1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

A universal lingua Franca in the modern world is the

status that English is enjoying. It is a language that is

used among people who speak various different languages. It

has singular importance and lofty status amidst the comity

of nations. It opens up vast vistas of knowledge in all

fields. It is the language of technology, business and

education. It is almost impossible to forge ahead with the

global world without English (Ellis, 2014:29).

The Philippines is a friendly country for English

speakers. It is the only country in the Asian region, aside

from Singapore, to mandate a fully bilingual public

education for all children beginning in grade school.

According to the 2010 Census of Population and Housing

conducted by the Philippine National Statistics Office, the

most recent source of national language statistics, 63.70

percent of Filipinos over the age of 5 reported an ability

to speak English. In comparison, 96.40 percent of Filipinos

reported speaking Tagalog. It is not merely an official

language but also a medium of instruction. The government

realizes very well that the link with the outer world and
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access to higher studies would be impossible without it

(Burden, 2011:32).

As a consequence, most of schools and colleges even in

the rural areas are providing instruction in English.

Despite this positive practice, the standard of English is

declining day by day. There are various causes of this

deterioration, one of them is the inability of the students

to comprehend what the teachers deliver in the foreign

language. Practitioners and stake-holders have tried to deal

with the issue by adopting different measures.

Code-switching is an up-shot of bilingualism. It shows

mixture of two languages in interaction. For example,

teachers combine English and Filipino expression while

teaching English to their students (Cole, 2008:53).

Teacher delivers lesson using code switching, a popular

common strategy of teaching, when the students fail to grasp

the English course taught (Norrish, 2017:19).

Code switching is effective in teaching a foreign

language. Student find it easy to acquire a new language in

a comfortable environment, which prevents dropping out and

provide an avenue for continuous learning. Progress of

learning maybe slow but it is not disappointing for

learners. According to Omar (2012:75), use of bilingualism

has been found advantageous in learning English as foreign

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language. It effectively functions in case of students who

are weak in the English conversation classroom.

Chi (2010:37) asserts that the bilingual teachers have

a lot importance in non-English speaking country. It

facilitates teachers in explaining the concepts more and

showcasing to the students the dynamics of the language

being taught.

But like any other model, using it properly in teaching

target language in class can be fruitful (Krashen, 2008:91)

for the learners of English as a foreign language. Teachers

need to know when to use code switching, finding the right

moment and situation when to expertly apply it to teaching

the English language.

Students of varying background encounter no problem in

understanding utterance in the Filipino language.

Translation of different terms abstraction in Filipino

removes the cobwebs of misapprehension from the minds of

English language learners. The teacher faces no hurdle in

bringing up the message of the course with the help of this

strategy (Gregorio and Gil, 2017:77).

There have been different reactions to using code

switching and whether students benefit from a teacher who

only speaks English or if code-switching into another

language is a useful resource in the learning of a second

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language. Code-switching is a phenomenon that exists in

bilingual societies where people have the opportunity to use

two or more languages to communicate. Being able to peak

more than one language, bilinguals can code-switch and use

their languages as resources to find better ways to convey

meaning (Gardner-Chloros, 2009:97-113).

When learning a language, it is important not only to

learn isolated areas of a second language but to be able to

use those areas simultaneously when talking, reading,

writing or listening in your second language. English should

be used to increase the input and output of the target

language and that the use of the native language or mother

tongue should be avoided. However, when teachers’ code-

switching is planned ahead it can contribute to a more

efficient understanding of a specific topic or be a part of

the learning. One example could be when explaining a

grammatical function in native language, and then applying

that explanation to English writing. While focus on input

and output in the target language is an important aspect of

language acquisition, it has been pointed out that the use

of code-switching in the language classroom does not prevent

students from acquiring English. According to Cook,

(2011:405) it is important not to prevent students from

using their first language but to encourage them to use the

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second language in as many situations as possible and to

find out when and why code-switching should occur.

The purpose of this study is to determine the

efficiency of using code switching in teaching English. It

is necessary to conduct this study to gain knowledge on the

effects of code switching to teaching and learning English

among Bachelor of Secondary Education Major in English

students of Samar College for the School Year 2018-2019.

Statement of the Problem

This study aims to determine the perceived efficiency

of using code switching in teaching English to Bachelor of

Secondary Education (BSED) Major in English students of

Samar College, City of Catbalogan, Samar during the School

Year 2018-2019.

Specifically, this study seeks answers to the following

questions:

1. What is the profile of the student-respondents in

terms of the following variates:

1.1 age and sex;

1.2 civil status;

1.3 gross monthly family income;

1.4 parents’ highest educational attainment;

1.5 parents’ occupation?

 6

2. How often does the student-respondents’ English

instructor use code switching in class?

3. What is the student-respondents’ perceived

efficiency of using code switching in teaching English?

4. What is the student-respondents’ academic

performance in their major courses in terms of their average

grade in all the courses taken?

5. Is there a significant relationship between the

student-respondents’ perceived efficiency of using code

switching in teaching English and each of their profile

variates?

6. Is there a significant relationship between the

student-respondents’ academic performance in their major

courses and each of their profile variates?

7. Is there a significant relationship between the

student-respondents’ academic performance in their major

courses and their English instructors’ frequency of using

code switching in class?

8. Is there a significant relationship between the

student-respondents’ perceived efficiency of using code

switching in teaching English and their academic performance

in the major courses?

9. What implications may be derived based on the

findings of the study?

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Hypotheses

Based on the foregoing specific questions, the

following null hypotheses will be tested in the conduct of

this study:

1. There is no significant relationship between the

student-respondents’ perceived efficiency of using code

switching in teaching English and each of their profile

variates.

2. There is no significant relationship between the

student-respondents’ academic performance in their major

courses and each of their profile variates.

3. There is no significant relationship between the

student-respondents’ academic performance in their major

courses and their English instructors’ frequency of using

code switching in class.

4. There is no significant relationship between the

student-respondents’ perceived efficiency of using code

switching in teaching English and their academic performance

in the major courses.

Theoretical Framework

This study is anchored on the following theories:

Piaget’s Constructivist Learning Theory, Schoenfeld’s

Absorption Theory of Learning and Fogatry’s Thematic

 8

Instruction Theory.

Piaget’s Constructivist Learning Theory states that in

a constructivist classroom the focus tends to shift from the

teacher to the students. The classroom is no longer a place

where the teacher ("expert") pours knowledge into passive

students, who wait like empty vessels to be filled. In the

constructivist model, the students are urged to be actively

involved in their own process of learning. In the

constructivist classroom, both teacher and students think of

knowledge as a dynamic, ever-changing view of the world we

live in and the ability to successfully stretch and explore

that view - not as inert factoids to be memorized

(www.ucdoer.ie, September 18, 2018).

Key assumptions of this perspective include: (1) What

the student currently believes, whether correct or

incorrect, is important. (2) Despite having the same

learning experience, each individual will base their

learning on the understanding and meaning personal to them.

