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Impact of Social Media Usage in the Communication Skills of Grade 12 HUMSS

Students of Siena College of Taytay

Thesis · May 2022

DOI: 10.13140/RG.2.2.27883.14887

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 1

IMPACT OF SOCIAL MEDIA USAGE IN THE COMMUNICATION SKILLS

OF GRADE 12 HUMSS STUDENTS OF SIENA COLLEGE OF TAYTAY

A Thesis Presented to
English Area Faculty of the
Integrated Basic Education Department
Siena College of Taytay
Taytay, Rizal

In Partial Fulfillment of the Requirements

In Practical Research 1

Presented by:

Angeles, Alexandria Guianna A.

Apresurado, Mary Jewels F.

Filoteo,Vincent Daniel S.

Gonzalez, Carlow Mel M.

Mandreza, Rake Andre Rhys D.

Perez, John Carvey A.

Salamanes, Vanna Elyka C.

STEM Grade 11 – St. Martin de Porres

Presented to:

Mrs. Kristel Anne Sta.Ana - Orozo

Research Adviser

May 2022
 2

APPROVAL SHEET

In partial fulfillment of the requirements in Practical Research 1, this thesis entitled

“IMPACT OF SOCIAL MEDIA USAGE IN THE COMMUNICATION SKILLS OF
GRADE 12 HUMSS STUDENTS OF SIENA COLLEGE OF TAYTAY” has been prepared
and submitted by Alexandria Guinna, Mary Jewels, Daniel Vincent, Carlow Mel, Rake Andre,
John Carvey, and Vanna Elyka who is hereby recommended for acceptance and approval for Oral
Examination.

May 17, 2022 MRS. KRISTEL ANNE STA.ANA - OROZO

Date Adviser

PANEL OF EXAMINERS

Approved in partial fulfillment of the requirements in Practical Research 1.

MR. ERLISON LORENZ N. OGNILLA

Chairman

MR. PAUL ANGELO ADINO MR. JOHN GADNER G. SANITA

Panelist Panelist

Approved in partial fulfillment of the requirements in the Senior High School program of
Siena College of Taytay, Taytay, Rizal.

_______________ MS. MA. CONCEPCION J. CRUZ

Date Subject Area Coordinator
 3

ABSTRACT

Social media has taken over people's lives all over the world. As a result of this, many
media platforms have evolved to be more accessible and user-friendly, eventually becoming a
tool for people to interact, connect, and communicate.

The primary goal of this study is to determine the positive and negative impact of media
on students' communicative competence, which will allow them to see if enough attention is
given to language use rather than just usage, fluency not just accuracy to natural language and
contexts, and how these students apply their learning in real-life situations.

The researchers selected the most appropriate design for this study which is qualitative
research, specifically phenomenological research design, it focuses on studying the phenomena
that have impacted an individual. According to a study of related literature, social media
influences participants' communicative competence by allowing them to easily communicate
with other people by sharing information, since the respondents said they can easily get
information about anything on social media. However, Social media also has negative effects.
Learners use a short form of words, incorrect grammar, and sentence structure in their formal
writing and speaking unconsciously, which are the effects of digital social media as students are
now much more familiar with those types of language. To analyze and interpret the data
gathered, the researchers used coding and categorizing. Coding and categorizing involves taking
data gathered during data collection, segmenting it into categories, and labelling those categories
with a term.

Based on the findings from an interview with Grade 12 HUMSS students, the majority of
the students stated that social media has a positive impact on their communication skills.
 4

ACKNOWLEDGMENT

The researchers gratefully acknowledge the following persons who in their own special

ways contributed and assisted to the completion of this study:

To the PR 1 subject teacher, Ms. Alyssa Rochelle Dela Torre, for assisting the researchers

in the creation of this paper. Additionally, Ms. Dela Torre enhanced the researchers’ knowledge

on how to write a research paper.

To the research adviser, Mrs. Kristel Anne SA. Orozo for her valuable comments and

suggestions towards the improvement of this study.

To the research panelists, Mr. Erlison Lorenz Ognilla, Mr. Paul Angelo Adino, and Mr.

John Gadner Sanita, for assisting Mrs. Kristel Anne Sta. Ana - Orozo in assessing the researchers

and their paper to determine if it is fit to be passable.

To the respondents of this research, the Grade 12 HUMSS students, who provided their

input in the interview and spent their time and energy answering it, their efforts heavily

contributed to completing this paper.

To the parents of the researchers, for their financial and moral support, and for their

continuous guidance and encouragement that inspired the researchers to do their best and to

make this research endeavor truly a success.

God Almighty, for His guidance, gift of knowledge and never-ending blessings in

overcoming all the hardships to finish this research.

Again, the researchers are forever grateful to all of you.

 5

DEDICATION

The researchers whole-heartedly

dedicates this work

to their loved ones,

teachers, classmates,

and God Almighty.

