NARRATOLOGICAL ANALYSIS ON EXPOSURE OF GRADE 10 STUDENTS

OF MARIVELES NATIONAL HIGH SCHOOL-CABCABEN ON SOCIAL

MEDIA AND ITS EFFECT ON THEIR LANGUAGE PROFICIENCY

____________________

A Thesis
Presented to the
Faculty of the Graduate School
Bataan Peninsula State University
City of Balanga, Bataan

____________________

In Partial Fulfillment of the Requirements for the Degree

Master of Arts in Education major in
Language Education

__________________

by:

BRYAN G. BULANADI
June 2020
 Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

“The literacy rate in the Philippines is 94 per cent and 74 per cent of the population

are fluent in English, making us one of the largest English countries in the world”, says the

Board of Investments (BOI).

Truly that Philippines was able to reach that connotation which fortunately opened

lot of job opportunities whether in locally or in abroad. No doubt, most Filipinos can speak,

read and write English even in a basic level. We tried to express and communicate in

English as much as we can because English is being our second language is also being used

as a medium of instruction towards learning.

English language proficiency pertains to the ability to speak, read, write and

comprehend in English. Learners need to enhance the said abilities within academic

settings, be it in Mathematics, Science and English subjects and later can be used

effectively for real life purposes. Skills must be established as early as possible during

formative and transition period of the learners such as basic skills in language like reading,

speaking, writing and listening together with comprehension and critical thinking skills. In

doing so, learners became communicative and functional in academic, in professionals and

in social settings.

According to Lev Vygotsky (1920 onwards), Language can be learnt throughout

the social process. Social factors influenced development.

Today in the era of globalization, everyone is connected and exposed to different

types of Social Media. Social Media expanded in a modern world that enables the users to
participate in social networking through Applications and Websites. Social media are

simply the modern path through the playground and simultaneously influence the learners

in English language performance.

Learners are being exposed to internet and can easily access to it. Prominent social

media such as Facebook (Fb), Twitter and Instagram offer communication and interaction

channel.

As recorded in 2015, 53.7 million people and 50 percent of the population were

Internet users and 15 percent or almost 8.1 million were teenagers.

Social media exposure can possibly reinforce or not the learners in English

language proficiency. Sadly, many language tests showed that Philippines is no longer the

top-one English speaking country in Asia.

Teachers had given their observations that English proficiency among their

pupils is now eroding. Simple dialogs, questions to be answered in how and why were

apparently upsetting the pupil’s stomachs. Most of the children were not meaningfully

grounded in grammar.

In spite of the satisfactory surpassed rate based from different tests and

evaluation do our education held and simultaneously exposure of the learners in social

media like Facebook (Fb), Twitter and Instagram cannot deny the fact that still children

nowadays can hardly expressed themselves in English even in a simple sentence. Same

with many of today’s high school or even colleges graduates have difficulty in expressing

their thoughts clearly and logically in English.

The researcher firmly believes that there is a quite declining of English language

proficiency among Filipinos. The researcher is also looking forward how social media like
Facebook (Fb), Twitter and Instagram could help in developing and in regaining of English

language.

Teachers and learners should be the first to address in alarming existence of the

problem. English language should be practiced and mastered.

In view of Communicative Language, the structure of language reflects its

functional and communicative uses. Relatively according to Christopher Candlin and

Henry Widdowson, learners need to develop communication skills and functional

competence in addition to mastering the language structure.

Department of Education needs to intensify the effort of providing the education

system that will improve the learners’ mastery in English. Encourage learners to

communicate in English especially in subjects bound in English language. Emergence of

social media in the classroom, from which most of the learners are familiar with, is really

engaging for children and very helpful in developing variety of skills. Facebook (Fb),

Twitter and Instsgram offer such factors. More reading activities and used of dialogs are

helpful, too.

In Comprehensive Input by Stephen Krashen, language learning should be done in

target language wherein the most direct source of information about the target language is

the target language itself.

Teachers have to be competitive enough in using the language to teach learners in

becoming critical and analytical in communicating with the use of English language.