(3) Understanding or constructing a meaning is an active and

continuous process. (4) Learning may involve some conceptual

changes. (5) When students construct a new meaning, they may

not believe it but may give it provisional acceptance or

even rejection. (6) Learning is an active, not a passive,

 9

process and depends on the students taking responsibility to

learn (www.ucdoer.ie, September 18, 2018).

The main activity in a constructivist classroom is

solving problems. Students use inquiry methods to ask

questions, investigate a topic, and use a variety of

resources to find solutions and answers. As students explore

the topic, they draw conclusions, and, as exploration

continues, they revisit those conclusions. Exploration of

questions leads to more questions. Constructivist teachers

do not take the role of the "sage on the stage." Instead,

teachers act as a "guide on the side" providing students

with opportunities to test the adequacy of their current

understandings (www.ucdoer.ie, September 18, 2018).

This study is anchored to Schoenfeld’s Absorption

Theory of Learning. The theory views children as learners

who store knowledge as a result of memorization (Bezuk et

al., 2010:81). As a result of this theory, lengthy or

complex processes computations were used as a major form of

exercise. Bezuk et al. (2010:81) state that instruction

stressed ways to perform these processes accurately.

Reading, seeing, listening, and feeling are good

methods for absorbing information. However, this information

does not instantly become knowledge once we have absorbed it

as we have simply copied the information from one source,

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such as a book, to another source, our brain. To help make

it part of one's knowledge base, one needs to take it

through a “learning cycle,” but not necessarily in this

order (Bezuk et al., 2010:81).

Finally, this study is also anchored to the Fogatry’s

Thematic Learning Theory. It is an instructional method of

teaching in which emphasis is given on choosing a specific

theme for teaching one or many concepts. Thematic Learning

takes place when different disciplines are all centered

towards one definite concept. This is a creative and

exciting form for learners, enabling them to notice the

inter-relatedness of various subjects. It is based on

integrating variety of information and using it to

demonstrate the topic. Pedagogy of thematic learning is

based on its exploration of broad areas in one theme

(www.k12academics.com, September 18, 2018).

Code switching utilized with thematic learning is based

on the idea that knowledge acquisition is efficient among

students when they learn in the context of a coherent and

holistic way and when they can associate whatever they learn

to their surrounding and real life examples. Thematic

instruction seeks to put the cognitive skills such as

reading, thinking, memorizing, and writing in the context of

a real life situation under the broad aim to allow creative

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exploration. It is proved to be a powerful instructional

method for integrating various concepts in curriculum by

daily life examples and experiences. Thematic learning helps

in promoting learning with understanding and discourages

rote learning (www.k12academics.com, September 18, 2018).

All these concepts and their in-depth understanding are

prerequisites to better equip the teachers in utilizing code

switching and increasing information retention of students.

The theories and concepts presented and discussed herein

served as the framework in the development of the research

problem and sub-problems.

Conceptual Framework

Figure 1 shows the diagrammatic presentation of the

research process. The base of the scheme is research

environment and the respondents of the study. The research

environment is Samar College, City of Catbalogan, Samar,

while the respondents are the Bachelor of Secondary

Education (Major in English) students.

A single dimensional arrow connects it to the bigger

frame that contains the research process. It is shown that

the large box on the left which contains the student-

IMPROVED USAGE OF CODE SWITCHING IN CLASS

AND ACADEMIC PERFORMANCE IN MAJOR COURSES
AMONG BSED MAJOR IN ENGLISH STUDENTS
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FINDINGS, CONCLUSIONS, RECOMMENDATIONS,

AND IMPLICATIONS OF THE STUDY

PERCEIVED
STUDENT- EFFICIENCY OF USING
RESPONDENTS’ CODE SWITCHING IN
PROFILE TEACHING ENGLISH
F VARIATES: F
E E
E  age and sex E
D  civil status D
B  gross monthly ACADEMIC B
A family income PERFORMANCE IN A
C  parents’ MAJOR COURSES C
K highest K
educational
attainment
 parents’
occupation
ENGLISH
INSTRUCTORS’
FREQUENCY OF USING
CODE SWITCHING
IN STUDENT-
RESPONDENTS’CLASS

BSED (MAJOR IN ENGLISH)STUDENTS

SAMAR COLLEGE

Figure 1. The Conceptual Framework of the Study

respondents’ profile variates in terms of their age, sex,

average monthly family income, parents’ highest educational

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attainment and parents’ occupation is connected by double-

headed arrow to the two boxes on the right.

The upper right box shows the student-respondents’

perceived efficiency of using code switching in teaching

English while the box in the middle contains their academic

performance in terms of their average grade on the major

courses they have taken. The double-headed arrows signify

that a correlational design will be applied to test the

relationship between the student-respondents’ profile

variates and their perceived efficiency of using code

switching in teaching English as well as their academic

performance in the major courses. The same design will be

applied to test the relationship between the student-

respondents’ perceived efficiency of using code switching in

teaching English and their academic performance in the major

courses.

Moreover, the lowermost box on the right which contains

the English instructors’ frequency of using code switching

in student-respondents’ class is connected by a double-

headed arrow to the box which contains their academic

performance in their major courses. This implies that

correlational design will be applied to test the

relationship between the student-respondents’ academic

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performance in their major courses and their English

instructors’ frequency of using code switching in class.

Furthermore, the whole research process is again

connected to another box that contains the findings and

recommendations of the said study. This box is connected to

two lateral boxes that serve as feedback mechanism.

Lastly, the box is joined to the upper most box that

represent the ultimate goal of the study, which is the

improved usage of code switching in class and academic

performance in major courses among BSED major in English

students of Samar College.

Significance of the Study

The findings of the study will be beneficial to the

following stakeholders: Bachelor of Secondary Education

(BSED) Major in English students, college instructors,

school administrators, parents, community and the future

researchers.

To the BSED Major in English Students. The findings of

the study will foster awareness among the BSED Major in

English students as regards to the efficiency of code

switching employed by their teacher in teaching their major

courses and its impact to their academic performance in the

major courses. Hence, they will able to assess the teaching

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style which will be suitable and appropriate for them to

improve their academic performance in their major courses.

To the College Instructors. The findings of the study

will be beneficial to college instructors, particularly

those who handle English subject for the BSED Major in

English students, so that they will be aware on the impact

of using code switching in teaching major courses that they

employ to the academic performance of the students.

Moreover, they will be able to modify and improve their

teaching styles in order to enhance the language skills and

improve the academic performance in the major courses of the

students.

To the School Administrators. The findings of this

study will serve as inputs to school administrators in

improving the programs that focus on English subject and

enhancement intended for students. They will be guided in

planning related activities and seminars which will help

teachers to improve their teaching style employed in

teaching English, specifically proper way and timing of

using code switching that will help in the improvement of

the academic performance of students.

To the Parents. The findings of the study will serve as

an eye-opener to the parents of the BSED Major in English

students on the impact of the using code switching employed

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by the instructors in teaching English subject to their

children’s academic performance in their major courses. This

will also serve as a guide in identifying the support that

their children need in order to improve their academic

performance, only if applicable and necessary for the

established purpose.

