

SETTING OF THE STUDY The

researchers

conducted

within

school

interview

the

the

premises

whole of

study

Pamantasan

and ng

Lungsod ng Marikina (PLMar). The university is located at Brazil Street, Greenheights Subdivision Concepcion 1 within the city limits of Marikina, which was built in 2003. Below is the map to the university:

PARTICIPANTS OF THE STUDY The researchers gathered 50 respondents from the freshmen students of the College of Education in Pamantasan ng

Lungsod

ng

Marikina,

A.Y

2012-2013.

There

are

141

P a g e | 43

freshmen students in PLMar taking up Bachelor of Secondary Education which is divided into three sections namely: CTE 101, CTE 102, and CTE 103. CTE 101 has 46 students; CTE 102 has 48 students; and CTE 103 has 47 students. SOURCES OF DATA GATHERED The

researchers

gathered

data

using

a

questionnaire being provided. This study makes us of the 50 questions

relevant

to

the

topic

of

the

study.

The

questionnaires are distributed personally to each of the respondents. The respondents were given ample time within the day to answer to satisfactorily answering the given questions.

The

researchers

will

collect

all

the

questionnaires within the same day. The questionnaire is divided into two parts. The first part is about the profile of the respondents which includes their name, age, gender, year level and section. The

second

part

comprises

the

questions

which

were

formulated to obtain the information needed, so that the researchers can access the factors that hinder the freshmen students

of

the

College

of

Education

academic performance in the university.

regarding

their

P a g e | 44

RESEARCH INSTRUMENT The researchers will use answer sheets as our research instrument so it would be easy for us to analyze; and the data

entry

and

tabulation

will

be

easily

done.

Answer

sheets are also familiar to the students since all of them had

experience

on

completing

answer

sheets

and

they

generally do not make the respondents apprehensive. Our part

is

questionnaire considered

consists

as

the

of

profile

two

parts.

survey.

The

The

first

profile

survey contains the respondents‟ personal information which includes their name, age and gender. The profile survey also contains the questions as to how long these students have been using cellular phones, and how often they use their cellular phones. The second part of the questionnaire is the Spelling Test. This part of our answer sheet will determine the proficiency of the respondents when it comes to spelling. The words used in the Spelling Quiz are from the List of Frequently Misspelled Words found on the net. These tests will find out whether text messaging and the use

of

shorthand

texts

are

contributing

factors

that

affects the students academically. The pre-survey and the spelling test will be the basis in gathering our data. The

P a g e | 45

results

will

be

used

in

answering

and

attaining

our

objectives. DATA COLLECTION The researchers will conduct a profile survey and test to

all

the

first

year

BSE

students

of

PLMar.

The

researchers will use a qualitative approach in dealing with this problem, specifically, the questionnaire method. The respondents will be given a two-part answer sheet to be administered by the researchers themselves. The first part of the answer sheet which is the profile survey, will be answered

by

writing

their

personal

information

such

as

their name, age and gender and also by choosing the letter of

what

best

describes

their

habit.

The

questions

were

formulated based on the three questions from the statement of the problem and to the significance of the problem. The questionnaire method is the appropriate process used for the survey because it becomes more cost-effective as the number of research questions increases. Aside from that, the

researcher‟s

respondent

to

own

answer

opinion questions

will

not

in

certain

a

influence manner

the and

there will be no verbal or visual clues to influence the respondents.

P a g e | 46

After

the

survey,

the

researchers

will

conduct

a

spelling test. The researchers will use the testing method as the clerical tool for collecting data. Each respondent will be given an answer sheet that is composed of 10 items for

spelling

test.

The

items

were

from

the

frequently

misspelled words. This will test their spelling abilities. For the spelling test, they are will be asked to write the correct

spelling

pronounced

them.

administered

by

of

the

The the

word

after

spelling researchers

test in

the

researchers

will the

also

be

respective

classrooms. The testing method is the appropriate process for this, since we are aiming to identify how quick these students

are

grammar.

The

in

distinguishing

respondents

are

the also

correct free

to

spelling

and

answer

the

questions in their own-time table, so as not to make them feel pressured by the time. STATISTICAL TREATMENT All data will be tallied and tabulated and analyzed. The following statistical treatment will be used, 1.