- The Researchers
 6

TABLE OF CONTENTS

Page

TITLE PAGE ………………………….………………………………………… 1

APPROVAL SHEET ………………….…………………………….…………... 2

ABSTRACT …………………….......................................................................... 3

ACKNOWLEDGMENT ……………….………………………….……….….... 4

DEDICATION ….……………….......................................................................... 5

LIST OF DIAGRAMS………………………..…………….…...…..…………... 8

LIST OF FIGURES.…...………………….……………….….……….…….…... 9

LIST OF APPENDICES ………………….………………….………..…….…... 10

CHAPTER

1 INTRODUCTION …………………………….…….….…….……..….. 11

Review of Related Literatures…………………………….…….…… 11

Statement of the Problem ………………………………………….… 18

Conceptual Framework.……………….………….…………..…….... 19

Significance of the Study ………………….……….…………..……. 20

Scope and Delimitations of the Study ………….……………............. 21

Operational Definition of Terms.………….………………………..... 22

2 METHODS ……………………………….………..…………………... 24

Research Design ……………………………………….……………. 24

 7

Locale of the Study.……………………..…………………. …..……. 25

Population and Sampling Scheme ……..................…….…….……… 25

Participants of the Study ...…………………………….….……..…… 26

Research Instruments ……….……………...…………….…...…….... 26

Data Gathering Procedures ……………………………….……….…. 27

Coding and Analysis of Data ………………….….…………….….… 27

Ethical Considerations …….………………….……..…………..…… 28

3 RESULTS.……………………………….……………….…….….……... 29

4 DISCUSSIONS ………………………….………...…….….….….…….. 45

Interpretations ……………...………………………...…..….….... ….. 45

Implications ………………….………………….……….....………… 46

Limitations …………….…….………………….…………...…..…… 47

Recommendations.….…….………………….……………..………… 48

5 REFERENCES………………………….………...….………..….……... 50
 8

LIST OF DIAGRAMS

Diagram Page

1 The impact of social media usage

on the students and how it helps them
to become communicatively competent ….…….………………….….……..... 29

2 The influence of social media sites

on their written communication ...…………………….……………...……....... 31

3 The students’ thoughts about male

and female different media interests having
something to do with their communication skills ….……………...…….…...... 33

4 The students’ experiences in social

media and how it helped them improve
their communication skills ….…………...…………………………………..... 35

5 The students’ experiences in social

media and how it negatively impacted their
communication skills ….……………………………………….……………..... 37

6 The perceived impacts of

social media usage on the oral
communication of the students ….………………………..…………………..... 39

7 The perceived impacts of

social media usage on the written
communication of the students ….…………………………..………………..... 41

8 The changes that students have

encountered in their communication skills
after being exposed to social media….………………………………………..... 43
 9

LIST OF FIGURES

Figure Page

1 Research Paradigm on the Impact of Social Media

To The Communication Skills of The Grade 12 HUMSS
Students of Siena College of Taytay .......................................... 20
 10

LIST OF APPENDICES

Appendix Page

A Interview Questions ……… ………………............................................. 56

B Letter to Conduct Study .............................................................................. 57

B Letter to the Participants ............................................................................. 58

 11

CHAPTER 1
INTRODUCTION

Review of Related Literatures

Over the recent years, social media have become dominant in the life of individuals

globally. In light of this fact, many media platforms have evolved to be accessible and

convenient to use and eventually became a tool for people to interact, connect, and communicate.

The emergence of social media simplified the whole communication process because

they are easy to use. Accessing information, providing information, and communicating via

social media is frequently more manageable and faster. Its tools have been developed to

maintain, manage, and improve social interactions between people, enabling people to access

and comment on content authored by others. These evolving learning environments will, in

doubt, allow students to learn anytime and anywhere (Wetzel, 2010, as cited in Ademiluyi et al.,

2019).

According to the study by Vanisree (2019), social media and technology played

prominent roles in enhancing the language skills of a learner to become an excellent

communicator. Encompassing social media in learning language skills gives the learners access

to these new learning technologies like blogs, Wikipedia, podcasts, Youtube, Tedx, FaceBook,

Twitter, SnapFish, Shutterfly, and Social Walls. Bhamare (2020) added that using social media in

various ways of communication helps to create opportunities to interact with other people easily

by sharing information. Therefore, social media is steadily but surely impacting how people live

and communicate with one another. Moreover, Alghasab & Alfadley (2018) concluded that
 12

social media platforms mediate students’ learning by providing collaborative learning

opportunities, access to information resources in a virtual community in which time and distance

are irrelevant, and connecting formal-informal learning through technology. With these social

media platforms, students can easily access information through their devices and wouldn’t need

to travel to acquire knowledge.

In an article by Nordquist (2020), Author Paula S. Tompkins has assessed that written

form technology liberated human communication from the medium of face-to-face interaction.

This change affected both the process and experience of communication, as persons no longer

needed to be physically present to communicate with one another. The printing press technology

further promoted the medium of writing by mechanizing the creation and distribution of the

written word. These helped to begin the new mass communication form in pamphlets,

newspapers, and cheap books, in contrast to the medium of handwritten documents and books.

Most recently, the medium of digital technology is again changing the process and experience of

human communication.

Allen (2019) mentioned that technology has impacted society through communication

and how they talk and communicate with one another worldwide. Technology brought many new

methods of electronic communication. Email, texting, Facebook, and Twitter are just a few

examples of mediums that have diminished oral communication (Eastman, 2013). Belal's (2014)

findings affirmed that digital social media also has some negative influence. That learners use a

short form of words, incorrect grammar, and sentence structure in their formal writing and

speaking unconsciously, which are the effects of digital social media as students are now much

more familiar with those types of language.

 13

Ademiluyi et al. (2019) reveal that in their research about the extent Nigerian students

use social media, the respondents indicated that they read posts on social media every day to a

great extent. In addition, the respondents stated that they visit social media networking sites

regularly to a great extent and read blogs often to a great extent, based on the respondents'

responses. Concerning this, a study undertaken by Noytim (2010, as cited in Alghasab &

Alfadley, 2018) found that learners perceive blogs to be an effective tool for enhancing different

language skills like writing, reading, and vocabulary, while others have observed that the use of

blogs encourages students to write and to practice self-expression. Alghasab & Alfadley (2018)

supported the study as the researcher states that it enhances a learner's language skills and assists

them in learning the language while interacting with other people through engaging in online

discussion. Reading other people's posts or following channels allows them to interact directly

with native speakers.

