2

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

In “Tractatus Logico-Philosophicus,” the philosopher Ludwig Wittgenstein wrote,

“The limits of my language mean the limits of my world.” The words that people have at

their disposal affect what they see—and the more words there are, the better their

perception. When an individual learn to speak a different language, he/she learns to see a

bigger world (Konnikova, 2015).

The ability to communicate one’s thoughts, emotions, and opinions to others is

truly a remarkable ability. Their use of language can influence his/her self-concept and

identity. Cultural influences are also reflected in their language and similarly influence

how they conceptualize who they are and where they come from. Language has a social

feature, which means that it is used by the members of society. The social aspect of

language is studied by sociolinguistics, a subdivision of linguistics which studies social

factors (Esen, 2016).

It was found that code-switching is a quite normal form of bilingual interaction,

requiring a great deal of bilingual competence (Muysken, 1995). Meisel (1994) explained

the term code-switching by pointing out the competence of the speaker in both pragmatic

and grammatical aspects of the languages involved. He also stated that code-switching

demonstrates the ability of the speaker to select the language according to the

interlocutor, the situational context, the topic of conversation, and more. In addition, he

claimed, code-switching expresses the speaker's ability to change languages within an

 3

interactional sequence in accordance with sociolinguistic rules and without violating

specific grammatical constraints.

Code-switching has raised great scholarly interest during the last twenty years and

has been given different definitions. One of the definitions sets that it is the practice of

moving back and forth between two languages or between two dialects or registers of the

same language. It has also been found to occur far more often in conversation than in

writing (Gardner-Chloros, 2009). Riehhl (2005) declares that since code-switching is the

practice of moving back and forth between two languages, it is a widespread

phenomenon in bilingual speech, and it is therefore not surprising that a great proportion

of research on bilingualism focuses on this topic.

Not only is it being used in conversation with friends or family, but also in

schools, especially in the Philippines. Though, there are some cases wherein terms cannot

be translated into Filipino, teachers still use the code switching method to explain the said

terms so that the students could understand it.

From a teacher’s perspective, code switching is not always performed

consciously. That is why teachers are not always aware of the functions and outcomes of

the code switching process. Whether the teacher switches codes consciously or not, it

necessarily serves some basic functions, which may be beneficial in language learning

environments. For example, code switching is used by the teacher to build solidarity and

intimate relations with the students, or to create a supportive language environment in the

classroom. Modupeola (2013) claimed that code switching helps learners to enjoy their

learning due to their ability to comprehend the teachers' input.

 4

Understanding what is being said constitutes psychological support for the

learners, allows them to feel less stressful and anxious, and makes target language more

comfortable to learn. At that state, learners can focus and take part in classroom activities

in a more successful way (Sert, 2005).

With code switching, students can get motivated in studying seeing as they

understood the lesson. They can become more active and can participate more during

discussions. Through this study, people would understand more about code switching.

Different people, along with the researchers would get to see how effective code

switching is when used inside the classroom.

Statement of the Problem

The researchers determined the effectiveness of code switching in teaching the

Grade 9 students about Physics. Specifically, it sought to answer the following questions:

1. How is Code Switching effective in teaching Astronomy, Potential, and Kinetic

Energy to Grade 9 Students of College of the Holy Spirit of Tarlac S.Y. 2017-2018?

2. What are the effects of code switching in teaching Astronomy, Potential, and

Kinetic Energy to Grade 9 students of CHST S.Y. 2017 - 2018 ?

3. What are the problems encountered by the Grade 9 Students of CHST as

perceived by the Grade 9 Science teacher?

Hypothesis

There is a significant difference between teaching using English and code

switching.
 5

Scope and Delimitation of the Study

This research focused on the effectiveness of code switching in teaching Physics.

The researchers limit the coverage of the study on the College of the Holy Spirit of

Tarlac. The respondents of the study were the Grade 9 students.

Significance of the Study

The findings of the study had a great value and played a major role in determining

the effectiveness of Code Switching in teaching Science.

To the teachers, the findings of this study provided information about the

students’ abilities and limitations in learning. This study served as a basis for their lesson

plan making and discussion.

To the administrators, this study served as a guide in making curriculum in

every grade level. It also helped them interact with the teachers, students, and

maintenance staff with the use of two languages so that they may understand them when

they want to share their thoughts.

To the parents, this study helped them teach their children to speak in dual

language so that their communication skills will enhance, expand, and improve well. This

helped them make their child choose their first and second language that they can speak

fluently.

To the students, this study helped them convey what they are thinking by using

code switching, and this helped them develop their learning skills for them to have their

advantages when it comes in academics and verbal communication as well.

 6

To the future researchers, this study served as a guide in conducting a future

research related to this topic.

Definition of Terms

Astronomy. This refers to the scientific study of celestial objects (such as stars,

planets, comets, and galaxies) and phenomena that originate outside the Earth’s

atmosphere (such as the cosmic background radiation).

Code Switching. This refers to the practice of alternating between two or more

languages or varieties of language in a conversation.

Kinetic Energy. This refers to energy possessed by a body by virtue of its

movement. It is commonly defined as the “energy in motion.”