To the Community. The findings of the study will

provide information to the public as well as the entire

service community as to the impact of the using code

switching employed by the instructors in teaching English

subject to the students’ academic performance in the major

subjects. In this manner, it will serve as a basis for them

to plan activities and programs intended to help improving

the academic performance of the students.

To the Future Researchers. The findings of this study

will serve as a rich source of literature for parallel study

or similar study that future researchers will undertake in

the future.

Scope and Delimitation

The purpose of this study is to determine the

efficiency of using code switching in the teaching English.

Particularly, the condition of BSED Major in English

students in Samar College who have experienced classes in

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which instructors are using code switching as the teaching

method of explaining and expounding English and its related

fields. The level of and frequency, thereof, using code

switching in teaching English as to examination,

performance, interest and other outputs.

This study will be conducted during the School Year

2018-2019.

Definition of Terms

To provide a common frame of reference to the readers,

the following terms are herein defined conceptually and

operationally.

Academic Performance. Conceptually, this term refers

to the level or measure of knowledge or proficiency of

performance of a student in a subject taught in school

(www.merriam-webster.com, September 18, 2018).

Operationally, this term refers to the academic performance

in English earned by the English major BSED student in terms

of their final grade in English or other subject derive from

it.

Activity Undertaken. Conceptually, this term refers to

the summary of daily activities that a person enters upon

(www.thefreedictionary.com, September 18, 2018).

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Operationally, this term refers to the rating measured by

the final grade earned by the students in English.

Classroom Practice. Conceptually, this term refers to

the effective classroom management providing an environment

for enhancing student growth, and increasing responsible and

motivated behavior (www.pbismissouri.org, September 18,

2018). Operationally, this term refers to the activities

undertaken by the respondent on a daily or routine basis.

Commutative Approach. Conceptually, this term refers to

a system that allows more proportional representation

(www.businessdictionary.com, September 18, 2018).

Operationally, this term refers to the activity implemented

by the teacher that is inclusive and allows wider scope.

Direct Method. Conceptually, this term refers to the

natural method used in teaching foreign languages, refrains

from using the learners' native language and uses only the

target language (www.teachingenglish.org, September 18,

2018). Operationally, this term refers to a teachers’

practice wherein the learner is immersed in the same way as

when a first language is learnt.

Code Switching. Conceptually, this term refers to the

practice of alternating between two or more languages or

varieties of language in conversation (www.merriam-

webster.com, September 18, 2018). Operationally, this term

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refers to the conversation switching from English to

Filipino and/or Waray-waray of the teacher in teaching

English to English major BSED students.

Efficiency. Conceptually, this term refers to the ratio

of the useful work performed by a person or in a process to

the total energy expended or heat taken in (www.

dictionary.com, September 18, 2018). Operationally, this

term refers to the good use of code switching in teaching

and learning lessons in English.

Effect. Conceptually, this term refers to a change that

is a result or consequence of an action or other cause

(www.en.oxforddictionaries.com, September 18, 2018).

Operationally, this term refers to the result of using code

switching to teaching and learning English.

English. Conceptually, this term refers to a subject

that is a part of the school curriculum in the Philippines

where the students would learn all about the English

language (www.answers.com, September 18, 2018).

Operationally, this term refers to the subject that the

students learn as part of their curriculum.

Learning. Conceptually, these terms refer to the

acquisition of knowledge or skills through experience,

study, or by being taught (www.thelearnigncoach.com,

September 18, 2018). Operationally, this term refers to

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the knowledge acquired through experience, study or being

taught of English subject among English major BSED

students.

Perception. Conceptually, this term refers to the

ability to see, hear, or become aware of something through

the senses (www.dictionary.com, September 18, 2018).

Operationally, this term refers to the English major BSED

students’ awareness on the teachers’ use of code switching

and how it affects their English learning process.

Teaching. Conceptually, this term refers to the process

of attending to people’s needs, experiences, feelings and

intervening so that they learn particular things, and go

beyond the given (www.infed.org, September 18, 2018).

Operationally, this term refers to the teachers’ use of code

switching in teaching or imparting English knowledge and

experience to students.

Problems . Conceptually, this term refers to a matter

or situation regarded as unwelcome or harmful and needing to

be dealt with and overcome (www.merriam-webster.com,

September 18, 2018). Operationally, this term refers to

the situation wherein the use of code switching may

interfere with learning that is considered detrimental in

the process.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies

related to the current study of the researchers. The

researchers had reviewed these pieces and found it to be

relevant to the conduct of this research.

Related Literature

The researchers went through some related literature to

get ideas and insights, and are presented below. The

following literatures are found to be related to this

present study.

According to Ayeni (2011:143-149), teaching is a

continuous process that involves bringing about desirable

changes in learners through use of appropriate methods. It

is indicated that in order to bring desirable changes in

students, teaching methods used by educators should be best

for the subject matter.

Furthermore, Cooper et. al. (2011:313-327) sustained

that teaching methods work effectively mainly if they suit

learners’ needs since every learner interprets and responds

to questions in a unique way. As such, alignment of teaching

methods with students’ needs and preferred

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learning influence students’ academic attainments.

Codeswitching, defined by Myers-Scotton (2013:93) as the

use of two or more languages in the same conversation, \=

sually within the same conversational turn, or even within

the same sentence of that turn, has been the subject of much

study for a long time and in different areas. For example,

one field of investigation focuses on the use of code

switching in the words of bilingual or multilingual speakers

in their everyday conversations.

Code-switching is used to create close relationships

between students and their teachers and that students find

classroom interaction more natural and easy when code-

switching is allowed. This comfortable atmosphere that code-

switching can contribute to is important in the teacher-

student relationship since it gives them an opportunity to

communicate in a more informal way where the risk of

misunderstandings due to secondary language learning

shortcomings can be avoided (Jingxia, 2010:21).

In formal situations, code-switching can be used to

make the teaching more effective. When a teacher explains

what is said in the curriculum or another academic text it

can be useful to translate or explain some concepts

further in the students’ primary language. Code switching

also leads to more efficient teaching for the simple reason

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that the students understand faster and more thoroughly.

Hence, teachers’ code switching is an important tool for

explanations and instructions (Simon, 2011:317).

Grammar and vocabulary learning can also be facilitated

by code-switching Grammar instruction is the area that

contained the largest amount of code-switching.

When code-switching, teachers draw upon students’ primary

language grammar knowledge. It showed that explicit grammar

teaching could be conveyed more thoroughly in the students’

primary language; even students with a high secondary

language proficiency level absorbed information about

grammar better if it was in their primary language (Cook,

2011:413).

Another area where the effects of code-switching have

been studied is that of vocabulary learning where Lin’s

(2013:205-207) findings indicate that code-switching seems

to increase the amount of cognitive processing made by

students. A larger cognitive effort is required to process

words when there is both an explanation in the students’

secondary language and a translation into the students’

primary language, which could mean that the students will

learn new vocabulary more thoroughly.