Louireiro et al. (2020) revealed that female students are better at oral and written

communication than male students. Their study shows the difference in communication between

males and females. In addition, their study has revealed that female students showed more

significant levels of anxiety in oral and written communication than male students. The anxiety

levels could affect the communication competence of a person. Moreover, Freeman (2018)

explained that males and females do have diverse ways of speaking, thinking, and

communicating overall. According to Magmanlac et al. (2018), more women are enrolled in AB

communication than men. It shows that women are more interested in communication.

According to Furumo et al. (2014) women communicate more than men. In an article written by

Liebermann, S (2016) she said that women are more likely to talk to other women when they

have a problem and men keep their problems to themselves.

 14

Media users can keep engaged because information can be transferred quickly with the

help of different platforms that work beneficially in various aspects. As one of those media,

Facebook has been globally ranked as one of the most used social platforms ever created, with

1.86 billion users (Slim & Hafedh, 2019). Derakshan and Hasanabbasi (2015) claim that

Facebook promoted students’ communication and language skills. It became an educational tool

to improve students’ oral and written communication skills as it allows students to reflect on

their thoughts and attitudes (Jassim et al., 2019). Slim & Hafedh (2019) agreed with Derakshan

and Hasanabbasi’s claim. They explained that platforms assisted students in developing their

grammar, vocabulary, and writing, as it helped them share information and acquire new

knowledge. The platform allows its users to share a large amount of data and communicate with

friends. Slim & Hafedh (2019) also mentioned that Facebook, in particular, allows its users to

send and receive prompt messages and mail and is an efficient means of information sharing,

socialization, and adaptation to university life among students and instructors. The researchers

found that Facebook helped students improve their socio-pragmatic competence in the same

vein.

Despite the above claims, Slim & Hafedh (2019) study concluded that the results did not

allow them to confirm the positive or negative effects of Facebook use because the students’

opinions remain somewhat mixed. Most of the interviewed students highlighted their chronic

weakness in English and admitted that they consult Facebook daily not to follow the pedagogical

material posted to improve their knowledge but follow their friends’ news, watch videos, play,

and entertain themselves in their way. Kolhar et al. (2021) found that excessive time spending on

social media has a negative impact on a person's relationship with friends and family members.
 15

They also stated that social media use has negative effects on mental health and can lead to

depression and anxiety.

Social media has proven to be a highly effective communication channel. It became the

means of communicating with friends, peers, and families. They utilized it in communicating,

searching, entertainment, and more (Tan et al., 2021). Othman et al. (2016) stated that social

media helps improve the quality of relationships between users. Somehow, students tend to use

one-way interaction instead of two-way interaction. In addition, Magmanlac et al. (2018) stated

that the students could acquire information and learn by utilizing social media to help them in

their daily activities. It can practice the student’s social skills by communicating with other

people online. Social media is also a medium that the students can learn about the latest

happenings worldwide. It can genuinely help the students develop their participation in school

and improve their socialization.

Duque et al. (2017) believed that media sites play a vital role in adolescents in this

generation. These help them maintain connection, social interaction with the people around

them, and entertainment. The researchers mentioned that adolescents spend more than 2 hours a

day consuming multiple social networking sites. Their most preferable social media sites as a

tool for communication are Facebook and Twitter, as these platforms have more advantages in

texting, instant messaging, video chatting, and gaming. Additionally, Magmanlac et al. (2018)

believed that social media dramatically impacts individual lives. Facebook, Twitter, and

Instagram are the platforms that serve as a tool to share information or communicate with people

online. In light of this matter, Kulidtod & Pasagui (2017) claimed Youtube, WhatsApp, and

Facebook as students' networking sites for academic purposes. They added that most users have

good communication skills by using social networking media over the computer. They could
 16

communicate with friends and family by posting information, and they spent much of their time

viewing information.

On the perceived positive effects of social media networks on the respondents of the

study by Kulidtod & Pasagui (2017) conducted in the University of Southern Mindanao, the data

disclosed the following: (1) helps them to improve their communication skills; (2) helps them to

become smart because of the information they get from the sites; (3) gives them an excellent

opportunity for effective forums in class discussions; and (4) helps them improve their

participation in school. Also, although using social media is used by people to keep up with the

lives of their friends, a study discussed by Duque et al. (2017) has shown that monitoring others’

activities on social media can lead to adverse relationship outcomes such as online and offline

relational intrusion.

According to a study conducted by Jacinto et al. (2021) in the Municipality of Marilao,

Bulacan, Philippines, the findings showed that social media platforms do not necessarily affect

students' academic performance. Some students find social media platforms helpful as they

improve their reading and communication skills, while others find social media platforms a

distraction from their studies. The respondents indicated that they use Facebook to share

information with their classmates. In addition, the respondents stated that Facebook has

negatively impacted their writing skills, and Facebook has improved their communication skills.

This study found that social media platforms sharpen students’ reading skills and enhance their

general knowledge of a particular topic. It means that students who engage in social media

platforms do better often.

Over the past few years, social media has changed the world, and the rapid and vast

adoption of these technologies has been noticeable among students. Most students use social
 17

media to support and shape their educational development. However, students need to improve

their communication skills, thus influencing media use to enhance communication skills. The

primary purpose of this study is to determine the impact of media usage on the oral and written

communicative competence of grade 12 HUMSS students at Siena College of Taytay. Also, it

seeks to recognize the positive and negative impact of media on students’ communicative

competence, would enable them to observe if enough attention is given to language use and not

just usage, fluency, and not just accuracy to natural language and contexts, and to how these

students’ apply the learning in real-life situations. The student's linguistic/grammatical and

discourse competence is helped by having exposure to social media networks.