Potential Energy. This refers to the energy possessed by a body by virtue of its

position or state. It is commonly defined as the “energy at rest.”

Science. It is a system of knowledge covering general truths or the operation of

general laws especially as obtained and tested through scientific method such knowledge

or such a system of knowledge concerned with the physical world and its phenomena

(Merriam - Webster).

T-test. Is an analysis of two population means through the use of statistical

examination.
 7

Chapter 2

RELATED LITERATURE AND STUDIES

This chapter presents some books, published thesis and articles. Most of the

published master’s thesis having relation to this study was analyzed carefully by the

researchers but more so far has been found to have written at the same time or setting as

their study. Series of related studies and literature are presented relatively.

Related Literature

The education community has paid little attention to the simultaneous

development of the two languages in bilingual learners. In particular, bilingual learners

mixing of languages in the process of language acquisition has been viewed unfavorably

by the mainstream society, and it has been "the least systematically studied" (Romaine,

1989).

In a comprehensive review of the research on code-switching in the classroom,

Martin-Jones (2000) points out that the first significant breakthroughs were made in early

1980s when researchers began to work with audio-recordings of classroom interactions,

analyses took a more linguistic turn, and studies began to focus on analysis of classroom

discourse functions.

According to Kachru (2004), code mixing is a strategy used for the “transferring”

of linguistic units from one language to another. Kachru proposed that Code Mixing

occurs when content words are placed or inserted into the grammatical structure of

another language. Consensus among researchers that Code Mixing is a kind of “transfer”

of linguistic items, in most instances “content words” or “constituent insertions” from

 8

one language to another suggesting an asymmetrical involvement of languages in the

bilingual lexicon.

Simon (2001) raises the question whether the methodology used for analyzing

social code-switching is adequate in the classroom context. Code- switching can be

exploited as part of actual teaching methodology. When the teacher knows the language

of the students, the classroom itself is a setting that potentially elicits code-switching.

Code-switching is inevitable in the classroom if the teacher and students share the same

languages and should be regarded as a natural component of a bilingual’s behaviour.

Numerous studies have addressed the question of the role of learners’ first

language in bilingual and foreign language classes. Jacobson (1981) describes traditional

bilingual methodology in the United States that assumed that the two languages being

learned would or should be kept separate, whether on the basis of speaker (e.g., having

different teachers speak different languages to the learners), subject matter, time or place.

Despite this traditional assumption of the separation of languages, both languages can

also be used at the same time, following different patterns, or switching between the two

can be random, following no principled rules (Jacobson 1990).

Numerous studies in other academic settings also seek to describe patterns of code

switching in foreign and second language classes.

Adendorff (1996) found code switching to be a communicative resource that

enabled teachers and students to accomplish both educational and social objectives. In

this setting, English was the official language of instruction, but the teacher used the

students’ and the teachers’ native language, Zulu, to fulfill several social functions such

as expressing encouragement and marking solidarity with students. Adendorff (1996)

 9

suggests that teachers use code switching to express solidarity, power and distance. He

suggests the need for teacher training and consciousness-raising in order to encourage

teachers to see multilingualism as a communicative resource rather than a curse and to

sensitize teachers to the notion that language choice is not neutral but has important

symbolic associations.

Code-switching has not enjoyed the same respect. Indeed, code-switching,

referred to in popular parlance as the use of Taglish, is often blamed for the deterioration

of language skills of Filipinos. Among certain sectors of the Philippine scholarly

community, code-switching or language mixing has been perceived as a less than ideal

language behavior. For example, Sibayan (1985) laments that Filipino and English have

not been kept separate in schools. His objection to language mixing is in reference to the

supposed ideal type of bilingualism, which involves language switching according to

appropriate changes in the speech situation (Arong, 1988 & Sibayan, 1999). Within this

type of bilingual ideal, code-switching is seen as evidence for low levels of bilingual

language proficiencies.

There are various definitions of code switching. Every linguist has different point

of view about it. They have different judgment to find out how to employ switch code.

According to Hoffman (1991), Code switching is potentially the most creative aspect of

bilingual speech. Wardhaugh (1992) states that "code switching is a conversational

strategy used to establish, cross or destroy group boundaries; to create, evoke or change

interpersonal relations with their rights and obligations." It means that code switching

used for transfer language, from one language to another where with assimilate people.
 10

On the other hand, Hoffman (1991) said that code switching is the changes over

sentences.

According to Wardhaugh (1992), in the example of report concerning Tanner

in linguistic usage of a small group of Indonesian graduates students and their families

living in United State. Code switching is applied by people who live in anywhere and

choice among language to enjoy stay in one place. They use a variety of languages to put

themselves. Their choice certain language in particular situation, used English to discuss

their academic work and Indonesian language to other activities. Holmes (1992) said that

the switches are often very short and they are made primarily for social reasons to signal

the speaker's ethnic identity and solidarity with the addressee.

Kwan-Terry (1992) found that code-switching of the bilingual child can be

concluded into two categories: inter-sentential and intra-sentential code-switching.

Among them, her findings of code-switching in inter-sentential involvement have shown

that the more emotionally involved a child is, the more likely he/she is to want to use the

language norm. Kwan-Terry’s finding also responds Grosjean’s study in 1982 that a

bilingual child uses code-switching to reinforce his/her meaning by repeating a same

phrase or a sentence in two languages.