Weighted Mean - The weighted mean is to be used as basis of describing the variables affecting the spelling proficiency of the respondents. Formula:

∑

P a g e | 47

X =

Where:

∑

N

weighted mean

=

sum of the weighted mean

= number of respondents

2. Pearson‟s product-moment Correlation – This is use to determine the degree of relationship between the spelling proficiency of texters when group according to length of ownership of the cell phone and frequency of texting.

formula: ∑ √[ ∑ where:

=

∑

∑ ∑ ][ ∑

∑

]

Pearson‟s Correlation x = response (independent) y = response (dependent) n = number of respondents

Pearson‟s product-moment correlation or in short term was used to interpret the significant relationship of texters‟ spelling proficiency level in terms of the length of ownership of their cellular phones and their frequency of texting. The figures were interpreted below: Qualitative Description ±0.91 to ±1.00

very high correlation/very-dependable relationship

±0.71 to 0.90

high correlation/marked relationship

±0.41 to ±0.70

moderate correlation/substantial Relationship

±0.21 to ±0.40

slight relationship

P a g e | 48

±0.00 to ±0.20

very little/negligible relationship

3. T-test – This will be used by the researchers to test the hypothesis, to compare and find the significant relationship of the variables to be tested. The formula for the t-test is illustrated below: √ where: t = t-value n = number of respondents r = computed value of the Pearson. Degrees of freedom (v) = n-2

Decision rule: If p-value ≤ , reject the null hypothesis (Ho). Otherwise accept the null hypothesis (Ho), where = 0.05

P a g e | 49

CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA In this chapter, the researchers show the information gathered in conducting the written interview. This presents the analysis of the data gathered by the researchers on the same day.

THE RESPONDENTS TABLE NO.1.A RESPONDENTS‟ GENDER ANALYSIS

Data Analysis: The table shows that 25 or 50% of the respondents are males,

25

or

50%

of

the

respondents

are

females.

numbers of respondents of opposite gender are balanced.

The

P a g e | 50

TABLE NO.1.B. RESPONDENTS‟ AGE ANALYSIS

Data Analysis: The table shows that 15 or 30% of the respondents are 17 years of age, 20 or 40% of the respondents are 18 years of age, and 15 or 30% of the respondents are 19 years of age.

P a g e | 51

TABLE NO.1.C. RESPONDENTS‟ LENGTH OF OWNERSHIP ANALYSIS

Data Analysis: The table shows that 12% of the respondents only got to use a cellphone a year ago. 20% owned one two years ago. 30% of the respondents had used a cellphone 3 or 4 years ago. A percentage of 38% of the respondents already had a cellphone five years ago or even more.

P a g e | 52

TABLE NO.1.D RESPONDENTS‟ FREQUENCY OF TEXTING ANALYSIS

Data Analysis: The

table

shows

that

10%

of

the

students

use

cellphone for a length of 18 hours (or even more). 16% of the respondents use it for nine hours (or even more). A percentage of 28% says that they have only used their phone for

only

3

respondents

hours states

(or

more).

that

it

The

remaining

depends

upon

46% the

of call

situation or an emergence of something very important.

the of

P a g e | 53

TABLE NO.1.E Scores

Verbal Interpretation

Level of Proficiency

10-9

Excellent

Superior

8-7

Very Good

6-5

Good

Intermediate

4-0

Needs Improvement

Novice

Advanced Intermediate

Data Analysis: The table shows the corresponding interpretation of the scores that the respondents will get. The levels; Novice, Intermediate, Advanced, and Superior will be use to measure the level of the respondents‟ spelling proficiency.

P a g e | 54

TABLE NO.2.A SPELLING QUIZ ITEMS ANALYSIS Item No.

Percentage

1

No. Of Respondents with correct answer 50

Percentage

100%

No. Of Respondents with incorrect answer 0

2

43

86%

7

14%

3

36

70%

14

28%

4

43

86%

7

14%

5

43

86%

7

14%

6

31

62%

19

38%

7

31

62%

19

38%

8

34

68%

16

32%

9

43

86%

7

14%

10

25

50%

25

50%

Total

379

75.8%

121

24.2%

Total

Total Percentage

0%

50

500

Data Analysis: The table shows the number of items correctly and incorrectly answered by the respondents and its corresponding percentage. It shows at the bottom of the

100%

P a g e | 55

table the total score and total percentage of the respondents which indicates their level of proficiency in spelling. They got 379 correct answers out of a total of 500 items all in all. They got a percentage of 75.8%.

