Code Switching Chapter 1 To 3
Code Switching Chapter 1 To 3
Chapter 1
Introduction
realizes very well that the link with the outer world and
2
(Burden, 2011:32).
being taught.
Year 2018-2019.
questions:
variates?
Hypotheses
this study:
variates.
Theoretical Framework
Instruction Theory.
holistic way and when they can associate whatever they learn
Conceptual Framework
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
courses.
researchers.
students.
established purpose.
the future.
2018-2019.
Definition of Terms
operationally.
it.
from using the learners' native language and uses only the
students.
experience to students.
the process.
21
Chapter 2
Related Literature
present study.
the same sentence of that turn, has been the subject of much
2011:413).
tasks.
first place.
Related Studies
way.
Province of Samar.
English.
Province of Samar.
learners.
Province of Samar.
attitude
guise test was rated the most negatively by both groups. The
Province of Samar.
of the study.
34
Chapter 3
METHODOLOGY
data.
Research Design
of Samar College.
in class.
shown in Figure 2.
T. Torremoro.
Instrumentation
parts.
Sampling Procedure
student-respondents.
n = N/(1 + Ne2)
where:
error.
October 9, 2017):
42
∑ ( x−x̅ )2
s=
√ n−1
Σwx
weighted mean =
Σw
where:
Σ = the sum of
w = the weights
x = the value
courses taken.
nΣxy−ΣxΣy
r= 2 2
2 2
√(nΣ x −( Σx ) )(nΣ y −( Σy ) )
where:
n = sample size
Σ x 2 = sum of squares of x
Σ y 2 = um of squares of y
(SPSS).
45
B I B L I O G R A P H Y
A.BOOKS
C. UNPUBLISHED MATERIALS
A P P E N D I C E S
50
APPENDIX A
SAMAR COLLEGE
COLLEGE OF EDUCATION
Catbalogan City
Sir:
Respectfully yours,
Approved by:
APPENDIX B
SAMAR COLLEGE
COLLEGE OF EDUCATION
Catbalogan City
Sir:
Respectfully yours,
Approved by:
APPENDIX C
SAMAR COLLEGE
COLLEGE OF EDUCATION
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.
Respectfully yours,
Approved by:
NIMFA T. TORREMORO, Ph.D.
Dean, College of Education
53
APPENDIX D
Dear Respondent:
Good day!
Thank you.
Respectfully yours,
2. Age: _______
4. Civil Status:
( ) Single
( ) Married
( ) Separated
( ) Annulled
( ) Widow/Widower
7. Parents’ Occupation:
Father: Mother:
( ) Government Employee ( )
( ) Private Employee ( )
( ) Self-Employed ( )
( ) Unemployed/Homemaker ( )
5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
1 - Strongly Disagree
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
C U R R I C U L U M V I T A E
59
Personal Background
Sex : Female
Parents
Educational Background
Year : 2003
Year : 2007
(Major in English)
60
Personal Background
Sex : Female
Parents
Educational Background
Year : 2011
Year : 2015
(Major in English)
61
Personal Background
Sex : Male
Parents
Educational Background
Year : 2011
Year : 2015
(Major in English)
62
Personal Background
Sex : Female
Parents
Educational Background
Year : 2011
Year : 2015
(Major in English)
63
Personal Background
Sex : Female
Parents
Educational Background
Year : 2011
Year : 2015
(Major in English)
64
Personal Background
Sex : Female
Parents
Educational Background
Year : 2009
Year : 2013
(Major in English)