Li (1998) conducted a similar study in United Kingdom regarding code-

switching behaviors. He analyzed several code-switching conversations and concluded

that while Chinese adults preferred to speak and to be spoken to in Cantonese, their

children preferred English. In the meanwhile, the conversation demonstrated what

Chinese parents expected their children to do, i.e. to comply with the authority structure

of the family in the Chinese culture. Children should do as their parents tell them to.
 11

Thus, the fact that a bilingual speaker has chosen to code-switch invites a more detailed

analysis which can demonstrate that in addition to its capacity of highlighting the status

of on-going talk, code-switching as a contextualization cue has the capacity to bring

about higher-level social meanings such as the speaker’s language attitudes, preferences,

and community norms and values.

Related Studies

Foreign

According to Franson (2009), bilingualism is the ability to use two languages.

However, defining bilingualism is problematic since individuals with varying bilingual

characteristics may be classified as bilingual. Definitions of bilingualism range from a

minimal proficiency in two languages, to an advanced level of proficiency which allows

the speaker to function and appear as a native-like speaker of two languages. Code

switching has long been a focus of bilingual sociolinguistic studies, defined as the

investigation of an individual’s use of two or more language varieties in the same speech

event or exchange (Woolard, 2004). These studies have investigated how the

manipulation of two or more languages is related to social situations in a given

community. Research has not, however, to a great extent examined how such switches

are utilised within institutional environments, such as education. This paper will attempt

to offer a case study on the use of code switching in the classroom environment, which

will then be used to reflect on the utility of existing code switching theories in helping us

to understand the role of social strategies in higher education teaching.

 12

Code-switching is a prevalent fact in English medium classes in countries where

English language is a foreign language. The principle in English language institutions

requires from their instructors using only English in the classroom, when the practical

observation could differ. Students’ insights and attitudes are worthy of consideration and

should be taken into account.

Bilingualism, thought of simply as a bivariate function of linguistic proficiency in

two languages, underrepresents the intricacies of the social setting. The history of

research on bilingual children contains many false inferences about the effigy of

bilingualism based on a calculation of the complexity of the phenomenon. Similarly,

current research to evaluate bilingual education programs takes an extremely narrow

definition of bilingualism, that is, as the usage of two languages in instruction. The

importance of language in helping us understand the phenomenon is obvious.

Nevertheless, language's accessibility to scientists must not be confused with its role in

either the cause of problems or solutions to them. Wage distribution can be useful in

telling us about the structure of racial discrimination, but changing wage distribution may

not help solve the root causes of the problem. In a similar way, looking at language, we

realize, only helps to facilitate the identification of problems and potential solutions, but

additional steps are needed to provide adequate education to linguistic-minority students

(Hakuta & Garcia, 1989).

Greenfield (1972) has done a research about language choice in Puerto

Rico Spain neighborhood that speak two language, Spanish and English. Greenfield

limits his research in three components; participant, setting and topic. (Sumarsono and

Paina 2002). Simon Herman (1968) has done a research about language choice from
 13

psychology perspective. He sees a bilingual person surely faces three psychological

situations when he speaks to other person ; private necessary, immediate situational and

background situation. (Sumarsono and Paina 2002). Yusriadi Usman (2006) has done an

analysis of language choice in his thesis entitled The Use of Vernacular Language among

the Gayo Students at North Sumatera Univeristy. In his thesis, he finds that most

Gayonese students use mixing language (Gayo-Indonesia) in formal meeting but different

from formal occasion, in non-formal meeting, they use different language for different

circumstances. Najmah Soraya Wahdani (2008) in her thesis entitled Analysis of Code

Switching and Code Mixing in the Novel Macarin Anjing by Christian Simamora, has

done an analysis about code switching and code mixing using Hoffman’s theory of types

and reasons of code switching and code mixing. In addition, she also uses Saville-

Troike’s theory of reasons of code switching and code mixing.

Research on the acceptability of mixed code in the social and cultural context

across the linguistic and cultural boundaries suggests that code-switching is neither

random nor meaningless. Rather, it is a device that conveys important social information

ranging from relationship roles between speakers to feelings of solidarity, intimacy, and

so forth (Valdes-Fallis, 1978). One of the most important results of the sociolinguistic

research of recent decades on code-switching demonstrates that a speaker’s vocal

movement from one language to another, both over prolonged stretches of discourse and

in single words or phrases, constitutes a continuous unitary communicative performance.

Researchers have dealt with bilingual communication in terms of the ‘code-switching

paradigm,’ attempting to specify when, and under what conditions, or how and by what

devices speakers select the varieties to communicate his/her meaning. While people
 14

generally view code-switching either as language proficiency transfer or systematical

communicative performance accepted by social context, sociolinguistic research findings

have shown that fluent bilinguals seem to have the capacity to switch from one language

to the other and to apparently separate both languages completely (switching

proficiency). In addition to a bilingual’s degree of L2 proficiency, the bilingual status of

the interlocutor, and the communicative setting appear important for the degree of code

switching (Rodriguez-Fornells, Van der Lugt, et. al., 2005). Similar research perspectives

are demonstrated with Chinese-English code-switching. Vygotsky (1962) emphasizes the

important role of social interaction in the development of language; considering the

language acquisition as the center of inter-relationships for communication. The child has

the opportunity to improve a language in daily interaction with peers, parents and/or

teachers; that may be more knowledgeable linguistically and culturally. This constant

participation is internalize and assimilate gradually and become part of the own child.

