THE SOCIAL AND EDUCATIONAL INFLUENCES OF JEJEMON

TEXTING STYLE

1 2
Rhine Paul C. Ibis , Marita G. Sanchez
1 2
Student Researcher, Faculty Researcher
2
atiram40@yahoo.com
Cagayan Valley Computer and Information Technology College, Inc.

Abstract
Jeje o is a group of individuals expressing enormous yet simpli-
fied, shortened and over-decorated words in texting, chatting and
e-mailing. They consider themselves as freedom advocates in cre-
ating their own personality. Sometimes, they baffle people by con-
structing text messages that are informal, frustrating and confusing
to an ordinary reader who uses the formal English language. A
jeje o perso likes to attra t atte tio fro readers by insert-
ing letters into the words they send. He also wants to economize the
space restrictions on text messaging when sharing to twitter and other
social media. Others look at it as an amusing and stylish way of sending
messages but a lot of educators consider it as detrimental factor in
learning the English language effectively. The advent of jejemon
threatened the language usage as students are already hooked on this
communication modality. In fact, it is likened to the deterioration of
the English language. However findings of this study showed that
there is no significant relationship between jejemon texting style
a d the stude ts general performance in English. Results suggest-
ed that the student-respondents were flexible enough in using the
jejemon texting style as their general academic performance in
English was not affected. On the other hand, the results further
suggest an emerging trend and relationship if measures are not to
be done.
Keywords: Jejemon Texting Style, Social Influence, Educational In-
fluence
1. Introduction
HeyOuwz fHouwz! Cahn aiY Vhe uR fwwEnnn? Jejeje mwuah
Hugzz! This is ho a jeje o o u i ates. He is a freedo
advocate in expressing his feelings, thoughts and beliefs. He con-
siders himself as unique and stylish by producing words that only
jejemon texters understand. According to GMA News TV, jejemon is
defined by Urban Dictionary as one who has managed to subvert the
English language to the point of incomprehensibility and online lynch
squads: simplified, shortened and over-decorated words in texting,
chatting and e-mailing. They amuse themselves in their own unique
28 Ibis, R.P.C. & M.G. Sanchez. The social and educational influences of jejemon
texting style

way of expression especially in colloquial conversation.

The Jejemon culture spreads rapidly bringing out both good and
bad reactions in the educational setting. It quickly spread among
the country's more than 50 million mobile phone subscribers who
send at least 12 text messages every day [1]. As a new language that
is made up of mostly symbols and phonetics, it alarmed the Depart-
ment of Education in the Philippines. Mona Valisno, a representative
of DepEd told parents to keep their kids from falling into the Jejemon
trap before they forget how to spell the actual words in English or Fili-
pino. As a conclusion to this remark on jejemon, the issue became the
center of educational debate especially in the secondary education par-
ticularly the public schools in the Philippines [2]. Many educators in the
secondary level admitted that using such crude text caused students
weak in speaking properly and mangled spelling in their words. The
words used i the e su h as ool a d a eso e ere inadvert-
ently adopted by the students in their language expressions even when
they are in the classrooms. Students of younger age consider them-
sel es as i he the go with this trend. However, they are being
observed by their teachers to have poor habits in learning the correct
English. The Catholic Bishops of the Philippines, however, defended the
outh i their free e pressio of the Filipi o asses o language and
use of English as the second language in the country [3].
This study aims to investigate the truthfulness of this issue on the
jejemon texting style, whether it affects high school students or not
in their social and educational well-being. Confirming the veracity
of the conclusive statements made by eminent researchers and
educators will help in retooling the program on communication and
information technology as used in education and industry.
1.1 Objectives of the Study
This study is designed to determine the social and educational in-
fluences of jejemon texting style on the academic performance of
select public high school students in Santiago City.
Specifically, it aimed to present the:
1. social and educational influences of jejemon in terms of:
a. peers;
b. close friends;
c. parents;
d. teacher;
e. media; and
f. text mates.
2. platforms of the respondents in using jejemon texting style;
 CVCITC Research Journal, 1(2): 2014; ISSN: 2362-9029 29