The main argument for avoiding code-switching is that

the students miss out on input in the target language and

 24

are deprived of genuine secondary language interaction. In

groups with more than one primary language, the teachers

should ideally be able to relate to all languages. Since

this is not possible, code-switching should be avoided and

the target language be used consistently instead. One method

that avoids the primary language is the teaching method

Communicative Language Teaching. It focuses on target

language communication rather than teaching the linguistic

systems of a language. Through participation in

communicative activities the secondary language learners are

using the target language and the purpose is to use the

target language in order to acquire it. Consequently, code-

switching should be kept to a minimum in the L2 classroom

3(Song and Andrews, 2009:36).

Students tended to accept their teachers’

code-switching regardless of what and how often they code-

switched. The key to the students’ acceptance seemed to be

confidence in their teacher. The students thought that the

medium of teaching chosen by their teacher fulfilled a

purpose and served to help them to meet different needs

(Song and Andrews, 2009:204).

According to Turnbull (2016:13), teachers should begin

the school year in teaching secondary language with a

positive attitude and stick to it. He recommends different

 25

ways to maximize secondary language use including taking

into account the students interests when creating the tasks

and using strategies adapted to the students’ different

learning styles. Helping students understand the L2 could be

done through the use of strategies such as repetition,

intonation, visuals, realia, miming, and modeling. According

to Turnbull, through strategic teaching teachers could also

help students to use functional language, do selective

listening and accomplish communicative and experiential

tasks.

Crichton (2009:44) investigated how the teachers who

made extensive use of the secondary language teaching,

adapted their secondary language to make it comprehensible

to the learners and stimulated the learners’ responses.

Results from class observations and student interviews

showed that success in using the target language depended on

teachers’ and students’ active use of strategies. Students

contributed actively by consciously paying attention and

listening to the way teachers used the language to convey

meaning. Teachers created a warm atmosphere by focusing on

meaning. They encouraged output, interaction, and taught

their students how to use functional language to express

their interests, ask for clarification, and show surprise.

 26

She also observed that teachers believed that learning the

target language could be enjoyable for both of them.

Although there are many factors affecting the

belongingness to a group or a community, such as ethnicity,

religion, or social status, this study’s concern is to

determine the attitude towards the linguistic aspect among

people from the selected criteria representing these

communities. This aspect has not been studied in the

Philippines very much (Reigh, 2014).

As a whole, using code switching serves as an avenue

for teachers in expressing their ideas more and giving more

concrete example. Though teachers have to be aware of not

using it too much to the point of sacrificing the quality of

the subject or the true objective of studying it in the

first place.

 
Related Studies

The following items are some of the related studies

which were thoroughly reviewed by the researcher that were

found to be relevant to this study. Similarities and

differences to this study are hereby presented.

Bista (2010) conducted a study entitled “Factors of

Code Switching among Bilingual English Students in the

University Classroom: A Survey”. This study proposes to

 27

identify and evaluate the factors that affect code switching

in the university classroom among 15 bilingual international

students. The findings from the study conducted in a

southern American university revealed that the primary

factor of code switching in international classroom is

incompetence in the second language. Other noted factors

were: to maintain privacy; to make it easier to speak in

their own language than to speak in English; to avoid

misunderstanding; being unfamiliar with similar words in

English. However, code switching can be a useful strategy in

classroom interaction if the aim is to make meaning clear

and to transfer the knowledge to students in an efficient

way.

The study of Bista bears resemblance with the present

study since both studies deals with the efficiency of code

switching in teaching English. The difference of the present

study with the cited study is more on finding common factors

that brought about the use of code switching in the

classroom, while the present study is focused on the

perceived efficiency of using code switching in teaching

English. The cited study had intermediate students as

respondents while the present study has English major BSED

students as respondents. The locate of the study for the

cited is in Arkansas while the current study is at a

 28

particular private school in the City of Catbalogan,

Province of Samar.

Bailey (2011) conducted a study entitled “Code

Switching in the Foreign Language Classroom: Students’

Attitudes and Perceptions and the Factors Impacting Them”.

The aim of the thesis was to assess the students’

perceptions of and attitude toward code switching by both

students and teachers in foreign language classes and to

determine whether there were certain factors that influenced

these perceptions and attitudes. The results show that

language anxiety and perceived language competence play a

significant role in impacting students’ perceptions of and

attitude toward code switching in the foreign language

classroom. Motivation to learn the language did not impact

many of the dependent variables. The results are presented

and discussed, as are avenues for future research.

The study of Bailey bears resemblance with the present

study since both studies deals with the efficiency of code

switching in teaching English. The difference of the present

study with the cited study is more on finding common factors

that brought about the use of code switching in the

classroom as well as finding the students’ attitudes and

perceptions of code switching occurrences in the classroom,

while the present study is focused on the perceived

 29

efficiency of using code switching in teaching English. The

cited study had intermediate students as respondents while

the present study has English major BSED students as

respondents. The locate of the study for the cited is in

France while the current study is at a particular private

school in the City of Catbalogan, Province of Samar.

Johansson (2013) conducted a study entitled “Code

Switching in the English Classroom”. The results showed that

the teachers generally tried to code-switch as little as

possible but that they did code-switch in some of those

situations where the students preferred either a combination

of Swedish and English or only Swedish. Two of these

situations were grammar instructions, where a majority of

the students preferred a combination of English and Swedish,

and one-to-one situations, where a majority of the students

preferred Swedish. A clear majority of the students (87

percent) wanted their teacher to make them speak more

English.

The study of Johansson bears resemblance with the

present study since both studies deals with the efficiency

of code switching in teaching English. The difference of the

present study with the cited study is more on comparing

classroom situation of using a full English instruction

versus to a classroom set-up of dwelling into code switching

 30

instruction, while the present study is focused on the

perceived efficiency of using code switching in teaching

English. The cited study had intermediate students as

respondents while the present study has English major BSED

students as respondents. The locate of the study for the

cited is in Sweden while the current study is at a

particular private school in the City of Catbalogan,

Province of Samar.

Malik (2014) conducted a study entitled “Code Switching

as an Effective Technique of Teaching English at the

Intermediate Level in Pakistan”. The findings of the study

illustrated that code switching is also an effective method

of teaching English, especially to students of Intermediate

classes. Major motives of this technique are to inspire and

arouse the interest of the students towards learning of

English. It facilitates their comprehension and serves as an

impetus to the learning success. The study has corroborated

through the quantitative paradigm that code-switching is a

useful teaching strategy particularly for teaching language

learners belonging to the backward rural areas of our

country. The study investigated 200 low English Proficient

learners of various colleges of Khushab. It was brought out

that the students showed keen interest in language

acquisition, which bears ample testimony to its being an

 31

efficacious and gainful strategy for low English Proficient

learners.