Vygotsky maintained that being able to express the same thought in different languages

will enable the child to see his language as one particular system among many, to view its

phenomena under more general categories, and this leads to awareness of his linguistic

operations. As it is seem above, definitions of bilingualism range from maximalist’s

perspectives; pointing that bilingualism means master two languages in a native level;

reaching academic criteria, such as listening, speaking, reading and writing skills to

minimalist perspectives which deals with the competence of some words or phrases in

another language; called also incipient or minimalism bilingualism (Serpa, 2014).

In a study on the code-switching and code-mixing behavior of a child learning

English and Cantonese-Chinese simultaneously, Kwan-Terry (1992) found that code-

 15

switching of the bilingual child can be concluded into two categories: inter-sentential and

intra-sentential code-switching. Among them, her findings of code-switching in inter-

sentential involvement have shown that the more emotionally involved a child is, the

more likely he/she is to want to use the language norm. This echoes Gumperz’ statement

(1971) that the degree of personal involvement is a feature affecting code-switching.

Kwan-Terry’s finding also responds Grosjean’s study in 1982 that a bilingual child uses

code-switching to reinforce his/her meaning by repeating a same phrase or a sentence in

two languages.

Local

The desire to speak a second language will be easier to cultivate if the person has

positive feeling towards both the language and the country. If the people in the immediate

environment of the student perceive the second language as unacceptable, it will be more

difficult to encourage that person to speak language. The home language is general, the

one through which an individual exhibits personality and cognitive developments.

Therefore, it is essential to view language and culture as inseparable, which they are

(Rueda & Garcia, 1992).

In the Philippine educational context, the perceptions of these two language

behaviors are likewise distinct. On the one hand, translation is generally perceived

as a positive development, and on the other code-switching is thought of quite

negatively. Much has been written about the important role of translation in

enabling Filipinos to access the wealth of knowledge of human civilizations,

particularly those that are written in the various foreign languages (e.g., Almario,

1997 & Zafra, 2002). Particularly emphasis has been given to the important role
 16

of translations in modernizing and intellectualizing the Philippine languages.

Although the specific frameworks and processes of translation has been subject to

extensive, even highly emotional and political, debates much success has been

attained in systematizing efforts at translating into Filipino (Zafra, et. al. 2004).

These perceptions regarding code-switching seem to be premised on the

notion of coordinate bilingualism was set as the ideal form of bilingualism by

Weinrich (1953). However, such notions of bilingualism have been quite extensively

criticized in the research literature (Grosjean, 1992). Others like Hakuta (1986) and

Skutnabb-Kangas (1981) have traced these attitudes about bilingualism to a fundamental

distrust of bilingualism. In particular, they noted how monolingual Western cultures tend

to be ignorant of bilingual cultures and to hold negative stereotypes about such

cultures. Lo Bianco (2000) and Phillipson (1992) even noted how the dominant

monolingual cultures in different types of multicultural contexts curtail bilingualism by

imposing monolingual language policies. Fortunately, systematic research on

bilingualism and code-switching now provides us a more objective understanding of

this bilingual language phenomenon. In some parts of the Philippines, the mother

tongue, or the child’s first language, is employed in learning, together with English and

Filipino. A popular example is the trilingual teaching approach used in Lubuagan, a

municipality in the province of Kalinga. The program model uses the mother tongue in

all subjects including Science and Math for 4.5 hours a day, then Filipino and English as

specific subjects for 1 hour each day (Dumatog and Dekker, 2003). Research findings

support Lubuagan’s model stating that not only did using the mother tongue improve
 17

student performance and parent participation, it also strengthened the community’s

connection to their local roots and culture (ibid) (Almario & Villanueva, n.d).
 18

Chapter 3

METHODOLOGY OF THE STUDY

The objective of this chapter was to present the research methodology that was

used in the study. Specifically, this chapter discusses the research design, the respondents

and the sources of data, researcher’s instruments and validation, the data gathering

procedure and analysis, and the statistical treatment of the data.

Research Design

This study was a descriptive-experimental research design because it involved

control and experimental group. The experimental group, which is the section Hope,

received the code switching treatment. On the other hand, the control group, which is the

section Truth, did not receive the code switching treatment.

Locale of the Study

The research was conducted at the College of the Holy Spirit of Tarlac.

Respondents of the Study

The respondents of this study were eighty-eight (88) students who came from two

sections of the Grade 9 level, specifically sections Truth and Hope.

 19

Research Instruments

A post-test with a total of fifty (50) items was made by the Grade 9 Science

teacher, Mr. Jonanrei A. Duque. After he discussed the topic, the questions were given to

the students of Grade 9 Truth and Hope.