Totally make use of the language as medium of instruction especially in areas of English

subjects and learners through the process will struggle to communicate in English and
consistency will eventually acquire the learning. Facebook (Fb), Twitter and Instagram

can preferably presented in English language.

Teachers must prepare instructional materials with considering of the said social

media that show functional use of English. Principals must check the English language

proficiency of the teacher, the accuracy of methods and strategies as well as the strength

and weaknesses of the learners towards English language proficiency.

Learners should master the English language and inevitable use of the said social

media could be the medium of acquiring it.

Emergence of Social Media will not only serve as a channel for socialization but

can be a reinforcement factor to regain the English language proficiency among Filipinos.

The objectives of this study are to intensify the English Language Proficiency in

secondary school confine with the mastery of different language skills, to identify and

ascertain the level of exposure to Social Media such as Facebook (Fb), Twitter and

Instagram and to determine its implication in using English language in functional and

communicative way.

Since English Proficiency are bound not only in academic settings thus, it could be

the biggest competitive advantage in global job market today. Businesses marketing

worldwide are now seeking for English proficient citizens with broad knowledge in social

networking in success of global operations.

Statement of the Problem

This study aimed to determine Narratological Analysis on Exposure of Grade 10 students

of Mariveles National High School-Cabcaben on social media and its effect on their

language proficiency
 Specifically, this study seeks to answer the following questions:

1. How may the exposure to Social Media be described in terms of:

1.1 Facebook (Fb)

1.2. Twitter

1.3. Instagram

2. What is the English Language Proficiency of Grade- 10 students in MNHS-

Cabcaben

3. What are the ten (10) most mastered learning objectives?

4. What are the ten (10) least attained learning objectives?

5. Does the exposure to Social Media have no implication to English Language

Proficiency of Grade 10 respondents in MNHS-Cabcaben?

Scope and Delimitation of the Study

This study was confined to the assessment of the performance of Grade-10 students

MNHS-Cabcaben District of Mariveles, Bataan in Level of Exposure to Social Media and

Its Implication to English Language Proficiency for the SY 2019-202-.

It also aimed to determine the strengths and weaknesses of the respondents in

English language proficiency skills using the ten 10 most and least mastered learning

objectives and skills and to ascertain the respondent’s level of exposure to Social Media in

the said school.

Significance of the Study

Learning English aims at helping students use of the language effectively for real

life purposes and foremost is the exposure and emergence of Social Media upon the

learners in acquiring and mastering of it and how does education are going to emerge such

exposure in the learning situations in the classroom.

However, in spite of the efforts done, pupils nowadays have declining mastery in

English proficiency in addition with the used of social media.

To date, several studies have been made on the subject determining the contributing

factors in reinforcing English language proficiency of Filipinos. Along this line, it is hoped

that this study may provide the basis for the improvement of English Instruction besides

benefitting the following groups:

Department of Education- this study may give information such as constant monitoring

and evaluation of the curriculum based on the reports and studies of implementing sources,

recommendations and interventions on how to overcome this problem must be consistent.

Any projects and programs to be launch should be connected and tested.

Division of Supervisors in English- this study may give inspiration to conduct further

study in existing problem in order to meet the needs of the learners. Suggestions for

revisions and interventions in English Education, new applications and strategies in

teaching are considered. Constant coordination and immediate actions from higher down

to lower implementing agency are always essential.

School Administration- this study may give insights to authority for constant monitoring

and development of any academic program and effective curricula. This study will serve
for the adaptation of necessary interventions, programs, immediate plans and actions to

improve English language proficiency.

Teachers- this study will benefit them based on the outcomes of the attained learning

objectives. Provision of the best and effective instructional materials, deciding the accurate

methods and strategies are always fundamental and essential in improving the performance

of the learners. Going along with the things they are used with such like social media and

make a positive emergence of this, might help the pupils to engaged in dialogs and not be

anxious of using the English language. It bears in mind the responsible of the teachers as

they are the facilitator of learning.