Nevertheless, this study aims to help the Grade 12 HUMSS students of Siena College of

Taytay improve communicative competence, mainly through social media. This study will be

conducted to identify which is an effective tool for enhancing different language skills, including

writing, reading, and vocabulary, which can, in turn, lead to better communication competence in

the future. Finally, the study will serve as a better view of comprehension in improving the

students' communication competence using social media.

Statement of the Problem

The main purpose of this study was to assess the impact of social media usage on the

communication skills of the grade 12 Humanities and Social Sciences (HUMSS) students of

Siena College of Taytay.

Specifically, this study intended to provide answers and solutions to the following

questions:

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

 18

1.1. Sex

2. What are the impacts of Social Media usage on the respondents’ communication in terms of:

2.1. Positive impacts

2.2. Negative impacts

3. How effective is social media in enhancing the communication skills of the respondents in

terms of:

3.1.Oral communication

3.2. Written communication

Conceptual Framework

Figure 1. shows the research paradigm of this study. As reflected in the figure, the study

employed Coomb's System Approach with three elements namely Input, Process and Output.

The stages in the researchers' problem statement represent the input stage or research

phase. The data collected during the input stage serves as a guide and foundation for the

interview.

The process stage is concerned with gathering the data required for the research. The

researchers collected the data by asking questions of Grade 12 HUMSS students. Respondents

were asked a series of questions based on the stage of input.

The last stage, the output stage, depicts the findings of a survey based on data gathered to

determine how social media usage affects the communication skills of Grade 12 HUMSS

students.
 19

Figure 1. Research Paradigm on the Impact of Social Media Usage in the Communication

Skills of the Grade 12 HUMSS students in Siena College of Taytay

Significance of the Study

The findings of this current study are expected to provide valuable contributions to the

following:

Students. This study will produce meaningful results on the impact of social media

usage that will improve students’ communication skills and benefit them to be communicative

competent.

Teachers. This will give teachers the knowledge and understanding of the student’s

communicative skills and would be a great advantage for our teachers in their preparation of

activities and lessons to further enhance their communication skills.

 20

Parents. The study will benefit the parents on their child’s problems in communication

and how they can help improve their children’s communication skills.

Future researchers. They may use the findings of this study as a guide in a similar study

where they can agree or refute the findings of this study.

Scope and Delimitations

This study entitled “Impact of Social Media Usage in the Communication Skills of the

Grade 12 HUMSS students of Siena College of Taytay” was focused on how social media usage

impacts students' communication skills. This study was conducted to avoid the possibility of a

wide range of problems that might arise when using social media that may affect students'

communication skills.

For method use, the scope was studied by utilizing an in-depth interview with twelve (12)

students from a population of seventy six (76) Grade 12 students in the Humanities and Social

Sciences (HUMSS) strand. The researchers chose the 12 HUMSS students using a random name

selector tool. This study was conducted at Siena College of Taytay. The researchers limited the

study to Grade 12 HUMSS students only. This study did not contain any form of

experimentation, only the data gathered from the respondents were used. Any data gathered

beyond the scope or timeframe were not considered.

Operational Definition of Terms

For the clarity and understanding of the discussion in this study, the following terms were

defined operationally:
 21

Communication - is the process of sending and receiving messages through oral or nonoral

means, including speech, or oral communication; writing and graphical representations (such as

infographics, maps, and charts); and signs, signals, and behavior. More simply, communication is

said to be “the creation and exchange of meaning.”

Communication Skills-when one executes his knowledge readily and effectively

Communicative Competence - refers to a learner's ability to use language to communicate

successfully. This requires grammatical knowledge of the language (ability to create

grammatically correct utterances), as well as social knowledge (ability to produce

sociolinguistically appropriate utterances) of how to use it appropriately.

Competence - is defined as the capacity to respond to individual, or societal, demands in order

to perform an activity or complete a given task. They are developed through acting and

interacting in both formal and informal educational or professional contexts, and require going

beyond the mere reproduction of acquired knowledge. At its highest level, this conceptualization

of competence implies to choose and adapt from within and acquire processes necessary to solve

an unknown task or problem.

HUMSS - is a strand given to senior high school students. It stands for Humanities and Social

Sciences. This strand is for learners who aim to take up journalism, education, communication

arts, and other social sciences.

Social Media - is an internet-based form of communication. Social media platforms facilitate

the sharing of ideas, thoughts, and information through virtual networks and communities. There

are many forms of social media, including blogs, micro-blogs, wikis, social networking sites,

photo-sharing sites, instant messaging, video-sharing sites, podcasts, widgets, virtual worlds, and
 22

more. Users engage with social media via a computer, tablet, or smartphone via web-based

software or applications.

Social Network- a network of social interactions and personal relationships.

Oral Communication - means effectively presenting your thoughts in oral format i.e., by

talking. The importance of oral communication is unparalleled. People always remember a

person who speaks clearly, effectively, confidently, and charismatically.

Written Communication - refers to the process of conveying a message through the written

symbols. In other words, any message exchanged between two or more persons that make use of

written words is called written communication.

 23

CHAPTER 2

METHODS

Research Design

The Phenomenological Research design was used in this study. According to Bliss

(2016), phenomenological research requires a researcher to focus on people’s experiences of a

phenomenon to obtain comprehensive details that provide a basis for reflective structural

analysis that ultimately reveals the essence of the experience. Chamber (2013) also states that the

researcher may construct the universal meaning of the event, situation, or experience and arrive

at a more profound understanding of the phenomenon through this process. Koopman (2016)

added that phenomenology provides a means of accessing subjective knowledge and pure

perception but is sufficiently rigorous and systematic to represent the lifeworld experiences of

research participants with a high degree of accuracy.