Data Gathering Procedure

Before the start of the data gathering, the researcher got permission from the

Principal, Academic Coordinator, Research Teacher of Grade 10, and also the Science

Teacher of Grade 9 through a letter of approval furnished to each person. Upon approval,

the researchers sought help from the Grade 9 Science teacher and asked him to discuss

his lesson to the two sections with different mediums of instruction, English and English-

Filipino. A post-test was given to the students right after the discussion and the scores

were collected.

Data Analysis Procedure

When the data was collected, t-test was used to see the difference between the

scores of the control and experimental group. T-test is an analysis of two population

means through the use of statistical examination. All the scores were put into the

Microsoft Excel according to the medium of instruction the Science teacher used.

Statistical Treatment

To determine the effectiveness of code switching in teaching astronomy, potential

and kinetic energy to grade 9 students, the researchers used t-test:

 20

(∑d)/n
t =
(∑d2)
2−( )
√∑d n
(n−1)(n)

t – t test value

d – difference

n – population
 21

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the presentation, analyses and interpretation of findings

based on the problems of the study.

1. How effective code switching is in teaching Potential and Kinetic energy

Code switching is the alternating between two or more or varieties of languages in a

conversation.

Degree of Level of
t-test Critical Value P - Value
Freedom Significance

6.277 86 0.05 1.988 0

Group Grand Mean

Control Group 37.2272727272727

Experimental Group 45.6363636363636

Table 1. Grand Mean Scores of Control Group and Experimental Group

Table 1 showed the grand mean scores of control and experimental group in the

“Effectiveness of Code Switching in Teaching Potential and Kinetic Energy in Science”

to the Grade 9 students. It presented that control group obtained a grand mean of 37.227,
 22

while the experimental group got a grand mean of 45.636. The study concluded that the

experimental group, which received a code-switching treatment where the teacher used a

medium of Filipino and English in teaching potential and kinetic energy, got a higher

grand mean than the control group. This means that using code switching can help the

students to understand complex lessons in Science

0.05 of level of significance was used in this study. In line with that, the degree of

freedom was 86. The critical value for this study was 1.988. It was found out that the

computed value for t-test, which is 6.277, is greater than the critical value. Therefore, it

concluded that there is a significant difference between teaching using English and code

50.

37.5

25.

12.5

0.
Control Group Experimental Group

Fig 1. Grand Mean Scores of Control Group and Experimental Group

switching.
 23

2. Effects of code switching in teaching Astronomy, Potential and Kinetic energy to

Grade 9 students of CHST S.Y. 2017-2018

Based on observations, section Hope, who received the code switching treatment,

were more participative and were able to understand the lesson better than the other

section.

3. Problems encountered by the Grade 9 students of CHST perceived by the Grade

9 Science teacher

According to the Grade 9 Science teacher, Mr. Jonanrei A. Duque, the ones who

received the code switching treatment did not encounter any problems with

understanding the lesson being discussed by the teacher. The students who did not

receive the said treatment were not participating during classroom discussion. They were

passive and their grades on the post-test were very low.

 24

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, the conclusions and the

recommendations of the study.

The research was conducted to find out how effective code switching is in

teaching astronomy, potential and kinetic energy to the Grade 9 students of College of the

Holy Spirit of Tarlac S.Y. 2017-2018. The method of English-Filipino code switch was

used to teach in one section, while the other section was taught with English as their

medium of instruction. In this process, the students were tasked to do a report on said

topics and were given a post-test made by the grade 9 Science teacher, Mr. Jonanrei A.

Duque, to test how well they understood the lesson.

Summary of Findings

1. How Code Switching is effective in teaching Potential and Kinetic Energy to the

Grade 9 students of College of the Holy Spirit of Tarlac S.Y. 2017-2018.

Based on grand mean on chapter 4, it was shown that the experimental group,

which received a code switching treatment, garnered a grand mean of 45.6363636363636

while the control group got 37.2272727272727

2. Effects of code switching in teaching Astronomy, Potential and Kinetic energy to

Grade 9 students of CHST S.Y. 2017-2018.

It was observed that the students who received the code switching treatment were

seen as more active and participative in discussions. Students who also received the said

treatment were observed to do a better job at reporting and answering the post-test in

astronomy, potential and kinetic energy than those who received only English as their
 25

medium of instruction. Students who did not receive the code switching treatment were

seen to have a more difficult time understanding said lesson, which causes them to have a

more difficult time reporting and answering the post-test.

3. Problems encountered by the Grade 9 students of CHST perceived by the Grade

9 Science teacher.

Based on the observation of the Grade 9 Science teacher, Mr. Jonanrei A. Duque, the

students who received the English-Filipino code switching treatment did not have any

notable problems with understanding the lessons in Astronomy, Potential and Kinetic

energy. The students that did not receive the code switching treatment had a difficult time

understanding the lesson since it was taught using only the English language which made

some words hard to understand.

Conclusions

After the study, the following conclusions were made:

1. Code switching was seen as an effective way of teaching Potential and Kinetic

energy. Based on observation, the students were seen as more attentive and more

active compared to the students who only received English as their medium of

instruction.

2. The experimental group, the ones who received the English-Filipino code

switching treatment, showed significantly higher grades than those who were not

given the said treatment.