3. extent of jejemon texting style usage in the following:

a. jejemon community;
b. educational community;
c. home (Parents and siblings);
d. close friends;
e. peers;
f. text mates; and
g. media and environment.
4. significant relationship of jejemon texting style to their
performance in English;
5. significant difference on the usage of jejemon texting style
when grouped according to academic performance.
1.2 Literature Review
In 2010, an article was published at the Inquirer.net explaining why
do Filipinos adopt the phenomenal jejemon texting style particu-
larly in the leading social networks like twitter. The new media
imposes economic and space restrictions on text messaging. Since
Twitter and ordinary cell phones limit the words to 140 characters
when one wants to share information, they invent and create
words by inserting numbers or letters in order to minimize their
sentences. The results are sometimes liberating, innovative and
could just tweet in Morse code. As a twitter-holic, it is a challenge
to twit thoughts in 140 characters beating the readers to difficultly
understand its meaning [1].
Concomitantly, a blog was posted on June 16, a out the all
out ar agai st er-dialect declared by the government. On
the contrary, the Catholic Church defended it as a freedom of ex-
pression. Neither way had the phenomenon triggered enormous
social debate. According to Joel Baylon, head of the Catholic Bish-
op's Conference of the Philippines' commission on youth, jejemon
is a language that is merely an expression of experience". But ac-
cording to Mona Valisno, texting using wrong English and wrong
spelling threate s o e s E glish o pete e [3].
Elijah Mendoza posted an article on May 04, 2010 about a list of
the worst jejemon-related thing found on the web. She men-
tioned that Jejemon are individuals with low IQ with their idiocy on
the web. Their viral video on YouTube, their top Gear Philippines
jejecover and more about their popularity will always be a phe-
nomenon to stay permanent both real life and on cyberspace [4].
A write-up by Karlo Mikhail Mongaya said that As illio s of Fili-
pinos closely followed the Philippine election campaign conducted,
a other phe o e o the a e jeje o is steali g the spot-
30 Ibis, R.P.C. & M.G. Sanchez. The social and educational influences of jejemon
texting style

light for other Filipinos, especially online. Jejemon enthusiasts

and haters compete for attention. According to him there are 3
aspects that composed a jejemon: JEJETYPING, wearing a jeje-hat
and sharing jeje-photos online. He also adopted the Urban Dic-
tionary definition which features mostly its negative qualities [5].
Aptly, it was noted that not even a typhoon can stop the jejemon, a
person who likes to deliberately exaggerate a ord s spelli g i te t
messaging and social networks. Besting among 9 other finalists,
jejemon was chosen as Salita ng Taon (Word of the Year) in s
Sawikaan organized by the Filipinas Institute of Translation Inc. (FIT).
The academic conference was held in the University of the Philip-
pines from July 29 to 30. The winning word was chosen based on its
impact on the socio-cultural, political, social, economic and other
aspects of Filipino life in the past 2 years. The finalist words were:
Unli, Load, Solb, Emo, Ampatuan, spam, Tarpo, namumutbol and
finally Jejemon who won the title Word of the Year [6].
Moreover, Karlo Mikhail Mongaya found Heal s dis ussio o ho
the internet encouraged individualism and at the same time served
as its correction of the phenomenon that was very interesting topic.
The latter views as increasingly widespread in the social media and
has led to the direct equation for the Internet users with democra-
tization and community-formation of characters such as the
jejemon. As agreed by him and Healy, Jejemon really strikes the
nation rapidly affecting a huge population of Filipinos especially
texters and social network butterflies [7].
Moreover, Alex Maximo discussed how jejemon buzzed the leading
social networking site – the Facebook. It appeared that someone
has finally decided to label those who use a local variety of
leetspeak as jeje o s . It as e tio ed that it is a blend of jeje
and Pokémon. He also explained what jejemon do with their
messaging such as the insertion of h , alter ati g ases, substitu-
tion of numerals to similarly looking letters of the alphabet, substi-
tution of letter that also represent similar sou ds. The ord jeje
a e fro the ord keke , Koreans way of laughing on MMORPG
[8].
Aptly, Ina Hernando-Malipot also said that due to the increasing
u er of jeje o s, the Depart e t of Edu atio DepEd or-
dered all teachers to inculcate among their students the correct
composition of text messages. Parents and other observers were
cautioned to curb this method of communication especially among
the students in efforts of avoiding grammatical errors. Mona
Valisno stressed the need among teachers to advise their students
 CVCITC Research Journal, 1(2): 2014; ISSN: 2362-9029 31

to practice their writing and communication skills in English when

texting their friends and families. This implied the need to educate
young students to practice correct spelling so they can cope with
their English requirements [9].
1.3 Research Paradigm
This study puts forward the assumption that high school students
are confronted with characteristics of a jejemon as they are in a
stage of vulnerability. They easily get influenced by the issues and
trends in the society they belong. For the purpose of investigation
in this study, jejemon texting style is rooted to select social and ed-
ucational influences. These factors, when intervened with their
learning abilities, are expected to affect their academic perfor-
mance in English. Potential learning threats are posted if this phe-
nomenon will not be treated well.