TABLE NO.2.B SPELLING QUIZ SCORE ANALYSIS Score

No. of respondents

10

4

9

7

8

16

7

14

6

6

5

2

4

1

Total

50

Data Analysis: The table shows the number of respondents that got a particular score in the spelling quiz. No respondents

P a g e | 56

got a score of 3 or lesser than 3. The lowest score is 4 out of ten. Four students got a perfect score.

TABLE NO.3.A GENDER ANALYIS ON SPELLING QUIZ RESULT Gender

Total Score

Percentage

190

Total no. Of Items answered 250

MALE FEMALE

189

250

75.66%

76%

Data Analysis: The table shows that the opposite genders only have a very small difference in terms of the level of spelling proficiency. The Male garnered 76% while the Female got 75.66%. The two only have a difference of .34.

P a g e | 57

TABLE NO.3.B.a

SPELLING QUIZ DATA ANALYSIS ON THE 17 YEAR OLD RESPONDENTS Data Analysis: The 17 year old respondents gathered only a tiring 73.33% percentage on the spelling quiz.

P a g e | 58

TABLE NO.3.B.b SPELLING QUIZ DATA ANALYSIS ON THE 18 YEAR OLD RESPONDENTS

Data Analysis: The 18 year old respondents gathered only a tiring 75.50% percentage on the spelling quiz.

P a g e | 59

TABLE NO.3.B.c SPELLING QUIZ DATA ANALYSIS ON THE 19 YEAR OLD RESPONDENTS

Data Analysis: The 19 year old respondents gathered only a tiring 78.66% percentage on the spelling quiz.

P a g e | 60

TABLE NO.3.B.d AGE ANALYSIS ON SPELLING QUIZ RESULTS Age

Score

Total

Percentage

17

110

150

73.33%

18

151

200

75.50%

19

118

150

78.66%

Data Analysis: The table shows that the 19 year old respondents got 78.66% at the spelling quiz. The 18 year old got 75.50% and the 17 year old respondents got the lowest which is 73.33%. This shows that all of them got low scores in the test.

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TABLE NO.3.C LENGTH OF OWNERSHIP SPELLING QUIZ RESULT ANALYSIS Length of Owner -ship 1 year 2 years

Score

10

9

4

2

Weighted

Verbal

Mean

Interpretation

9.67

Excellent

5

8.5

Very Good

10 5

7.67

Very Good

6.37

Good

8

5

3 years 4years

7 6 5

1

4

9 6 2

1

GWM=8.05 Pearson correlation: Rxy=0.69 MODERATE CORRELATION/ SUBSTANTIAL RELATIONSHIP T-test: t=6.63≥ 0.05 ∴ ACCEPT NULL HYPOTHESIS, THERE IS NO SIGNIFICANT RELATIONSHIP

Data Analysis: The

table

shows

that

the

respondents

with

longer

length of cellphone ownership have lower scores compared to those respondents who just owned cellphones a year ago, base

on

the

result

of

the

Pearson

product-moment

correlation it can be stated that the length of ownership of

the

cellphone

has

a

moderate

correlation

and

a

substantial relationship with the spelling proficiency of the

respondents.

The

result

of

the

T-test

shows

that

although it seemed that the result were highly influenced

P a g e | 62

by the length of ownership of cellphone, still it cannot be classified

as

a

significant

factor

in

terms

of

the

respondents‟ proficiency level in spelling.

TABLE NO.3.D FREQUENCY OF USE OF RESPONDENTS SPELLING QUIZ RESULT ANALYSIS FREQUENCY OF USE

SCORE

10

9

18 hours

8

7

1

9 hours

3

3 hours

3

1

4

7

12

Total

4

7

16

Total Weighted

6

5

1

2

4 or less 1

5

11

14

6

2

1

Verbal

Mean

interpretation

5

5.6

Good

3

6.38

Good

14

7.21

Very Good

23

8.65

Very Good

50

GWM=9.06

Pearson correlation: Rxy=0.64 MODERATE CORRELATION/ SUBSTANTIAL RELATIONSHIP T-test: t=5.77 ≥ 0.05 ∴ ACCEPT NULL HYPOTHESIS, THERE IS NO SIGNIFICANT RELATIONSHIP

Data Analysis: The table shows the number of respondents who got a particular score and are under a certain category in the frequency of use table. The table shows that students who are

frequently

using

cellphones

garnered

lower

scores

P a g e | 63

compared

to

those

who

are

using

it

depending

on

the

emergence of situation. The result of the Pearson productmoment correlation shows that the frequency of the texting has a moderate correlation with the spelling proficiency of the respondents; there is an ample or a considerable chance that the frequency of texting affects the proficiency level of the respondent. The T-test result is greater than the value of α 0.05, which suggests that the Ho or the null hypothesis

should

be

accepted,

this

means

that

the

frequency of texting and the level of spelling proficiency has no significant relationship spelling proficiency of the students.