3. It was observed that the students who received the code switching treatment did

not encounter any problems seeing as they understood the lesson well, while the
 26

students who did not receive said treatment had a hard time understanding the

lesson since it was taught using only the English language.

Recommendations

Based on the conclusions, the following recommendations are being represented:

1. Students should try using the code switching when they are communicating with

their teacher. This helps them to articulate what they need to say by replacing the

unknown word with their own language and can help them to expand their

vocabulary.

2. Administrators should be able to give the privilege to express their thoughts

comfortably and also to know the proper approach to every student.

3. Science teachers should use code switching to transfer the necessary knowledge

to the students in order to convey clarity. For them to give clear instructions or

discussions to the students and to express themselves. In short, they could clarify

the meaning of their teachings, save time in teaching and motivate the students

4. Parents should try using code switching communication with their children so that

they would be able to communicate better with each other and conveniently, their

children can also easily use it in school.

 27

5. Science teachers should use code switching because it’s effective in teaching

subjects which uses a foreign language, like Science. The students find it easy and

get interested to the lesson.

 28

CURRICULUM VITAE

ANDREANA MARGAUX CORTEZ BARTOLOME

Sulipa, Gerona, Tarlac
0977 600 2344
[email protected]

EDUCATIONAL BACKGROUND

Pre-School: Rodrigo Agustin Fernando Memorial Adventist School

2005-2008
Elementary: College of the Holy Spirit of Tarlac
2010-2014
Rodrigo Agustin Fernando Memorial Adventist School
2008-2010
High School: College of the Holy Spirit of Tarlac
2014-present

AWARDS AND ACHIEVEMENTS

With Honors (2016-2017)

Academic Excellence Award (Top 20) - S.Y. 2015-2016 & S.Y. 2013-2014
4th Place Slogan (Litmus 2015)

CLUBS AND ORGANIZATIONS

Secretary, Young Journalists’ Club

2015-2016

PERSONAL INFORMATION

Birthdate: June 22, 2002

Birthplace: Holy Infant Clinic
Civil Status: Single
Fathers’ Name: Sonny Bartolome Bartolome
Mothers’ Name: Ruby Ann Cortez Bartolome
Height: 159cm
Weight:
Religion: Roman Catholic
Citizenship: Filipino

SKILLS AND TALENTS

Drawing/Painting/ Calligraphy
Singing & Playing Piano
Swimming
 29

JAEL MARIA A. CLAUDIO

Tuscany, Burot Tarlac
0921 308 5010
[email protected]

EDUCATIONAL BACKGROUND

Pre-School: Tarlac Christian College

2006-2008
Elementary: Tarlac Christian College
2008-2014
High School: College of the Holy Spirit of Tarlac
2014-present

AWARDS AND ACHIEVEMENTS

Jazz Chant (Grade 8, 2015)

Academic Excellence Awardee (Grade 6)
Top Student (Grade 5)
Top Student (Grade 3)
Top Student (Grade 2)
Top Students (Grade 1)

PERSONAL INFORMATION

Birthdate: May 22, 2002

Birthplace: Tarlac
Civil Status: Single
Fathers’ Name: Dr. Jose Lutgardo Claudio
Mothers’ Name: Ma. Theresa A. Claudio
Height: 151cm
Weight: 55kg
Religion: Roman Catholic
Citizenship: Filipino

SKILLS AND TALENTS

Calligraph
 30

ANGELA MAE ARCEO FRANCISCO

San Pablo, Tarlac City
0917 4773 818

EDUCATIONAL BACKGROUND

Pre-School: Fairlane Young Achievers’ School

2007-2008
Elementary: Fairlane Young Achievers’ School
2008-2014
High School: College of the Holy Spirit of Tarlac
2014- present

AWARDS AND ACHIEVEMENTS

Academic Excellence Awardee (Grade 6)

Loyalty Award (Elementary)
Top Student (Elementary)

PERSONAL INFORMATION

Birthdate: August 15, 2001

Birthplace: Tarlac
Civil Status: Single
Fathers’ Name: Jose Dytianquin Francisco
Mothers’ Name: Rebecca Arceo Francisco
Height: 156 cm
Weight: 41kg
Religion: Christian
Citizenship Filipino

SKILLS AND TALENTS

Dancing
Calligraphy
Playing Drums
 31

FATIMA GRACE SANTOS GAGUI

San Vicente,Tarlac City
0998 354 4300
[email protected]

EDUCATIONAL BACKGROUND

Pre-School: College of The Holy Spirit

[ 2005 - 2006]
Elementary: Jeel Yanbu International School
[2012 - 2013]
High School: College of The Holy Spirit
[2014 - present]

AWARDS AND ACHIEVEMENTS

2nd Place [Litmus - acad ’14 speech choir]

(2014)

CLUBS AND ORGANIZATIONS

President, Dance Club [2008 - 2009]

Member, Dance Club [2009- 2010]
Member, Art Club [2010 - 2011]
Member, Book lovers Club [2011 - 2013]
Member, Dance Club [2014 - 2015]
Member, Girls Scout Club [2015 - 2017]
Member, Junior Science Club [2017 - 2018]