The phenomenology inspires self-searching, self-experiences, and new learning. The

learners' experiences consider possible meanings and understand the essence of their experiences

with the impact of social media usage, particularly in improving the learner’s communication

skills that will discover information or achieve a new understanding of the subject. This study

necessitates the knowledge of the learners’ experiences to obtain new insights about a particular

phenomenon and maximize the effective tool for enhancing different language skills, including

writing, reading, and vocabulary.

 24

Locale of the Study

This study was conducted at Siena College of Taytay. It is located at E. Rodriguez Ave.

Barangay San Isidro, Taytay Rizal. It was founded by the Congregation of the Dominican Sisters

of St. Catherine of Siena; it was established in June 1957. Since then, it has provided quality

education and holistic development to all of its students.

The researchers conducted the study at Siena College of Taytay since most of the

researchers are based in Taytay, Rizal. Hence, administering the interview will be easy, and

engaging with the respondents will be simple.

Population and Sampling Scheme

This study utilized one sampling technique to complete the study. The method used is

Random Sampling. Thomas L. (2020) explained that this technique is a randomly selected subset

of a population.

Thomas added that in this sampling method, each member of the population has an

exactly equal chance of being selected. The data is chosen using a random number table or

computer generated list of random numbers. It can also be done by lottery method, using

currency notes, etc. Acharya et al. (2013). Olken (1993) added that Random sampling

techniques are naturally generated by sampling algorithms which sequentially scan a le. They are

usually more informative than a simple random sample with replacement and duplicates are

allowed of the same size.

 25

Participants of the Study

The group of respondents of the study were the twelve (12) Grade 12 HUMSS

(Humanities and Social Sciences) students from a total population of seventy six (76) students

enrolled during School Year 2021-2022 at Siena College of Taytay, in the municipality of Taytay,

province of Rizal.

Research Instrument

The research instrument refers to the tools that facilitate the gathering of information and

data that support a study. The instrument used to obtain the data required was an interview.

This instrument was selected due to its flexibility in obtaining detailed information.

According to an article written by George T. (2022) interview is a qualitative research method

that relies on asking questions to collect data. The researchers interviewed the selected Grade 12

HUMSS students via Google meet.

It was very simple, brief, and clear to avoid confusion and interpretation of the

respondents. Books and similar studies are used to serve as guides in constructing the questions

for the interview.

The researchers, however, were aware that the interview as a tool for investigation has

inherent limitations. The value of the findings largely depends on the sincerity, truthfulness, and

objectivity of the respondents. It cannot totally be unbiased.

Data Gathering Procedures

The researchers sought a letter of permission to conduct the study from the concerned

authorities namely: Mr. Gian Carlo Arsciwals, the Principal of the Integrated Basic Education
 26

Department of Siena College of Taytay; and Ms. Ma. Concepcion J. Cruz, the Subject Area

Coordinator of English in Siena College of Taytay. The request to conduct an interview was then

granted.

The researchers administered the interview to the respondents through Google meet due

to the COVID-19 pandemic. Rapport through video conferencing was established, as the

researchers explained the purpose of the study and the instructions in answering all the questions

prepared by the researchers.

After this, the responses were then summarized, analyzed, interpreted, categorized, and

coded. Based on the results, the summary of findings, conclusions, and recommendations will be

drawn.

Coding and Analysis of Data

To analyze and interpret the data gathered, the researchers used coding and categorizing.

Coding and categorizing involves taking data gathered during data collection, segmenting it into

categories, and labeling those categories with a term, often a term used by the actual participant

(Cresswell, 2013). Coding and categorizing would decrease the amount of data by just recording

the essential concepts and allowing you to understand the phenomena.

The researchers utilized an inductive approach in organizing the patterns that emerged in

the data. Bradford (2021) explained that we go from specific to general in inductive inference. It

starts with researchers making several observations, identifying a pattern, generalizing, and

deducing an explanation or hypothesis.

 27

Ethical Considerations

This study considered the following ethics:

1. Honesty and Integrity. All the data gathered and used will not extrapolate to mislead anyone

that will utilize this study for future reference.

2. Objectivity. This study avoids bias in any aspect, such as design, data analysis, interpretation,

and peer review. The researchers disclose any personal or financial interest that may affect the

study.

3. Respect for Intellectual Property. This study did not plagiarize. Proper citation of all literature

and studies was observed by the researchers.

4. Legality. This study did not violate any law that governs the researcher's work.

5. Confidentiality and Human Subjects Protection. The respondents of the study were given the

utmost privacy of their personal information. This study did not violate but rather respect the

respondent's rights including the right to privacy and autonomy. Parents’ consent was asked

through a letter informing that their child was chosen to be a part of the study.
 28

CHAPTER 3

RESULTS

Diagram 1.

As a HUMSS student, how does social media impact you to be communicatively competent?
 29

Four (4) out of twelve (12) respondents agreed with Bhamare's (2020) claim that social

media influences participants' communicative competence by allowing them to easily

communicate with other people by sharing information, since the respondents said they can

easily get information about anything on social media. Two (2) of the twelve (12) respondents

stated that social media helps students develop their communication skills and also helps them

become smarter since they acquire information from the sites they visit through social media,

which supports the study of Kulidtod and Pasagui (2017).Two (2) of the twelve (12) respondents

said social media has helped them improve their grammar, vocabulary, and writing skills. It also

allowed them to share knowledge and develop new insights, which Slim and Hafedh (2019)

agree on. One (1) out of twelve (12) respondents said that social media impacted them to be

communicatively competent by encouraging them to speak more, which supports the study

Alghasab & Alfadley (2018). Lastly, one (1) out of twelve (12) students supported the study of

Jassim et al., (2019), since the student said that through social media it helped them reflect on

how communicatively competent they are in which the study of Jassim et al,. (2019) said that

social media allows them to reflect on their thoughts and attitudes. Two (2) respondents provided

emergent responses, stating that social media has both positive and negative effects on their

communication skills, in which they did not further elaborate their answers.
 30

Diagram 2.