P a g e | 64

CHAPTER V SUMMARY, CONCLUSION AND RECOMMENDATION

SUMMARY OF FINDINGS Based

on

the

findings

of

the

study,

the

following

conclusions were drawn:

(1)

Both

gender

and

all

age

categories

the

researchers enumerated have garnered almost equal percentages. This goes to show that cellphones are really popular on both genders and all ages thus,

it

can

be

told

that

texting

is

really

affecting the level of spelling proficiency no matter what the age and gender of the student is. (2)

The

length

of

ownership

frequency of cellphone use

of

students

and

the

have no significant

relationship in the spelling proficiency level of the students; however there is an ample amount of correlation and the results dictates that the two factors

have negative

effects

level of spelling proficiency.

on

the student‟s

P a g e | 65

(3)

Most students who have longer length of cellphone ownership

have

a

higher

tendency

to

commit

spelling mistakes. Students with greater age and greater exposure to cellphone are susceptible to mistakes in spelling compared to younger ones. (4)

Students who are frequently using cellphones for texting are prone to commit spelling mistakes.

CONCLUSIONS The researchers therefore conclude that texting habits are part of the factors that affect the declining spelling proficiency of students, text languages often confuse the students with the correct spelling of the words leading to usually misspelled words. RECOMMENDATIONS The

researchers

are

recommending

this

study

to

the

following: (1)

For the students who belong to the Superior level

of

proficiency,

the

researchers

suggest that these students must be keen in observing

their

texting

habits

and

should

not commit themselves in practicing any of the informal way of composing messages.

P a g e | 66

(2)

For the students in the Advanced level, the researchers suggest that they refrain from using

text

jargons

and

read

more

books

instead of texting. (3)

For

the

students

in

the

Intermediate

and

Novice level, students should have texting limitation; chores

they

during

should

their

have

free

time

alternative instead

of

just texting, these students can also attend seminars

and

read

articles

about

the

negative effects of text messaging. (4)

For the

school,

activities

that

communication, the

the school should

likes,

are

entertainment

so

communicating

related

that

in

to

formal

reading,

students

personal

provide

will

rather

and enjoy

than

in

messages. (5)

For the parents, they should also practice good communication in their houses so that their

children

conversations

won‟t

through

text

have

to

do

messages

with

their friends or other people; and they will converse instead.

with

the

people

in

the

house

P a g e | 67

The researchers would also like to recommend that a further study about the effect of texting in the spelling proficiency of students would be done in a longer period of time with a larger number of respondents who should be observed in an adequate period of time.

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BIBLIOGRAPHY Books: Cruse, Alan D. (2000). Meaning in Language: An Introduction to Sematics and Pragmantics. United States: Oxford University Press Inc. Dolch, E.W. (1942). Better Spelling. Champagne, Illinois: The Garrard Press. McKee, P. (1939). Language in the Elementary School. Cambridge, Massachusetts, USA: The Riverside Press. Quattrini, J. A. (1985). Brushing Up Your Writing Skills. 215 Park Avenue South, New York, N.Y. 10003: Arco Publishing, Inc. Shidle, N. (1965). The Art of Successful Communication. USA: McGraw-Hill, Inc.

Unpublished Materials: Banton, J. et al. (2010). The Effects of Shorthand Texting and Great Time Allotment for Cellular

Phone Use on the

Spelling and Grammar Skills of the Third Year High School Students of St. Paul‟s School of Ormoc Foundation Inc. Unpublished Thesis, St. Paul‟s School of Ormoc Foundation Inc.