Figure 1. Research Paradigm

2. Methodology
The Descriptive Research design was used in this study as it tried to
gather data on the prevalence of the jejemon texting style of high
school students. This design fits best in studies aimed at describing
the nature of the situation as it exists at the time of the study and
to explore the cause of the identified phenomenon.
A questionnaire was devised and validated. This was the major data
gathering tool in answering the identified problems of the study.
The respondent personally floated the questionnaire to ensure
100 % retrieval.
This study was conducted among the 4 select public high schools in
Santiago City. Prospective respondents were monitored online
through their online post in social networking sites. They were also
observed through their conversations via mobile text messaging.
When identified, respondents were invited to answer the ques-
tionnaire and a short interview.
The data was tabulated and statistically interpreted using frequency
counts, percent, mean, ranking, Pearson-r and F-test.
32 Ibis, R.P.C. & M.G. Sanchez. The social and educational influences of jejemon
texting style

3. Results and Discussion

Table 1. The Social and Educational Influences of Jejemon Texting
Style
Social Influences Factors Educational Influences
Rank D.I. Mean Mean D.I. Rank
3.5 Sometimes 3.00 Peers 2.20 Slight 5
2 Most of 4.12 Close 2.10 Slight 6
the Times friends
6 Not Really 1.60 Parents 3.20 Sometimes 2
5 Not Really 1.83 Teachers 4.12 Most of 1
the Times
1 Most of 4.20 Text mates 3.00 Sometimes 4
the Times
3.5 Sometimes 3.00 Media 3.12 Sometimes 3
Presented in Table 1 are the social and educational influences of
jejemon texting style. As can be gleaned on the table, the major
social influences of the respondents were their text mates, closed
friends, peers and the media that they are exposed with. Apparent-
ly, teachers and parents do not necessarily impinge any influence at
all in terms of the societal root of the problem. This means that
students are very much susceptible to the nature and characteris-
tics of their environment particularly on the development of
jejemon texting style.
On the other hand, teachers play an important role in the educa-
tional aspect of their development. Corollary to these factors are
the contribution of their parents, text mates and media that they
are exposed with. This implies that teachers, as well as parents, can
control the usage of jejemon texting style during study periods at
home and in the school. It shows that respondents are flexible
enough in dealing with their audience particularly at home and in
the school community.
Table 2. The Social Networking Platforms for Jejemon Texting Style
Purposes Mean Interpretation Rank
Used in Social Networking 3.10 Sometimes 1
Chatting 2.15 Slight 2
e-mailing 2.00 Slight 4
Colloquial conversation 2.12 Slight 3
Presented in the foregoing table are the social networking plat-
forms where jejemon used this phenomenal texting style. It shows
 CVCITC Research Journal, 1(2): 2014; ISSN: 2362-9029 33

that they primarily used this style in social networking sites for
communication purposes. When interviewed, respondents revealed
that they often used it in twitter and facebook.
On the other hand, they slightly use this texting style when they do
chatting and colloquial conversation. E-mailing had the least af-
fordance as it may seemed to be a formal platform for communica-
tion purposes. These results imply that the respondents are flexible
internet butterflies who know how to observe proper decorum on
communication.
Table 3. The Extent of Using Jejemon Texting Style
Extent of Using Jejemon Style Mean Descriptive Rank
Interpretation
Jejemon Community 4.12 Most of the Times 3
Educational Community 2.00 Slight 7
Home (Parents and Siblings) 3.12 Sometimes 5
Close Friends 4.14 Most of the Times 2
Peers 3.00 Sometimes 5
Text Mates 4.20 Most of the Times 1
Media and Environment 2.04 Slight 6
Prese ted i Ta le are the respo de ts e te ts of usi g jeje o
texting styles. It shows that they extensively use jejemon texting
style when they are communicating with their text mates, closed
friends, and jejemon community. Least affordance is traced when
they are communicating with their parents and siblings at home,
and among their teachers in their school community. The foregoing
results exemplify the fact that learners of today are flexible enough
in dealing with various environmental vulnerabilities.
Ta le . ‘elatio ship of the ‘espo de ts E te t of Usi g Jeje o
Texting Style and their Academic Performance in English
GWA in English
Pearson Correlation -.006
Jejemon Texting Style Sig. (2-tailed) .956
N 100
Presented in Table 4 are the results on the relationship of the re-
spo de ts usage of jeje o te ti g st les a d their a ade i
performance in English. Pearson-r results at .05 level of significance
reveal that there is no significant relationship between the 2 varia-
bles: r-value of –.006 and p-value of .956. Therefore, the null hy-
pothesis is hereby accepted.
However, careful analysis on the result would lead into an infer-
34 Ibis, R.P.C. & M.G. Sanchez. The social and educational influences of jejemon
texting style