What are the social media sites that mainly influenced your written communication, and how did
they influence you?
 31

Social media sites have clearly influenced the written communication of the HUMSS

students as Four (4) out of twelve (12) respondents said they use social media sites to read and

write fanfictions, as well as watch video tutorials about learning languages and how to

effectively use them, which has helped them in expressing their thoughts and developing their

written communication skills, all of which are related to the study of Jassim et al., (2019), as it is

stated here that social media sites have proven to improve students' written skills as it allows

them to reflect on their thoughts and attitudes. On the other hand, Three (3) out of twelve (12)

respondents agreed with Alghasab and Alfadley, (2018) claim that through social media sites,

students can communicate online with people they met from different places all around the

world, whether through videos or posts. Two (2) of the twelve (12) respondents claimed that

social media sites are more about engaging with one another, similarly with Bhamare (2020)

study in which he stated in his study that using social media in various ways of communication

helps to provide possibilities to communicate with other people. As a result, social media is

gradually but steadily influencing how people live and communicate with one another. Two (2)

of the twelve (12) respondents claimed that they frequently came across posts and articles

discussing current events in the world in terms of politics, social justice, etcetera, which

influenced them to have new knowledge and ideas. This is consistent with the findings of Jacinto

et al., (2021), who found that some students find social media sites beneficial since it improves

their general knowledge on a certain topic on social media. The final (1) respondent stated that

these social media sites improved their grammar and communication abilities by providing

arguments, points, and stands throughout social media comments, which is consistent with Slim

& Hafedh (2019) study, which stated that social media sites assisted in the development of

students' grammar and vocabulary.

 32

Diagram 3.

What are your thoughts about male and female distinct social media interests having something
to do with the impact on their communication skills?
 33

Half of the respondents expressed how males and females have discrete interests in social

media usage. These discrete interests mainly connected males and females to different

understandings, aligning with what Freeman (2018) said regarding the diverse ways of

communicating about one’s sex. Meanwhile, four (4) out of twelve (12) respondents have

mentioned that they do not think one’s sex media interests impact their communication skills.

However, one (1) out of the two (2) left respondents described women as having much higher

comprehension. This agrees with the study of Louireiro et al. (2020), in which they have stated

that women are better at oral and written communication. The last respondent identified women

as excellent in slang and other English terms. This relates to Manmanlac et al. (2019) that

women are more interested in communication since they are more knowledgeable in some areas

that males do not acquire.

 34

Diagram 4.

What social media experiences have you had that you believe have improved your
communication skills and made you more communicatively competent?
 35

Seven (7) out of the twelve (12) respondents expressed that they use social media as

entertainment and a way to communicate with their friends, peers, and families which has helped

them improve their communication skills and made them communicatively competent. This

agrees with the study of Tan et al. (2021), which they have stated that social media is utilized in

communicating, entertainment, searching, and more which became the means of communication

with friends, family, and peers. Three (3) out of the twelve (12) respondents stated that social

media has helped improve their communication skills and they were able to share and acquire

information. This aligns with the study by Slim & Hafedh (2019) where they stated that the

Facebook platform has assisted students in developing their grammar, vocabulary, and writing, as

it helped them share information and acquire new knowledge. The remaining one (1) out of the

two (2) respondents stated that social media improves the phonemic awareness of a person. This

aligns with the study of Slim & Hafedh (2019) where they stated that Facebook helps improve

the socio-pragmatic competence of a person. The last (1) respondent believes that not everything

you see on social media will help you improve your communication skill, which contradicts what

is written in the study by Slim & Hafedh (2019) stating that the Facebook platform assisted

students in developing their grammar, vocabulary, and writing, as it helped them share

information and acquire new knowledge.

 36

Diagram 5.

What social media experiences did you believe negatively impacted your communication skills
and made you less communicatively competent?
 37

Half of the respondents expressed how social media negatively impacts their written

language and informal way of communicating. This agrees with Slim & Hafedh (2019)

explaining students have chronic weakness in English. Two (2) out of twelve (12) respondents

mentioned that none of the social media experiences negatively impacted their communication

skills and competency which have been stated in the study of Jacinto et al. (2021) that media

platforms do not affect students’ performance. The remaining four (4) out of twelve (12)

respondents stated that they experienced having negative comments but tend to avoid any

conflict which made them less competent when communicating with others.
 38

Diagram 6.

How do you think social media impacts your oral communication?

 39

Four (4) of the twelve (12) respondents' statements fall into the emergent code, in which

they indicate that it negatively impacted their oral communication as they were more timid, and

that they were discriminated against, resulting in low self confidence. While the other (1)

responder stated that it has no effect on him since he believes social media is distinct from social

talk which is also under the emergent codes. However, three (3) out of the twelve (12)

respondents’ supported the idea of Magmanlac et al., (2018) in which students could gain more

knowledge and get wind of the fact by using social media to assist them in their everyday life.

On the other hand, Two (2) of the twelve (12) respondents agreed with Allen's (2019) claim that

technology has influenced society through communication and the way people talk and

communicate with others around the world, as the respondents stated that they picked up tons of

mannerisms and speech habits from people they watch and interact with on social media sites,

and that slang terms are thrown around so much on social media sites that it has become part of

the way they speak. The remaining two (2) students, agreed that social media did help greatly on

their oral communication since this improves the way they interact with others in the sense that

they gain more confidence even when communicating with hundreds of people via social media

sites which supports the study of John E. (2021).

