PAMANTASAN NG LUNGSOD NG MARIKINA Brazil St. Greenheights Subd. Concepcion I, Marikina City PLMar Tel. Nos.

3698650/ PLMar Fax 369-72-77 www.plmar.edu.ph@yahoo.com

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

Page |3

ACKNOWLEDGEMENT A good day to everyone! Each deepest of the researchers to people would behind like us to who extend made our this

gratitude

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 parents, us with who our were the people our that

continuously deserve because to

support be

studies, and be who

parents

given them

appreciation we wouldnt professor

acknowledgement here; and as most our

without to

especially

our

beloved

served

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 Dr. for ng Lungsod Palabay; Dr. ng Marikina, the University Vicethe

President President

Carmelita the

University Santos;

Academics

Teresita

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

Page |4

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 of the tools in evaluating the students Our

regarding

their

individual

academic

performances.

research study aims to share insights regarding the factors that hinder the freshmen students of our beloved

university.

Page |5

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 The most familiar was with as they by acquire new

knowledge.

study

directed

three

research

questions to understand (1)

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 of relationship when between the spelling to the

proficiency

texters

group

according

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

Page |7

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.

Page |8

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 country stated in that the there are 42.78 thus

mobile

subscribers

Philippines;

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 textismsis

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 significant the study. it And will with be a the lot help easier of these the

factors,

for

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 taking up the this course study of can Bachelor be of Secondary to the

Education

because

applied

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.

P a g e | 13

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 to the

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

P a g e | 14

THEORETICAL FRAMEWORK The theories gathered will be used in the formulation of the studys 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 Banduras 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, is to Observational in Learning skills Theory, in which

important

acquiring

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

individuals action proves to have a positive effect, then he would more likely continue his behavior. On the other hand, if an individuals 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 words. of text of messaging technology

shorten

Because

available to the students now growing up, when they have to exact their grammar skills away from a computer or

thesaurus, they cant perform well. People have become so dependent on technology to help read and write, to the point that these is with skills less the have of an diminished emphasis of over on all time. In

addition,

there

face-to-face phones and

communication, emails.

introduction

P a g e | 16

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 how get from it. The theory of these three in

technology

helps

individuals

motivate

learning. Their theory states that changing individuals attitude may be an effective strategy to improve someones 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.

P a g e | 17

CONCEPTUAL FRAMEWORK

INPUT

PROCESS

OUTPUT

STUDENTS

TEXT MESSAGING And TEXTISMS

EFFECTS

The diagram shows the advent of technology and gadgets which are specifically the advances in easier access of students to telecommunication process indicates devices how such as use it the in

cellphones.

The

people

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 ng Marikina the second through a series of

conducted,

during

semester,

A.Y.2012-

P a g e | 18

The

researchers

conducted

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 factors of and we can hindrances English now towards language of a

spelling learning.

proficiency, With these

literacy factors,

think

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.

P a g e | 19

DEFINITION OF TERMS Technology personal is continually commonplace, advancing. some terms As it becomes become more quite

and

have

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 the to the process of of

conveying information through

exchange

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 telephones 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.

P a g e | 22

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 Gods 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 mobile and phones. have People started have become frequent in

texters,

they

sending

messages

shortened ways. This problem cropped up with the innovation

P a g e | 23

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 mans 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 thoughts to be are expressed using words, and

words

need

spelled

correctly.

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

which man

no can

longer

needs

communicating through

skills. written

Anywhere,

connect

ideas

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

Gabianas 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 ability Mackay master to (as the of use many the in professionals language also lies on their to who and the

appropriately. 1998), to

According

cited

Saga-Olis, language (p.

professionals be goes successful to show

English

tend

globally

competitive

42).

This

P a g e | 25

importance

of

English

as

medium

of

communicating

internationally. The study of Enriquez and Nolasco (2007) also showed that a not person have who has a wide in range of and

vocabulary

might

difficulties

thinking

communication. The two also added that vocabulary, spelling and grammar skills are the basic components of language which are very useful to a mans 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 students spelling and grammar proficiency negatively, as evidenced from their use of abbreviated words. This resulted in extensive use of electronic assignments, and chatting. creating Ross The students are producing worse

incorrect is an

subject-verb instructional

agreements, coach for

misspelling.

language arts teachers in her own district, and she often see shortened on words or sentences in She text said messaging that this

dialogues

students

compositions.

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. Estuars 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 public to exchange messages is higher This among to males show and that

school

students

(p.103).

goes

cellular phones are very popular, regardless of the age.

P a g e | 27

An

example of

that

would phones

show is

the the

rapidly report

growing from Sify

popularity

cellular

News (as cited in Proysen, 2009) about a 13-year old girl from California who had sent 14, 528 (13, January 2009). These communication gadgets are used by adolescents not only for their communication relationships purposes with but also for Cell messages in a month

maintaining

other

people.

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 ones self. Compared to other forms of communication that the new world offers like the telephones and electronic mail, mobile phone technology of greatly augments As what the is nonsaid

confrontational

nature

Filipinos.

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 phones 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 phones

et

al.