Learners- this study will benefit the learners first to maintain the attained skills second, to

develop and improve what are least attained skills and objectives and lastly, they could

make use of the social media as part of their academic settings and purposes and be one of

the competitive individual.

Parents- this study considers the guidance of the parents towards learning acquisition of

their children most especially with the exposure and emergence of social media. Follow-

ups are the best contribution of the parents or guardians in the improvement of the English

language proficiency of their children.

Community- this study reminds the community about the different social aspects to be

offered. Awareness and the effort to help are important.

Future Researchers- this study informs the people to conduct further study, create more

research to improve the English language proficiency and the implication of the Social

Media in learning.
 Chapter Notes

M. M. Javier, “Language proficiency and mental ability as related to critical; Thinking

and academic achievement of secondary students: Acasual modeling study,” M.S. thesis,

Philippine Normal University,Manila, 2001.

J. W. Rosenthal, Teaching Science to Language Minority Students, England: Multilingual

Matters Ltd., 1996, pp. 329-340.

J. Cummins, Interdependence and Bicultural Ambivalence: Regarding the Pedagogical

Rationale for Bilingual Education,Rosslyn, VA: National Clearinghouse for Bilingual
Education, 2002,pp. 281-290.

J. M. O’Malley and A. Chamot, Strategies Used by Second Language Learner,

Cambridge: Cambridge University Press, 2000, pp. 179-188.

J. Cummins, Language Development and Academic Learning, Clevedon, England:

Multilingual Matters, Ltd., 2001, pp. 161-175.

R. Sahragard, A. Baharloo, and S. M. A. Soozandehfar, “A closer look at the relationship

between academic achievement and language proficiency among Iranian EFL students,”
Theory and Practice inLanguage Studies, vol. 1, pp. 1740-1748, December 2011.

L. L. Garnace, “Correlates of English performance among fourth year high school

students in Philippine Science High School-Eastern Visayas Campus, Science and
Technology streams,” M.S. thesis, Leyte Normal University, Tacloban City, 2001.

Global English Corporation, “Philippines: World's best country in Business English,”

Business English Index (BEI), vol. 23, no. 4. pp. 35-40, September 2014.
J. Cummins, Language Proficiency, Bilingualism and Academic Achievement, White
Plains, NY: Longman, 1992, pp. 58-70.
D. Fakeye and Y. Ogunsiji, “English language proficiency as a predictor of academic
achievement among ELF students in Nigeria,” Journal of Science Research, vol. 37, pp.
490-495, March 2009.
J. K. Aina, A. G. Ogundele, and S. S. Olanipekun, “Students’proficiency in English
language relationship with academicperformance in science and technical education,”
American Journal ofEducational Research, vol. 9, pp. 355-358, September 2013.
M. M. Javier, “Language proficiency and mental ability as related tocritical; Thinking
and academic achievement of secondary students: Acasual modeling study,” M.S. thesis,
Philippine Normal University,Manila, 2001.
J. W. Rosenthal, Teaching Science to Language Minority Students,England: Multilingual
Matters Ltd., 1996, pp. 329-340.
J. Cummins, Interdependence and Bicultural Ambivalence:Regarding the Pedagogical
Rationale for Bilingual Education,Rosslyn, VA: National Clearinghouse for Bilingual
Education, 1982,pp. 281-290.
J. M. O’Malley and A. Chamot, Strategies Used by Second LanguageLearner,
Cambridge: Cambridge University Press, 1990, pp. 179-188.
J. Cummins, Language Development and Academic Learning,Clevedon, England:
Multilingual Matters, Ltd., 1991, pp. 161-175.
R. Sahragard, A. Baharloo, and S. M. A. Soozandehfar, “A closer lookat the relationship
between academic achievement and languageproficiency among Iranian EFL students,”
Theory and Practice inLanguage Studies, vol. 1, pp. 1740-1748, December 2011.
Link: [Link] 10 March 2016)

[Link] (Retrieved: 10 March 2016)

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