 40

Diagram 7.

How do you think social media impacts your written communication?

Eight (8) out of twelve (12) students agree with Jassim at al. (2019) that social media has

become an educational tool for them and that social media improves their written communication

skills. While three (3) out of twelve (12) students have good communication skills when using

social media over the computer, where interactions no longer require physical presence which

agrees with the study of Nordquist (2020). However, one (1) of the twelve (12) respondents said

that social media has no effect on their written communication skills and that it has a negative

impact.
 41

Diagram 8.

What changes have you encountered in your communication skills after being exposed to social
media?
 42

Four (4) out of 12 respondents mainly stated negative answers. Two out of the four who

said negative responses have mentioned how they became too dependent on social media and

how some risks can increase the chance of having a misunderstanding with someone.

Meanwhile, the other two (2) have mentioned that they became more conscious and started to

have language confusion. However, 2 out of the 12 respondents correspond to Alghasab &

Alfadley's (2018) study as they mentioned that it helped them become fluent in English. 3 out of

the 12 respondents stated that their vocabulary has widened, and they have observed how social

media changes their grammar which supported the study of Slim and Hafedh, (2019). The other

2 out of the 12 have improved and become aware of their attitude towards people,

acknowledging Jassim et al. (2019) study. The last respondent's answer fell in the emergent code

as he believes that nothing has changed him after being exposed to social media.
 43

CHAPTER 4

DISCUSSION

Interpretations

The results of this study obtained a considerable similarity from the data gathered.

Although some of the collected results matched the data, the researchers have discovered quite

different findings from the interviewees that would be valuable in producing reliable and valid

conclusions.

To elaborate on the different findings that the researchers had found in this study, the

researchers looked back to the statement of the problem.

Reviewing the results based on diagram 3 shows that most of the students believe that

males and females have different interests in social media. These interests thus impact the way

they communicate because males and females have different opinions and understanding towards

something. Contrariwise, some interviewees mentioned that they believe it all depends on the

person on how regularly they are on social media. The things they choose to see every day will

have a significant impact on their communication skills.

It is aforementioned in the data that social media has positive and negative impacts on

one’s communication skills. Most students stated that they became more aware of each person’s

different perspectives, views, and understandings, which helped them communicate effectively

and successfully. Social media has also helped the students expand their knowledge about their

grammar, spelling, and vocabulary. Therefore, some students were positively impacted by their

usage of social media. Even so, there are still some students who have been negatively affected

by it. They became more conscious and anxious about posting and commenting online. Being on

social media made their confidence low and made them have some language confusion.
 44

In discussing the Statement of the Problem 3, it is mentioned that it aims to provide

answers about what in the two (written and oral) communication enhances the communication

skills of the respondents. The data gathered concluded that it negatively and positively impacts

written and oral communication. However, the results obtained were entirely unanticipated.

Based on the results, students have improved more in their written communication than their oral

communication. Since everything is on social media, they have become too dependent on it.

They became exposed more to sharing, posting, commenting, and browsing, which led them to

improve their writing skills.

The result of this study was objectively elaborated and concluded, the researchers based it

upon the results collected from the interviewees.

Implications

The purpose of this study was to determine the impact of social media on the

communication skills of Grade 12 HUMSS (Humanities and Social Sciences) students. Thus, the

researchers studies a wide range of related literature that would help in accomplishing the goals

of this research.

The researchers concluded, based on the data gathered and analyzed, that social media

has a variety of effects, both positive and negative, in the communication skills of the HUMSS

students. These effects are the factors that influence their communication skills. In terms of using

social media, the findings support previous studies, such as Vanisree (2019), who stated that

social media and technology plays an important role in enhancing the learners’ language skills to

become an excellent communicator.

Furthermore, the results of social media per sex are different. Louireiro et al. (2020)

revealed that female students are better at oral and written communication than male students.
 45

Female and Male students have the same level of discrete interests in usage of social media

usage. This indicates that females and male have the same level of impact but react differently

regarding the use of social media on their communication skills. The majority of the students

stated that social media sites increase their written communication and it allows them to express

their own thoughts and attitude, Jassim et al., (2019). Based on the findings, most of the students

said that communicating with friends, peers, and families through social media improves their

communication skills, Tan et al. (2021).

Moreover, with the result of this research, it can be concluded that Social Media has an

impact on improving their communication ability as it can be a helpful tool in enhancing their

various language skills in order to have better communication skills.

Limitations

Despite the efforts of the researchers, there are still factors and variables that are beyond

the researchers’ control.

The topic of the research is the “Impact of Social Media Usage In The Communicative

Skills of Grade 12 HUMSS Students in Siena College of Taytay”. Since the researchers used the

Phenomenological Research Design, particularly the tendency of the design to be subjective.

This design mainly depends on the individuals’ experiences and perspective. The overall result

of the data may affect which can lead to misleading results.

The study was conducted for a short period of time, the researchers were able to gather a

small sample size for the study, which implies formulated less precise data. The researchers were

incapable of regulating an interview personally, so instead, a live interview was conducted by

means of Google Meet.

 46

The limitations encountered on this research impacted how the researchers interacted with

the respondents often experiencing technical difficulties during the interview. The researchers

only gained minimal data, nevertheless the answers given by the respondents were more precise

that the researchers gathered the minimum sufficient data needed for the study.

As previously mentioned, the researchers used Phenomenological Research Design in

which encoding and collecting the data from the participants of the study needed in

summarizing, categorizing, and coding the responses in order to have credible data. If the

significant amount of time was allotted, the researchers could further analyze the data which

resulted in more precise data and conclusions.