The study of Malik bears resemblance with the present

study since both studies deals with the efficiency of code

switching in teaching English. The difference of the present

study with the cited study is more on establishing code

switching as an effective technique compared to the direct

traditional method, while the present study is focused on

the perceived efficiency of using code switching in teaching

English. The cited study had intermediate students as

respondents while the present study has English major BSED

students as respondents. The locate of the study for the

cited is in Pakistan while the current study is at a

particular private school in the City of Catbalogan,

Province of Samar.

Ebid (2017) conducted a study entitled “Code Switching

and Attitudinal Perception”. One of the results of

globalization is that individuals are now more likely using

multiple codes to communicate, often switching between them.

The purpose of this study is to examine the attitude toward

codeswitching (CS) in Egypt as there has limited research

conducted in the region, especially codeswitching between

the Egyptian colloquial and English. Attitude toward CS was

determined using a convenience sample of 40 participants in

 32

an Egyptian university community. Half of the participants

were Egyptians who had attended international schools prior

to university and the other half were international students

studying Arabic. Questionnaires, verbal guise tests and

follow-up interviews were conducted to assess the listener’s

attitude

toward the speaker. Also examined was if the gender of the

speaker affected the attitude of the listener. Results

showed that both groups of participants viewed code-

switching favorably although they both felt it compromised

Arabic. The male who did not code-switch in the verbal

guise test was rated the most negatively by both groups. The

results did not support the expectations from previous

research that code switching would be viewed more

negatively. This study provides additional insights about

the attitude toward code-switching and supports the

suggestion that a code-switched variety of Arabic and

English is becoming a widely-accepted variety which thus

could be added for describing the intermediate varieties

between the high and low varieties of Arabic.

The study of Ebid bears resemblance with the present

study since both studies deals with the efficiency of code

switching in teaching English. The difference of the present

study with the cited study is more on students’ attitudes

 33

and perceptions of code switching occurrences in the

classroom, while the present study is focused on the

perceived efficiency of using code switching in teaching

English. The cited study had university students as

respondents while the present study has English major BSED

students as respondents. The locate of the study for the

cited is in Cairo, Egypt while the current study is at a

particular private school in the City of Catbalogan,

Province of Samar.

The different research literature and studies cited

proved to be useful to the present study in terms of

determining the efficiency of using code switching in

teaching English among Bachelor of Secondary Education

(BSED) Major in English students of Samar College. The

reviewed related studies had contributed much for the

formulation of problems, conceptualization and development

of the study.
 34

Chapter 3

METHODOLOGY

This chapter describes and discusses the research

design and methodology that will be employed in the study.

This chapter includes the research deign, locale of the

study, instrumentation and validation of the instruments,

sampling procedure, data gathering procedure, and

statistical methods that will be used in interpreting the

data.

Research Design

This research study will employ descriptive-correlation

design. In particular, the researchers will determine the

determine the perceived efficiency of using code switching

in teaching English to Bachelor of Secondary Education

(BSED) Major in English students of Samar College. This

study will make use of the questionnaire which will be the

main instrument in the conduct of the study and the official

records of the student-respondents for the documentary

analysis that will be obtained from the Registrar’s Office

of Samar College.

Correlation analysis will be used to determine the

relationship between the student-respondents’ profile

 35

variates and their perceived efficiency of using code

switching in teaching English as well as their academic

performance in the major courses. The same design will also

be applied to determine the relationship between the

student-respondents’ perceived efficiency of using code

switching in teaching English and their academic performance

in the major courses. Moreover, correlational design will be

applied to determine the relationship between the student-

respondents’ academic performance in their major courses and

their English instructors’ frequency of using code switching

in class.

Locale of the Study

This research will be conducted in the College of

Education of Samar College, City of Catbalogan, Samar as

shown in Figure 2.

Samar College has opened its doors in July 1, 1949

styling itself under the name of its famous predecessors –

Samar Junior College. It is a private and non-sectarian

educational institution which is located in Mabini Avenue,

Catbalogan City, Samar. It is accessible through many public

transport lines passing directly in front the school (Samar

College Faculty Manual: 1).

This institution caters the following levels of

 36

Figure 2. The Map Showing the Locale of the Study

 37

education: pre-school, primary, junior high school, senior

high school, undergraduate, and graduate studies.

The College of Education is the biggest department in

the tertiary level and it is headed by its dean, Dr. Nimfa

T. Torremoro.

Instrumentation

To obtain the needed data and other information for the

use in this study, the researcher will employ the survey

questionnaire to the student-respondents as well as

documentary analysis of their official record.

Questionnaire. The questionnaire as the primary tool in

data gathering is a researcher-made instrument. This

instrument intended for student respondents contains two

parts.

Part I of the student-respondent’s questionnaire is

intended to gather information about the demographic profile

of the student-respondents as to their age, sex, civil

status, gross monthly family income, parents’ highest

educational attainment, and parents’ occupation.

Part II, on the other hand, is designed to gather the

data with regards to the student-respondents’ perceived

efficiency of using code switching in teaching English. It

consists of twenty specific items which will require the

 38

student-respondents to answer using the 5-point scale where

5 is Strongly Agree (SA), 4- Agree (A), 3- Neutral (N), 2-

Disagree (D), and 1- Strongly Disagree (SD).

Moreover, the questionnaire will be submitted to the

adviser and panel members during the pre-oral defense for

further revision and improvement.

Furthermore, important documents of the student-

respondents will be carefully analyzed and collected as part

of this study. Such documents are mostly in the student-

respondents’ official records to gather their average grade

in all the major courses taken.

Validation of the Instrument

Before the administration of the questionnaire to the

student-respondents, the instruments will undergo expert

validation to determine its validity and reliability.

The research adviser and panel members will do expert

validation in the following manner: first, draft of the

questionnaires will be given to the research adviser and

panel members during the pre-oral defense for checking

purposes, comments, and suggestions; second, the researchers

will consider the corrections and suggestions that will be

made by the panel members and research adviser; and lastly,

the questionnaire will be considered to the final revision

 39

and reproduced according to the required number needed for

the data collection.

Sampling Procedure

This set of investigation about the perceived

efficiency of using code switching in teaching will involve

the Bachelor of Secondary Education Major in English

students who are enrolled in the College of Education of

Samar College during the School Year 2018-2019, as the

student-respondents.

To get the total number of student-respondents for the

study, the researchers will use the Slovin’s formula by

Bolaños (2010:2). The formula is as follow:

n = N/(1 + Ne2)

where:

n = refers to the sample size

N = refers to the population

e = refers to the margin of error

Moreover, the researchers will utilize 0.05 margin of

error.

Data Gathering Procedure

The first step in data gathering procedure will be

securing a letter of approval from the Senior Vice-President

of Academic Programs and the Dean of the College

 40

of Education to conduct the study.

After the approval of the final copy of the

questionnaire, it will be reproduced according to the number

required in this study. The next procedure will be for the

researchers to personally administer the questionnaire to

the student-respondents to ensure a hundred percent

retrieval of the accomplished questionnaires.