P a g e | 69

Enriquez, S. R. and Nolasco, C. M. D. (2007). Effects of Reading in Vocabulary and Spelling Skills. Unpublished Thesis, University of the Philippines Visayas Cebu College. Saga-Olis, B. (1998). English Proficiency of Technology Teachers and Students in Selected Technical-Vocational Institutions.Unpublished Doctoral Dissertation, Cebu Normal University. Tiempo, Arnold L. (2006). Cebuano Code Switching, Text Jargon, and Fricative Production in Short Messaging Services. Unpublished Masters Thesis, University of San Carlos.

Periodicals: Estuar, Ma. Regina. (2003). Let‟s Talk about Txt! Understanding the Texting Culture of the Filipino Youth. Ateneo De Manila University. Montiel, C. J. and Estuar, M. R. (2006). Revolutionary Text: Social Psychology of Cellphone Texting during People Power II. Ateneo de Manila University.

Online Periodicals: AHN Media Corp. (2010). The Philippines as the „texting capital of the world‟. Retrieved January 13, 2011

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fromhttp://www.writersweekly.com/this_weeks_article/summary .html. Edwards, Corban. (2009). Text Messaging Effects on Writing. Retrieved December 31, 2010 from http://personal.georgiasouthern.edu/~ce00988/.

Guerra, Nicole. (2007) Texting Affects Student Writing: R U Concerned?. Retrieved January 6, 2011 from http://gnovisjournal.org/blog/text-based-short-handaffecting-teens-writing-r-u-concerned.

Myhra, John. (2010). Negative Effects of Texting in the Classroom. Retrieved January 21, 2011 fromhttp://www.56wrtg1150.wikidot.com/negative-effects-oftexting-in-the-classroom.

Ross, Kate (2010). Teachers say text messaging r ruining kids‟ riting skill. Retrieved January 21,2010 from http://findarticles.com/p/articles/mi_qa5369/is_200711/ai_n 21298339.

Russell, Lisa M. (2010). The Effects of Text Messaging on English Grammar. Retrieved December 13, 2010

P a g e | 71

fromhttp://www.ehow.com/list_5828172_effects-textmessaging-english-grammar.html.

Internet Sources: Laurilla, Nudred. (2009). A Preliminary Investigation on the Linguistic Aspects of Text Messaging. Retrieved February 2, 2010 from http://www.newsflash.org/2002/06/si/si001247.htm Proysen, Stine. (2009). The Impact of Text Messaging on Standard English. Norway: University of Bergen. Retrieved December 15, 2010 from https://bora.uib.no/bitstream/1956/3320/1/56404526.pdf Rosen, L. D. et al. (2009). The Relationship Between “Textisms” and Formal and Informal

Writing Among

Young Adults. Communication Research. Retrieved February 2, 2010 from http://www.csudh.edu/psych/lrosen.htm. Tomita, Dean. (2009). Text Messaging and its Implications for its use in Education. Department

of Educational

Technology. University of Hawaii. Retrieved January 6, 2011 from http://www.etec.hawaii.edu/proceedings/2009/Tomita.pdf.

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APPENDIX THE QUESTIONAIRRE Name: Age:

Gender:

1. When was the first time you had a cell phone? a. 1 year ago

c.3 years ago

b. 2 years ago

d.4 years

2. How much time do you spend using your cell phone for texting? a. 18 hours

c.

3 hours

b. 9 hours

d.

1hour

3. Directions:

Spell

facilitator. 1.

Received

2.

Sergeant

3.

Maintenance

4.

Mississippi

5.

Fluorescent

6.

Odyssey

7.

Continuous

8.

Occasionally

9.

Rhythm

10.

Miscellaneous

the

word

pronounced

by

the

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CURRICULUM VITAE

Name: John Michael A. Miralles Age: 18 Birthday: February 17, 1995 Birthplace: Quirino Memorial Medical Center Major: English Course: Bachelor of Secondary Education

Name: Mark Gil G. Belgira Age: 18 Birthday: April 19, 1994 Birthplace: Nangka, Marikina City Major: English Course: Bachelor of Secondary Education

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Name: Marjorie L. Sarmiento Age: 18 Birthday: April 6, 1995 Birthplace: Antipolo, Rizal Major: English Course: Bachelor of Secondary Education

Name: Noel V. Mades Age: 18 Birthday: February 12, 1995 Birthplace: Marikina Major: English Course: Bachelor of Secondary Education

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Name: Paul John A. Pascual Age: 21 Birthday: Sept 29, 1991 Birthplace: Quezon City Major:

English

Course: Bachelor of Secondary Education