PERSONAL INFORMATION

Birthdate: April 16,2002

Birthplace: Central Luzon Doctor’s Hospital
Civil Status: Single
Fathers’ Name: Romeo David Gagui
Mothers’ Name: Jane Santos Gagui
Height:
Weight:
Religion: Roman Catholic
Citizenship: Filipino

SKILLS AND TALENTS

Calligraphy
Photography and Editing Photos
 32

CLIFFORD MANALESE NAZAL

St. Mary’s Phase 1, Matatalaib, Tarlac City, Tarlac
0927 813 2650
[email protected]

EDUCATIONAL BACKGROUND

Pre-School: College of the Holy Spirit of Tarlac

2006-2008
Elementary: College of the Holy Spirit of Tarlac
2008-2014
High School: College of the Holy Spirit of Tarlac
2014-present

AWARDS AND ACHIEVEMENTS

With Honors (Grade 9)

Outstanding (Grade 9-present)
Class Top 10 (Grade 6-8)
4th Place (Litmus-Acad 2013 Mathematics)

CLUBS AND ORGANIZATIONS

Member, Liveware and Photography Club

2017-present

PERSONAL INFORMATION

Birthdate: August 2, 2001

Birthplace: Tarlac City, Tarlac
Civil Status: Single
Fathers’ Name: Jeffrey D.C. Nazal
Mothers’ Name: Camille Manalese
Height: 5’7
Weight: 72kg
Religion: Roman Catholic
Citizenship: Filipino

SKILLS AND TALENTS

Studying
 33

MA. PAOLINE JAE TOLENTINO QUITON

San Rafael, Tarlac City
0917 748 3540
[email protected]

EDUCATIONAL BACKGROUND

Pre-School: Ecumenical Christian College

2004-2008
Elementary: College of the Holy Spirit of Tarlac
2008-2014
High School:College of the Holy Spirit of Tarlac
2014- present

AWARDS AND ACHIEVEMENTS

3rd Place (Litmus-Acad 2015 Jazz Chant)

(2015)
2nd Place (Litmus-Acad 2014 Speech Choir)
(2014)

CLUBS AND ORGANIZATIONS

Member, Junior Scientist Club

2017-present
President, Girl Scout Club
2016-2017
Member, Girl Scout Club
2014-2016

PERSONAL INFORMATION

Birthdate: September 24, 2001

Birthplace: Tarlac City
Civil Status: Single
Fathers’ Name: Jefferson F. Quiton
Mothers’ Name: Maribeth T. Quiton
Height: 5’5
Weight: 55kg
Religion: Roman Catholic
Citizenship: Filipino

SKILLS AND TALENTS

Playing Volleyball/Badminton/Lawn Tennis

 34

IVY TAYAG RAMOS

Zone 5 Maliwalo, Tarlac City
0918 923 4144

EDUCATIONAL BACKGROUND

Pre-School: College of the Holy Spirit of Tarlac

2005-2006
Maliwalo-Kinder
2004-2005
Elementary: College of the Holy Spirit of Tarlac
2008-2014
High School: College of the Holy Spirit of Tarlac
2014-present

AWARDS AND ACHIEVEMENTS

2nd Place (Litmus-Acad 2017) Chamber Theatre

2nd Place (Intrams Cheerdance)
4th Place: (Intrams 2016-2017 Cheerdance)
3rd Place (Intrams 2015-2016 Cheerdance)
3rd Place (Intrams 2014-2015 Cheerdance)
2nd Place (Litmus Speech Choir 2015)
Top 10 (Elementary Gr. 1-4)

PERSONAL INFORMATION

Birthdate: September 15, 2001

Birthplace: Pampanga
Civil Status: Single
Fathers’ Name: Hector V. Ramos
Mothers’ Name: Lennie T. Ramos
Height: 5’4
Weight: 49kg
Religion: Catholic
Citizenship: Filipino

SKILLS AND TALENTS

Piano
Ukulele
Dancing
Badminton
 35

KRISTINE ANGELIKA BAUTISTA TADAYA

Zone 4 Maliwalo, Tarlac City
0933 810 4982
[email protected]

EDUCATIONAL BACKGROUND

Pre-School: City Sunrise School

2004-2008
Elementary: College of the Holy Spirit of Tarlac
2008-2014
High School: College of the Holy Spirit of Tarlac
2014-present

AWARDS AND ACHIEVEMENTS

2nd Place 4 by 1 Running (Intrams 2017)

CLUBS AND ORGANIZATIONS

Treasurer, Art Club

2016-2017

PERSONAL INFORMATION

Birthdate: December 23,2001

Birthplace: Tarlac City
Civil Status: Single
Fathers’ Name: Jonel V. Tadaya
Mothers’ Name: Divine B. Tadaya
Height: 5’1
Weight:
Religion: Roman Catholic
Citizenship: Filipino