Upon the approval of the Dean of the College of

Education and the School’s Registrar, the researchers will

also employ documentary analysis using the official school

records of the student-respondents. This will enable the

researchers to compute for the student-respondents’ average

grade in all the major courses they have taken.

The data will be collected, tabulated, analyzed, and

interpreted with the aid of statistical tools.

Statistical Treatment of Data

The data about the perceived efficiency of using code

switching in teaching English and academic performance that

will be gathered from the student-respondents through the

use of questionnaire and data analysis will be carefully

tallied, tabulated, analyzed, interpreted, and subjected

to appropriate statistical treatment. The following

statistical techniques will be used in this study:

 41

Frequency Count. This statistical tool will be used in

reporting the number of student-respondents of the same age,

sex, civil status, gross monthly family income, parents’

highest educational attainment, parents’ occupation, and

academic performance in terms of their average grade in all

the major courses taken.

Percentage Distribution. This will be employed in the

analysis and interpretation of the data on the age, sex,

civil status, gross monthly family income, parents’ highest

educational attainment, parents’ occupation, and academic

performance in terms of the average grade in all the major

courses taken of the student-respondents.

Mean. This statistical tool will be used in reporting

the student-respondents’ average age, gross monthly family

income, and academic performance in terms of their average

grade in all the major courses taken.

Standard Deviation. This tool will be employed in the

analysis and interpretation of the data on the student-

respondents’ average age, gross monthly family income, and

academic performance in terms of their average grade in all

the major courses taken. This is the formula for standard

deviation is presented below (www.libweb.surrey.ac.uk,

October 9, 2017):
 42

∑ ( x−x̅ )2
s=
√ n−1

where x represents each value in the population 

x-bar is the mean value of the sample 

Σ is the summation (or total)

n-1 is the number of sample minus 1.

Weighted Mean. This tool will be used to quantify the

responses of the student-respondents to the questionnaire

relative to their perceived efficiency of using code

switching in teaching English.

The formula to be used is given below (www.statis

ticshowto.com, October 9, 2017):

Σwx
weighted mean =
Σw

where:

Σ = the sum of

w = the weights

x = the value

In interpreting the weighted mean, the following

substantial values will be used:

Range Value/ Description Interpretation

4.51 -5.00 Strongly Agree
3.51 -4.50 Agree
2.51 -3.50 Neutral
1.51 -2.50 Disagree
1.00 -1.50 Strongly Disagree
 43

Pearson Product-Moment Correlation Coefficient

(Pearson’s r). This tool will be used to determine the

degree of relationship between the student-respondents’

profile variates and their perceived efficiency of using

code switching in teaching English as well as their academic

performance in terms of their average grade on all the major

courses taken.

This tool will also be used to determine the degree of

relationship between the student-respondents’ academic

performance and their perceived efficiency of using code

switching in teaching English as well as their English

instructors’ frequency of using code switching in class. The

formula (Broto, 2007:62) is as follows:

nΣxy−ΣxΣy
r= 2 2
2 2
√(nΣ x −( Σx ) )(nΣ y −( Σy ) )
where:

r = Pearson-Product Moment Correlation Coefficient

n = sample size

Σxy = the sum of the product of x and y

ΣxΣy = the product of Σx and Σy

Σ x 2 = sum of squares of x

Σ y 2 = um of squares of y

In the evaluation of the computed r-value, the

following scale will be used:

 44

Value Degree of Correlation

0.00 to 0.20 Negligible Correlation
0.21 to 0.40 Low/Slight Correlation
0.41 to 0.70 Moderate Correlation
0.71 to 0.90 High Correlation
1.00 Perfect Correlation
The researchers will make use of 0.05 level of

significance in determining the direction of the hypothesis.

The data analysis will be facilitated useing Microsoft Excel

Data Analysis and Statistical Package for Social sciences

(SPSS).
 45

B I B L I O G R A P H Y

A.BOOKS

Asmah, H. O. The Linguistic Scenery in Malaysia. Kuala

Lumpur, ML: Dewan Bahasa Dan Pustaka, 2012.
 46

Bezuk, N. S., Cathcart, W. G., Vance, J. H., and Pothier, Y.

M. Learning Mathematics in Elementary and Middle Schools.
Columbus, Ohio: Merrill Prentice Hall, 2010.

Ellis, R. The Study of Second Language Acquisition. Oxford,

UK: Oxford University Press, 2014.

Gardner-Chloros, P. Sociolinguistic Factors in Code

Switching. In Barbara E. Bullock & Almeida J. T. The
Cambridge Handbook of Linguistic Code Switching.
Cambridge: Cambridge University Press, 2009.

Krashen, S. Second Language Acquisition and Second Language

Learning. Great Britain: Prentice-Hall, 2008.

Myers-Scotton, C. Social Motivations for Codeswitching:

Evidence from Africa. Oxoford: Claredon Press, 2013.

Simon, Diana-Lee. Towards a New Understanding of

Codeswitching in the Foreign Language Classroom. In
Rodolfo Jacobson (ed.), Codeswitching
Worldwide II. Berlin: Mouton de Gruyter.

Song, Y., and Andrews, S. The L1 in L2 Learning: Teachers’

Beliefs and Practices. München: LINCOM, 2009.

B. PERIODICALS, ARTICLES, JOURNALS AND MAGAZINES

Ayeni, A. J. “Teachers Professional Development and Quality

Assurance in Nigerian Secondary Schools.” World Journal of
Education, Volume 1, Number 2, 2011.

Cook, V. “Using the First Language in the Classroom.”

Canadian Modern Language Review, Volume 57, Number 3,
2011.

Cooper, S. T., and Cohn, E. “Estimation of a Frontier

Production Function for the South Carolina Educational
Process.” Economics of Education Review, Volume 16, Number
3, 2011.
 47

Crichton, H. “Value Added’ Modern Languages Teaching in the

Classroom: An Investigation into How Teachers’ Use of
Classroom Target Language Can Aid Pupils’ Communication
Skills.” Language Learning Journal, Volume 37, 2009.

Gregorio, S. and Gil, G. “Teacher’s and Learner’s Use of

Code-Switching in English as a Foreign Language Classroom:
A Qualitative Study.” 2017.

Jingxia, L. “Teachers’ Code-Switching to the L1 in the EFL

Classroom.” The Open Applied Linguistics Journal, Volume
3, 2010.

Lin, A. “Classroom Code-Switching: Three Decades of

Research.” Applied Linguistic Review, Volume 4, Number 1,
2013.

Norrish, J. “English or English? Attitudes, Local Varieties

and English Language Teaching.” TESL-EL, Volume 3, Number
1, 2007.

Turnbull, M. “Employons le français en français de base.”

The Canadian Modern Language Review, Volume 62, 2016.

C. UNPUBLISHED MATERIALS

Bailey, A. A., “Code Switching in the Foreign Language

Classroom: Students’ Attitudes and Perceptions and the
Factors Impacting Them,” unpublished Master’s Thesis,
University of Toledo, France, 2011.