Recommendations

Based on the interpretations and implications made in this study, the following

recommendation are hereby presented:

Students. The researchers recommend focusing more on improving and maintaining their

communication skills because it allows them to learn and understand a lot more.

Teachers. The researchers recommend that teachers monitor their students'

communication skills and try to assist students who are lacking in communication skills.

Parents. The researchers suggest that parents spend more time with their children and

communicate with them in order to improve and expose their children to communication.

Future researchers. For the future researchers, since the researchers of this study were

unable to fully cover the explanation between how one’s sex interests impacts their

communication skills, the results of this study might be helpful to them to get further

information.
 47

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52
 53

Possible questions for the interview:

1. As a HUMSS student, how does social media impact you to be communicatively

competent?

(Ademiluyi et al., (2019) - it improved social interactions between people;

Bhamare (2020) - created opportunities to interact with people easily by sharing

information; Alghasab & Alfadley (2018) - usage of blogs encourages students to write

& practice self-expression; Alghasab & Alfadley (2018) - allows them to interact directly

with native speakers; Jassim et al., (2019) - allows to reflect on their thoughts and

attitudes; Slim & Hafedh (2019) - assisted students developing their grammar,

vocabulary, and writing / it helped them share information and acquire new knowledge;

Tan et al., (2021) - they’ve utilized it in communicating, searching, entertainment, and

more; Kulidtod & Pasagui (2017) study in 13th paragraph)

2. What are the social media sites that mainly influenced your written communication, and

how did they influence you?

(Vanisree (2019) - wikipedia, podcasts, youtube, facebook, twitter; Derakshan &

Hasanabbasi (2015) - facebook; Kulidtod & Pasagui (2017) - youtube, whatsapp,

facebook; Magmanlac et al (2018) - facebook, twitter, instagram; Bhamare (2020) -

created opportunities to interact with others; Alghasab & Alfadley (2018) - mediate

students’ learning by providing collaborative learning opportunities // - enhances a

learner’s language skills // - allows them to interact directly with native speakers;

Derakshan and Hasanabbasi (2015) - promoted students’ communication and language

 54

skills; Jassim et al (2019) - improved students’ oral and written skills as it allows them

to reflect on their thoughts and attitudes; Slim &Hafedh (2019) - assisted developing

their grammar; Othman et al (2016) - improved quality of relationships; Jacinto et al

(2021) - sharpen students’ reading skills // - enhance their general knowledge of a

particular topic

3. What are your thoughts about male and female distinct social media interests having

something to do with the impact on their communication skills?

(Louireiro et al. (2020) - revealed that female students showed more significant

levels of anxiety in oral and written communication than male students // - female

students are better at communication than male; Freeman (2018) - men and women do

have diverse ways of speaking, thinking, learning distinct culture as well as their gender’s

norms, and communicating overall; Magmanlac et al. (2018) - women are more

interested in communication.

4. What social media experiences have you had that you believe have improved your

communication skills and made you more communicatively competent?

(Alghasab & Alfadley (2018) - mediate students’ learning by providing

collaborative learning opportunities, access to information resources in a virtual

community. Slim & Hafedh (2019) - Facebook platform assisted students in developing

their grammar, vocabulary, and writing, as it helped them share information and acquire

new knowledge. Slim & Hafedh (2019) - Facebook helped students improve their

socio-pragmatic competence in the same vein. An efficient means of information sharing,

 55

socialization, and adaptation to university life among students and instructors. (Tan et al.,

2021) - utilizing social media in communicating, searching, entertainment, and more

became the means of communicating with friends, peers, and families.

5. What social media experiences did you believe negatively impacted your communication

skills and made you less communicatively competent?

(Slim & Hafedh (2019) - students have chronic weakness in English // admitted

that they consult FB daily to entertain themselves in their way (watch videos/play);

Duque et al. (2017) - social media can lead to adverse relationship outcomes; Jacinto et

al. (2021) - media platforms do no affect students’ performance // others find media a

distraction // facebook has negatively impacted their writing skills)

6. How do you think social media impacts your oral communication?

(Jassim et al., (2019) - able to practice more and learn more about their written

and oral skills; John, E (2021) - helped students to reduce their speaking anxiety, gain

confidence in speaking and, at the same time, become more motivated to use the

language; Social media allows students to reduce their speaking anxiety, gain confidence

in speaking and, at the same time, become more motivated to use the language.

Allen (2019) mentioned that technology has impacted society through communication

and how they talk and communicate with one another worldwide.Othman et al. (2016)

stated that social media helps improve the quality of relationships between users.

Magmanlac et al. (2018) stated that the students could acquire information and learn by

utilizing social media to help them in their daily activities.

View publication stats

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7. How do you think social media impacts your written communication?

(Nordquist (2020) - written form technology liberated human communication

from the medium of face-to-face interaction // - persons no longer needed to be physically

present to communicate with one another; Jassim et al., (2019) - written communication

skills allow students to reflect on their thoughts and attitudes; Kulidtod & Pasagui (2017)

- users have good communication skills by using social media over the computer

8. What changes have you encountered in your communication skills after being exposed to

social media?

(Belal (2014) - digital social media has some negative influence; (Noytim (2010) -

being enhance in different language skills like writing and reading // - encouraged

students to write and practice self expression; (Alghasab & Alfadley (2018) - assists them

in learning the language while interacting with other people; (Slim & Hafedth (2019) -

assisted students in developing their grammar, vocabulary & writing // - helped them

share information and acquire new knowledge; Jacinto et al (2021) - media platforms

sharpen students’ reading skills // - enhance their general knowledge // - students who

engage in social media platforms do better.