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Conceptual Framework

The study utilizes the Input-Process-Output (IPO) model to analyze how senior high school students' demographic profiles affect their understanding and use of Gen Z slang. It examines the influence of factors such as age, gender, and academic strand on slang exposure, the processes through which students incorporate slang into their communication, and the outcomes of their engagement with slang on identity and social relationships. This framework aims to provide insights into the cultural significance of slang in contemporary youth culture.

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91 views3 pages

Conceptual Framework

The study utilizes the Input-Process-Output (IPO) model to analyze how senior high school students' demographic profiles affect their understanding and use of Gen Z slang. It examines the influence of factors such as age, gender, and academic strand on slang exposure, the processes through which students incorporate slang into their communication, and the outcomes of their engagement with slang on identity and social relationships. This framework aims to provide insights into the cultural significance of slang in contemporary youth culture.

Uploaded by

rmlaput.student
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Conceptual Framework

The conceptual framework for this study is rooted in the Input-Process-Output (IPO) model,

which provides a structured approach to examining how senior high school students’ profiles

influence their comprehension and usage of contemporary Gen Z slang. In the Input stage, the

study explores how students' demographic characteristics—such as their age, gender, and

academic strand—shape their awareness of and exposure to Gen Z slang. These factors are

crucial because they determine the extent to which students are introduced to slang, as well as

how they interact with it within their social and academic environments. For example, students in

different age groups or genders may be exposed to different types of slang through varying
media channels or peer groups. Similarly, the academic strand may influence the language

students are exposed to in their studies or through academic communities, further affecting their

slang usage.

In the Process stage, the focus shifts to understanding how students become familiar with Gen Z

slang and how they incorporate it into their daily communication. This includes exploring when

and where students use slang, as well as the underlying reasons for its usage, such as peer

influence or digital media consumption. The study examines how these factors contribute to

students’ ability to understand and use slang in various contexts, whether in face-to-face

interactions, on social media, or in other informal settings. The process phase highlights the

social and environmental factors that play a role in shaping students' language practices and their

evolving relationship with contemporary slang.

The Output stage assesses the consequences of students’ engagement with Gen Z slang. This

includes evaluating the perceived advantages and disadvantages of using slang in

communication, as well as the impact on students' identities and social relationships. The study

also investigates students' lived experiences with slang, delving into how it affects their sense of

belonging, group dynamics, and personal expression. By focusing on these outputs, the research

seeks to understand the broader cultural significance of slang within the student population and

its role in shaping social interactions.


Through this framework, the study offers a comprehensive exploration of how students' profiles

influence their awareness and use of Gen Z slang, providing insights into the factors that drive

language evolution within contemporary youth culture. The IPO model allows for a deeper

understanding of how demographic characteristics, social influences, and communication

platforms shape students' engagement with slang and the resulting social and linguistic

outcomes.

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