(2006), used in

aside

from

the

mobile

were

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 phones texting capability helped in bringing

down a corrupt president through the People Power II that occurred Estuar, last 2003), 2001. by According using the to Villamor cellular (as cited in

phones,

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 has not helped. is Some the teachers English

shorthand

texting

killing

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 it as a positive of effect. and According other to the of

teachers,

because

texting

ways

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. The Scottish Qualifications was Authority

that text

messaging

language

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 ever himself since developed he changes in on text his writing

engaged

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

theyre 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-Manilas 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 dont. And from that, it can be implied that the respondents 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. people. Tiempo This says is common code to a number is of a Cebuano natural informal

that

switching happens in

bilingual

behavior

that

usually

any

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 Services (SMS) found the that

significant

differences

between

texting

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

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. Pauls 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 Tomitas 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. said to Furthermore, that tools Plester like the (as Web them cited in

2009)

enhances to make good

ability and

write, motivating it

encourages them to

interactions, communicators

become the

because

helps

develop

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, is or too shorten easy the that words. it no This longer form of

communication

require

analysis. In addition, OConnor (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 (OConnor, 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 (2006) a quoted stronger Dr. Beverly Plester,

research

shows

casual

relationship

between text abbreviations and literacy skills. Plester here is saying that text messaging is giving an exposure to the written words, In which relates according to to a higher literacy (2003),

attainment.

addition,

Helderman

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 Heldermans 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 Proysens 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

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 peoples 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

Myhras 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 the spelling year skills BSE of the of students, PLMar. In

specifically,

the

first

students

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 to the deterioration these of their the spelling

capabilities.

Setting

objectives,

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. The a researchers written form gathered of data by with means sets of of

conducting

interview

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 interview researchers within the conducted school the whole of study and ng

premises

Pamantasan

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 regarding their

academic performance in the university.

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 as consists the of two parts. The first

profile

survey.

The

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 researchers to own opinion questions will in a not influence manner the and

respondent

answer

certain

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

P a g e | 46

After

the

survey,

the

researchers

will

conduct

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 them. by of The the the word after test in the will the researchers also be

pronounced administered

spelling researchers

respective

classrooms. The testing method is the appropriate process for this, since we are aiming to identify how quick these students grammar. are The in distinguishing are the also correct free to spelling answer and the

respondents

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

Where:

X =

weighted mean

sum of the weighted mean

= number of respondents

2. Pearsons 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: =

][ ]

Pearsons Correlation x = response (independent) y = response (dependent) n = number of respondents

Pearsons 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 0.71 to 0.90 0.41 to 0.70 very high correlation/very-dependable relationship high correlation/marked relationship 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. The

numbers of respondents of opposite gender are balanced.

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 hours states (or more). it The remaining upon 46% the of call the of

respondents

that

depends

situation or an emergence of something very important.

P a g e | 53

TABLE NO.1.E Scores 10-9 8-7 6-5 4-0 Verbal Interpretation Excellent Very Good Good Needs Improvement Level of Proficiency Superior Advanced
Intermediate

Intermediate Novice

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. No. Of Respondents with correct answer 50 43 36 43 43 31 31 34 43 25 379 Percentage No. Of Respondents with incorrect answer 0 7 14 7 7 19 19 16 7 25 121 Percentage Total Total Percentage 0% 14% 28% 14% 14% 38% 38% 32% 14% 50% 24.2% 500 50 100%

1 2 3 4 5 6 7 8 9 10 Total

100% 86% 70% 86% 86% 62% 62% 68% 86% 50% 75.8%

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

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 10 9 8 7 6 5 4 Total No. of respondents 4 7 16 14 6 2 1 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 MALE FEMALE Total Score 190 189 Total no. Of Items answered 250 250 Percentage 76% 75.66%

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 17 18 19 Score 110 151 118 Total 150 200 150 Percentage 73.33% 75.50% 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.

P a g e | 61

TABLE NO.3.C LENGTH OF OWNERSHIP SPELLING QUIZ RESULT ANALYSIS Length of Owner -ship 10 1 year 2 years 3 years 4years 4 9 2 5 5 10 5 1 9 6 2 1 Score Weighted Mean 8 7 6 5 4 9.67 8.5 7.67 6.37 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

Verbal Interpretation

Excellent Very Good Very Good Good

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 10 18 hours 9 hours 3 hours 1 Total 4 4 7 7 3 12 16 14 6 2 1 9 8 1 3 11 SCORE Total Weighted Mean 7 6 1 5 5 2 4 or less 1 Verbal interpretation

5 3 14 23 50

5.6 6.38 7.21 8.65 GWM=9.06

Good Good Very Good Very Good

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 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 of students and the

frequency of cellphone use

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 on the students

level of spelling proficiency.

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 should free have time alternative instead of

during

their

just texting, these students can also attend seminars and read articles about the

negative effects of text messaging. (4) For the school, that the school should are related to provide formal and enjoy in

activities

communication, the likes, so

entertainment that students

reading, will

communicating messages. (5)

in

personal

rather

than

For the parents, they should also practice good communication in their houses so that their children wont text have to do with

conversations

through

messages

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.

P a g e | 68

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. Pauls School of Ormoc Foundation Inc. Unpublished Thesis, St. Pauls 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). Lets 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

P a g e | 70

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.

P a g e | 72

APPENDIX THE QUESTIONAIRRE Name: Age: Gender:

1. When was the first time you had a cell phone? a. 1 year ago b. 2 years ago texting? a. 18 hours b. 9 hours 3. Directions: facilitator. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Received Sergeant Maintenance Mississippi Fluorescent Odyssey Continuous Occasionally Rhythm Miscellaneous Spell the word c. d. 3 hours 1hour by the c.3 years ago d.4 years

2. How much time do you spend using your cell phone for

pronounced

P a g e | 73

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

P a g e | 74

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

P a g e | 75

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

Course: Bachelor of Secondary Education