ence that there is an emerging trend and relationship to be estab-

lished if measures are not to be given. The negative results would
post a threat to their English performances particularly on linguistic
competences if and when their exposure to this clout will continue.
This phenomenon, when not mitigated, will soon lead into a
warped communication both in form and meaning as what DepEd
officials said.
Ta le . Differe es o the ‘espo de ts Usage of Jeje o Te ti g
Style when grouped according to Learning Ability
Sum of df Mean F Sig.
Squares Square
Between Groups 6.404 2 3.202 .684 .507
Within Groups 454.346 97 4.684
Total 460.750 99
Ta le prese ts the test of differe e o the respo de ts usage
of jejemon texting style when grouped according to their learning
abilities. F-test results show that there is no significant difference
on their usage of jejemon texting styles: F-value of .684 and p-value
of .507, at .05 level of significance. Therefore, the null hypothesis is
accepted.
These results imply that they have a comparable exposure to the
jejemon style amid their learning abilities. It can also be said that it
is independent to their learning abilities.
References
[1] Guillermo, E. (2010). In Praise of Jejemon. Has the Philip-
pines DepEd gone off the deep end? California, USA: IN-
QUIRER.net ( www.twitter.com/emilamok)
[2] Gutierrez, J. . Philippi e Wrestles ith Jeje o
Cyber-dialect.
http://news.yahoo.com/s/afp/20100616/tc_afp/lifestylephilippin
esinternetlanguage
[3] Presse, A.F. (2010). Downloaded thru the
http://lifestyle.xin.msn.com/en/article.aspx?cp-documentid=
4152788
[4] Mendoza, E. (2010). Seven of the worst jejemon related things
on the web.
(http://www.techie.com.ph/features/7-of-the-bestworst-jejemo
nrelated-things-on-the-web)
[5] Mongaya, K.M. (2010). The jejemon craze in the Philippines.
(http://elitestv.com/pub/2010/05/philippines-the-jejemon-craze)
 CVCITC Research Journal, 1(2): 2014; ISSN: 2362-9029 35

[6] Jejemon is word of the year (2010).

(http://mamimomikuto.wordpress.com/2010/08/02/jejemon-is-w
ord-of-the-year/
[7] Mongaya, K.M. (2010).
(http://karlomongaya.wordpress.com/2010/07/09/the-internet-as
-corrective-of-individualist-culture/)
[8] Maximo, A. (2010). Jejemon are jologs.
http://www.alexmaximo.com/jejemon-jologs/)
[9] Malipot, I.H. (2010).
(http://www.mb.com.ph/articles/258890/deped-frowns-jejemon
s)

Citation: Ibis, R.P.C. and M.G. Sanchez (2014). The social and educa-
tional influences of jejemon texting style. CVCITC Research Journal,
1(2), pp 27 – 36.

Author’s Biography

RHINE PAUL C. IBIS

Mr. Rhine Paul C. Ibis is a graduate of Information Technology at

CVCITC. During his college days, Mr. Ibis was an active student of-
ficers and an advocate of student empowerment. At present, he is a
marketing specialist at TOYOTA Isabela.

MARITA G. SANCHEZ

Dr. Marita G. Sanchez has been in higher education for more than 3
decades now. Exposed in counseling, instruction and research, she
has crafted researches that made her a local and international re-
search presenter. She has been to Taiwan and Malaysia, and local
avenues in the Philippines for research presentation. Her passion
for research made her qualify to become a member of the Technical
Research Committee and a research reviewer in 2012 in an in-
ternational conference on media and communications (i-COME
situated in Penang, Malaysia. At present, she is a Technical Research
Reviewer of the i-COME 2014 of Universiti Utara Malaysia Sintok,
Kedah, Malaysia. She is the Vice-President for Academics at CVCITC.

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