SKILLS AND TALENTS

Calligraphy
Water Colorist
Singing
Running
 36

APPENDIX A: POST TEST IN ASTRONOMY, POTENTIAL AND KINETIC

ENERGY

Post-Test

I. IDENTIFICATION

1. Motion through the air without a propulsion

2. An object or planet in a certain position believed in astrology

3. A number that shows the brightness of a star

4. This is the brightness of a star ss viewed by the unaided eye of an observer from Earth

5. The brightness of the stars as if they were placed at standard distance

6. These are the smallest stars which are about 1.3xkm in distance

7. An invisible are in outer space with gravity so strong that light cannot get out of it

8. Is the distance that light travels in one year in a vacuum

9. Is a group of billions of stars (together with some gas and dust) that move through space

as a unit

10. Stars in the sky that appear to an Earth observer as pattern of figures from myths and

legends on ancient civilizations

II. MATCHING TYPE. Write the letter of the correct answer on your answer sheet.

A. B.

1. Aries a. The Archer

 37

2. Taurus b. The Bull

3. Gemini c. The Crab

4. Cancer d. The Goat

5. Leo e. The Water Bearer

6. Virgo f. The Fishes

7. Libra g. The Scorpion

8. Scorpio h. The Twins

9. Sagittarius i. The Lion

10. Capricorn j. The Ram

11. Aquarius k. The Virgin

12. Pisces l. The Scales

III. PROBLEM SOLVING (5 points each).

1. A motorcyclist has set up a stunt. The ramp is inclined at 68.7ᵒ from the horizontal plane.

She plans to take off from the ramp at a velocity of 43.12 m/s. At that velocity, what will

be her horizontal range, and will she make it to the other side of the gorge?

2. A pirate fired one of the ship’s cannons to test its range. The cannon was set at an angle

of 23.12 ᵒ. The pirate watched the cannon ball, and noted that it hit the water 1200 m

away. What was the cannon ball’s velocity when it left the cannon?
 38

3. A baseball player can throw a ball at 28.0 m/s and expecting it to land in the field at a

range of 900m. What will be the angle needed to satisfy this range?

4. A pirate fired one of the ship’s cannons to test its range. The cannon was set at an angle

of 70ᵒ. The pirate watched the cannon ball, and noted that it hit the water 2000m away.

What was the cannon ball’s velocity when it left the cannon?

5. A basketball player must shoot the ball to win the game, this player is in need of 45m/s

velocity with an angle of 14.12 degrees. What will be the range of the player to the ring

to shoot the ball and to win the game?

 39

APPENDIX B; SUMMARY OF SCORES

English Medium of Instruction (9 TRUTH)

9 Truth, the control group, is the section that did not receive the code switching

treatment and was thought with only the use of English. With a total of fifty (50) items,

these are the scores the students have gained.

Student Scores 23 28
1 32 24 30
2 39 25 31
3 36 26 22
4 34 27 50
5 49 28 44
6 48 29 27
7 30 30 43
8 21 31 35
9 45 32 45
10 45 33 35
11 44 34 41
12 30 35 41
13 32 36 44
14 39 37 50
15 40 38 45
16 34 39 34
17 41 40 28
18 49 41 36
19 45 42 17
20 40 43 34
21 39 44 40
22 26
 40

English-Filipino Medium of Instruction (9 HOPE)

9 Hope, the experimental group, are the ones who received the code switching

treatment and was taught with the use of English-Filipino language. With a total of fifty

(50) items as well, the scores they got are listed below.

Student Scores 25 49
1 48 26 46
2 49 27 48
3 40 28 47
4 42 29 46
5 45 30 44
6 43 31 42
7 40 32 49
8 41 33 41
9 40 34 48
10 40 35 49
11 50 36 48
12 45 37 46
13 46 38 46
14 48 39 40
15 49 40 43
16 44 41 45
17 49 42 41
18 46 43 50
19 48 44 48
20 49
21 40
22 50
23 50
24 50
 41

APPENDIX C; LETTER OF APPROVAL

College of the Holy Spirit of Tarlac

San Sebastian Village, Tarlac City

February 2, 2018

Sister Marietta Dumadag, S.Sp.S

School Principal

Dear Sister Marietta,

Greetings in the name of God!

We, the group 3 researchers of 10-Truth, would like to request your permission to allow
us conduct a research on the “Effectiveness of Code Switching in Teaching Potential
and Kinetic Energy in Science” to Grade 9 students under the supervision of Mr.
Duque.

We would be honored if you will approve our humble request.

More power and God bless!

Respectfully,

————————————
KRISTINE ANGELIKA B. TADAYA
Group 3 Research Leader, 10 Truth

Recommending Approval by:

———————————— ————————————
MS. RIA-FLOR V. VALDOZ MR. MARK RUSTOM C. VALENTIN
English and Research 10 Teacher Mathematics and Statistics 10 Teacher

Noted by:

———————————— ————————————
MR. JONANREI A. DUQUE MRS. CRISTINA T. RIVERA
Science 9 Teacher Grade 7 & 10 Cluster Leader

———————————— ————————————
SR. FLORA MALLARI, S.Sp.S MRS. SEGUNDINA T. NUQUE
Grade 8 & 9 Cluster Leader Math Coordinator
 42

———————————— ————————————
MRS. GRACE T. MALLARI MR. WILLIAM M. MANIO
English Coordinator Science Coordinator

————————————
MRS. ELSIE E. CAPINPIN
Academic Coordinator

Approved by:

————————————
SR. MARIETTA DUMADAG, S.Sp.S
Principal