Bista, K., “Factors of Code Switching among Bilingual

English Students in the University Classroom,” unpublished
Master’s Thesis, Arkansas State University,
Arkansas, 2010.

Ebid, H., “Code Switching and Attitudinal Perception,”

unpublished Master’s Thesis, The American University of
Cairo, Cairo Egypt, 2017.
 48

Johansson, S., “Code Switching in the English Classroom,”

unpublished Master’s Thesis, Karlstads University, Sweden,
2013.

Malik, M. Y., “Code Switching as an Effective Technique of

Teaching English at the Intermediate Level in Pakistan,”
unpublished Master’s Thesis, Pakistan, 2014.

Reigh, E., “Language Attitutdes in an Egyptian Discourse

Community,” unpublished Master’s Thesis, The American
University of Cairo, Cairo Egypt, 2014.

D. ELECTRONIC AND OTHER SOURCES

Burden, P. (2011). The Language Teacher. Retrieved on

September 18, 2018 from
http://www.jaltpublication.org/tlt/articles/2001/04/burden
.

Chi, W. C. (2010). The Importance of Bilingual Teachers to

Chinese-Oriented AMEP Learners. Retrieved on September 18,
2018 from http://www.necltr.mq.edu.au/conference2000.

Constructivism and Social Constructivism in the Classroom.

Retrieved September 18, 2018 from
http://www.ucdoer.ie/index.php/Education_Theory/Constructi
vism_and_Social_Constructivism_in_the_Classroom.

Cole, S. (2008). The Use of II in Communicative English

Classrooms. Retrieved on September 18, 2018 from
http://www.jalt-publications.org/tlt/files/98/dec/cole.ht

Educational Theories. Retrieved September 18, 2018, from

http://www.k12academics.com/education-heory#.VkJO3tKrTDd.
 49

A P P E N D I C E S
 50

APPENDIX A

APPROVAL LETTER FOR RESEARCH TITLE

SAMAR COLLEGE
COLLEGE OF EDUCATION
Catbalogan City

DR. PEDRITO G. PADILLA

SVP for Academic Programs
Samar College

Sir:

The undersigned BSED students had the honor to submit

the following titles for our thesis proposal for the
completion of Bachelor of Secondary Education Major in
English, preferably number 1.

1. EFFICIENCY OF USING CODE SWITCHING IN TEACHING

ENGLISH TO BACHELOR OF SECONDARY EDUCATION (BSED)
MAJOR IN ENGLISH STUDENTS OF SAMAR COLLEGE
2. PERCEPTION ON THE EFFICIENCY OF THE IMPLEMENTATION
OF SENIOR HIGH SCHOOL PROGRAM AMONG GRADE 12
STUDENTS OF SAMAR COLLEGE
3. READINESS ON THE IMPLEMENTATION OF THE NEW GE
COURSES AMONG THE COLLEGE INSTRUCTORS OF SAMAR
COLLEGE

Anticipating for your favorable action on this matter.

Respectfully yours,

(SGD.) CHRISTINA CASSANDRA T. ARAZA

(SGD.) KHRISTINE ANN C. CRISANTO
(SGD.) JAYDELLE D. DELOS SANTOS
(SGD.) CLARA M. DOROJA
(SGD.) ARIANE O. MACAWILE
(SGD.) MARY ROSE B. OREO

Approved by:

(SGD.) PEDRITO G. PADILLA, Ph.D.

SVP for Academic Programs
 51

APPENDIX B

LETTER TO THE SENIOR VICE-PRESIDENT FOR ACADEMIC PROGRAMS

SAMAR COLLEGE
COLLEGE OF EDUCATION
Catbalogan City

DR. PEDRITO G. PADILLA

SVP for Academic Programs
Samar College

Sir:

The names below are researchers that will conduct a

research entitled “EFFICIENCY OF USING CODE SWITCHING IN
TEACHING ENGLISH TO BACHELOR OF SECONDARY EDUCATION (BSED)
MAJOR IN ENGLISH STUDENTS OF SAMAR COLLEGE” as part of the
requirements for the course, Bachelor of Secondary
Education.

In this regard, the researchers would like to seek

permission from your office to allow them to field their
questionnaire to the selected BSED students of your school.
Your kind and favorable consideration and preferential
attention to this request are highly appreciated for the
good of the service.

Respectfully yours,

(SGD.) CHRISTINA CASSANDRA T. ARAZA

(SGD.) KHRISTINE ANN C. CRISANTO
(SGD.) JAYDELLE D. DELOS SANTOS
(SGD.) CLARA M. DOROJA
(SGD.) ARIANE O. MACAWILE
(SGD.) MARY ROSE B. OREO

Approved by:

PEDRITO G. PADILLA, Ph.D.

SVP for Academic Programs
 52

APPENDIX C

LETTER TO THE DEAN

SAMAR COLLEGE
COLLEGE OF EDUCATION
Catbalogan City

Dr. NIMFA T. TORREMORO

Dean, College of Education
Samar College
Catbalogan City

Madame:
The names below are researchers that will conduct a
research entitled “EFFICIENCY OF USING CODE SWITCHING IN
TEACHING ENGLISH TO BACHELOR OF SECONDARY EDUCATION (BSED)
MAJOR IN ENGLISH STUDENTS OF SAMAR COLLEGE” as part of the
requirements for the course, Bachelor of Secondary
Education.

In this regard, the researchers would like to seek

permission from your office to allow them to field their
questionnaire to the selected BSED students of your
department.
Your kind and favorable consideration and preferential
attention to this request are highly appreciated for the
good of the service.

Respectfully yours,

(SGD.) CHRISTINA CASSANDRA T. ARAZA

(SGD.) KHRISTINE ANN C. CRISANTO
(SGD.) JAYDELLE D. DELOS SANTOS
(SGD.) CLARA M. DOROJA
(SGD.) ARIANE O. MACAWILE
(SGD.) MARY ROSE B. OREO

Approved by:
NIMFA T. TORREMORO, Ph.D.
Dean, College of Education
 53

APPENDIX D

COVER LETTER FOR THE RESPONDENTS

SAMAR COLLEGE
COLLEGE OF EDUCATION
Catbalogan City

Dear Respondent:

Good day!

The undersigned researchers are conducting a study

entitled, “EFFICIENCY OF USING CODE SWITCHING IN TEACHING
ENGLISH TO BACHELOR OF SECONDARY EDUCATION (BSED) MAJOR IN
ENGLISH STUDENTS OF SAMAR COLLEGE”, as a requirement for the
degree Bachelor of Secondary Education Major in English.

Along this line, they would like to request for your

support and cooperation by answering the attached
questionnaire.

Rest assured that all the pieces of information you

provide in their study will be treated with utmost
confidentiality and that these will solely be used for
research purposes and would be presented without any
reference to a particular person.

Thank you.

Respectfully yours,

(SGD.) CHRISTINA CASSANDRA T. ARAZA

(SGD.) KHRISTINE ANN C. CRISANTO
(SGD.) JAYDELLE D. DELOS SANTOS
(SGD.) CLARA M. DOROJA
(SGD.) ARIANE O. MACAWILE
(SGD.) MARY ROSE B. OREO
APPENDIX E
 54

QUESTIONNAIRE FOR THE STUDENT-RESPONDENTS

PART I. STUDENT-RESPONDENTS’ PROFILE

Directions: The following block of questions asks you about
your personal information. Please answer the following
questions by putting a check (✔) mark in the appropriate
space or providing the information being asked.

1. Name (Optional): ____________________________

2. Age: _______

3. Sex: ( ) Male ( ) Female

4. Civil Status:
( ) Single
( ) Married
( ) Separated
( ) Annulled
( ) Widow/Widower

5. Gross Monthly Family Income:

( ) P 50,000 and above
( ) P 40,000 – P 49,999
( ) P 30,000 – P 39,999
( ) P 20,000 – P 29,999
( ) P 10,000 – P 19,999
( ) below P 10,000

6. Parents’ Highest Educational Attainment:

Father: Mother:
( ) No Schooling ( )
( ) Elementary Level ( )
( ) Elementary Graduate ( )
( ) High School Level ( )
( ) High School Graduate ( )
( ) College Level ( )
( ) College Graduate ( )
( ) MA/MS/MAT/MAEd Units ( )
( ) MA/MS/MAT/MAEd Graduate ( )
( ) Ph.D./Ed.D./D.A. Units ( )
( ) Ph.D./Ed.D./D.A. Graduate ( )
 55

7. Parents’ Occupation:
Father: Mother:
( ) Government Employee ( )
( ) Private Employee ( )
( ) Self-Employed ( )
( ) Unemployed/Homemaker ( )

8. How often does your teacher use code switching in

class?
( ) Less 20% of the class hours
( ) More than 90% of the class hours
( ) between 20-40% of the class hours
( ) between 40-60% of the class hours
( ) between 60-80% of the class hours
( ) More than 80% of the class hours

PART II. STUDENT-RESPONDENTS’ PERCEPTION

Directions: Below are statements in which these would gather

data about your perceptions on the efficiency of code
switching to teaching English. There are no correct or
incorrect responses. No one else is to see these results
unless you decided to share them.

Read each item carefully. Please choose the one most

appropriate response to each statement. Put a check ( ✓) on
the appropriate column that best fits your immediate
reaction using the scale below.

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
1 - Strongly Disagree

Thank you for your cooperation. Please begin the

assessment process.

5 4 3 2 1
Statement
(SA) (A) (N) (D) (SD)
1. Code switching is efficient when
teacher explain words.
2. Code switching is efficient when
teacher explain sentences.
3. Code switching is efficient when
teacher cannot express themselves
 56

clearly.
4. Code switching is efficient when
teacher wants to give more
examples.
5. Code switching is efficient when
teacher wants to make the lesson
more personal.
6. Code switching is efficient when
teacher wants to make the class
less boring.
7. Code switching is more effective
to teachers than to teach only in
English.
8. Code switching, when done by the
teachers, have a positive
impression.
9. Code switching, when done by the
students, have a positive
impression.
10. Code switching helps in improving
my class performance.
11. Code switching helps in improving
my class participation.
12. Code switching helps in expanding
the lesson.
13. Code switching is the key stage
for the development of my
bilingual competence.
14. Code switching is relevant in
foriegn language development.
15. Code switching is needed for
professional knowledge.
16. Code switching is needed for
professional competence.
17. Code switching is needed for
English knowledge.
18. Code switching is needed for
English language competence.
19. Code switching is needed for
personal development.
20. Code switching is needed for
professional development.
 57

THANK YOU FOR YOUR COOPERATION! GOD BLESS!

 58

C U R R I C U L U M V I T A E
 59

Personal Background

Name : CHRISTINA CASSANDRA T. ARAZA

Sex : Female

Civil Status : Married

Birthdate : September 15, 1991

Birthplace : Catbalogan City, Samar

Address : Catbalogan City, Samar

Parents

Father : Miguel C. Tafalla

Mother : Brenda B. Tafalla

Educational Background

Elementary : Catbalogan 1 Central Elem. School

Year : 2003

Secondary : Samar College

Year : 2007

Tertiary : Samar College

Year : 2015 – present

Course : Bachelor of Secondary Education

(Major in English)
 60

Personal Background

Name : KHRISTINE ANN C. CRISANTO

Sex : Female

Civil Status : Single

Birthdate : May 12, 1998

Birthplace : Zumarraga, Samar

Address : Zumarraga, Samar

Parents

Father : Ricky P. Crisanto

Mother : Sarah C. Crisanto

Educational Background

Elementary : Bioso Elementary School

Year : 2011

Secondary : Bioso Integrated School

Year : 2015

Tertiary : Samar College

Year : 2015 – present

Course : Bachelor of Secondary Education

(Major in English)
 61

Personal Background

Name : JAYDELLE D. DELOS SANTOS

Sex : Male

Civil Status : Single

Birthdate : October 25, 1999

Birthplace : Dolores, Eastern Samar

Address : Catbalogan City, Samar

Parents

Father : Jason U. Delos Santos

Mother : Daisylyn D. Delos Santos

Educational Background

Elementary : Catbalogan IV Central Elementary School

Year : 2011

Secondary : Samar College

Year : 2015

Tertiary : Samar College

Year : 2015 – present

Course : Bachelor of Secondary Education

(Major in English)
 62

Personal Background

Name : CLARA M. DOROJA

Sex : Female

Civil Status : Single

Birthdate : June 5, 1998

Birthplace : San Sebastian, Samar

Address : San Sebastian, Samar

Parents

Father : Claro M. Doroja

Mother : Maria M. Doroja

Educational Background

Elementary : San Sebastian Central Elem. School

Year : 2011

Secondary : San Sebastian National High School

Year : 2015

Tertiary : Samar College

Year : 2015 – present

Course : Bachelor of Secondary Education

(Major in English)
 63

Personal Background

Name : ARIANE O. MACAWILE

Sex : Female

Civil Status : Single

Birthdate : September 14, 1998

Birthplace : Paranas, Samar

Address : Paranas, Samar

Parents

Father : Alger P. Macawile

Mother : Maria O. Macawile

Educational Background

Elementary : Bagacay Elementary School

Year : 2011

Secondary : Bagacay National High School

Year : 2015

Tertiary : Samar College

Year : 2015 – present

Course : Bachelor of Secondary Education

(Major in English)
 64

Personal Background

Name : MARY ROSE B. OREO

Sex : Female

Civil Status : Single

Birthdate : November 22, 1996

Birthplace : Zumarraga, Samar

Address : Zumarraga, Samar

Parents

Father : Virgillio B Oreo Sr.

Mother : Elmira B. Oreo

Educational Background

Elementary : Bioso Elementary School

Year : 2009

Secondary : Bioso Integrated School

Year : 2013

Tertiary : Samar College

Year : 2015 – present

Course : Bachelor of Secondary Education

(Major in English)