Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction, background of the study,

theoretical framework, conceptual framework, statement of the problem, scope

and limitation, significance of the study and definition of terms.

Introduction

Any individual possesses their own language, whether they are fluent in it

or not. They use it depending on their needs and the context they find

themselves in. Code-switching, which involves alternating between languages,

plays a significant role in the teaching-learning process. It helps both teachers

and students understand each other better by incorporating the mother tongue

and the native language.

Some students find it easier to express their knowledge by using two

languages, as thinking of the exact term in one language can be difficult and

time-consuming. The importance of code-switching in education has been

highlighted in numerous research papers. However, it is crucial to consider the

perceptions of both students and educators towards code-switching before

adopting it as a medium of communication and an instructional tool.

Despite its relevance, the impact of code-switching to the oral

communication skills of teacher education students, particularly at the tertiary

level, has received little attention in existing studies. This study, therefore, at

exploring the factors contributing to the usage of code-switching in daily

classroom discourse and the potential effects of the code-switching to the oral
 2

communication skills of teacher education students in the University of Rizal

System - Cainta Campus.

Background of the Study

Code-switching inside the classroom is not new among students and

teachers. The same is true with vocabulary acquisition strategies. Code-

switching is a linguistic phenomenon done through shifting of two or more

languages within a specific speech act or discourse1. Learners do code-switch or

use code-switching as a platform to ensure and develop mutual understanding,

sometimes at the expense of the English language. The learner switches to

another language when they face difficulty to express thoughts in straight English

or to send the message across. Hence, acquiring English vocabulary skills needs

to be developed. On the other hand, language learning is a conscious process

which takes a formal learning situation or a self-study program and is vital in the

unification of all languages 2 .

As a result, the government established rules and a legal foundation so

that all schools and students could adapt to these changes.

As stated in Republic Act No. 10533 Section 4;

The Philippine education system was strengthened

by Republic Act 10533, which also increased the number of
years for basic education, appropriated funds for the
program, and accomplished other goals.

Section 4 of the Enhanced Basic Education Program

establishes that basic education must be provided in
languages that the students can understand because
 3

language development plays an important role in shaping

students' formative years (OG, 2013).

As a result, instruction, teaching materials, and

assessments for kindergarten, grades 1, 2, and 3 must be
provided in the learners' regional or mother tongue.

Additionally, beginning in grades 4 and 6, a mother

tongue language transition program is used to progressively
introduce Filipino and English until those two languages are
the main languages taught at the secondary level3.

The above act supports the idea of using a certain language based on

their grade level. For grades one (1), two (2), and three (3), the regional

language or mother tongue should be used. In grades four (4) and six (6), this is

where the transition happens, where the Filipino and English languages are

introduced.

It is related to the study as it tackles what is the applicable language to be

used based on the students' year level.

There are several reasons why oral communication is beneficial in both

academic and professional contexts. They are generally informal than written

communication, which makes them more approachable by an audience. Above

all, they establish a more connected and relationship between the person who

speaks and the individual who received it.

Oral communication is a valuable skill to have. It is important to be able to

express oneself clearly and effectively in both personal and professional settings.

The Philippines has two official languages: Filipino and English. While proficiency

in these languages is not universal, the government has taken steps to promote

bilingualism and multilingualism in the country. For instance, the Department of

 4

Education has implemented the Mother Tongue-Based Multilingual Education

(MTB-MLE) program, which aims to improve students’ proficiency in Filipino and

English by teaching them in their native language. Additionally, the Philippine

Institute for Development Studies (PIDS) has conducted research on the English

proficiency of Filipino students. According to their findings, while the Philippines

has a high level of English proficiency compared to other countries in Asia, there

is still room for improvement.

The standard classroom environment in the Philippines commonly

involves conversations in both English and Filipino, whether it's during formal

class discussions or informal peer-to-peer interactions. Teachers and students

frequently switch between languages, known as code-switching (CS), regardless

of the subject, which can result in varying levels of exposure to each language.

This language interchange affects students' ability to communicate in English,

particularly in terms of their competence in speaking the language. The

phenomenon of code-switching can manifest through various approaches,

serving as a mechanism for facilitating socio-cultural interactions or as an object

of analysis within the context of communication.

Among Filipino learners, the combination of English and vernacular (e.g.

Tagalog, Cebuano) is a prevalent linguistic phenomenon. The following are the

predominant reasons for code switching or factors stimulating code switching: (1)

easier self-expression, (2) loss of words (e.g. translation problems or not knowing

the right words), (3) influences of people around, (4) natural already (habit), (5)

exposure to two languages, (6) fluency in speaking both languages, and (7) to
 5

make the speakers feel more comfortable4.

A code-switched sentence contains two main components such as the first

language and the secondary language. The following are examples of the three

forms or types of code switching:

Inter-sentential code switching. This type of code switching involves

switching at sentential boundaries where one clause or sentence is in one

language and the next clause or sentence is in the other5.

The following is an extract of inter-sentential switching: “Why are there

different literary pieces? Why do we have poems? Why do we have novels?

Bakit hindi tula na lang? Bakit hindi isa na lang?” The statement shows that the

first three interrogative sentences are in English6.

However, the following fourth and fifth interrogative sentences are in

Tagalog. Intra-sentential code switching. It refers to the switching that happens

within the same clause or sentence which incorporates elements from both

languages 7. The following is an example of intra-sentential switching, “Tapos

magko-concentrate tayo sa drinking.” (Translated as: “Then we will concentrate

on drinking.”) This utterance contains intra-sentential switching because the

student inserted two English words “concentrate” and “drinking” in the middle of

her Tagalog statement8.

Extra-sentential or Tag-switching. It is the process of inserting a tag or

short phrase in one language into an almost entirely in another language

utterance9.
 6

The following is an extract of intra-sentential switching: “As simple as that

po.” (As simple as that.) The term “po” has no English counterpart since it is

unique to Filipino culture. Filipinos frequently use “po” as a sign of respect or

politeness. Hence, this utterance is categorized as tag-switching because the

student inserted a Tagalog tag marker, “po” into an utterance in English.

Every person can select a speaking style according to their discourse

approach. In reference to the purpose of code switching, he divides

conversational code switching into six primary purposes, including:

(1) Quotation. The speaker alternates between repeating someone else's

speech. (2) Addressee Information. The switch can be used to redirect the

message to one or more listeners' possible responses to. (3) The interjection. To

highlight an interjection or phrase filler—words or expressions that are introduced

to indicate unexpectedly intense emotion, or to attract attention—use the switch.

(4) Reiteration. The aim of this switching is to repeat the message from one

language to another, either literally or slightly changed. (5) Qualification of the

message. This type of code-switching function shows that the main message

being conveyed in another language can be understood by switching in one

language. (6) Personalization. explains that the code contrast in this instance

appears to be connected to things like the extent of the speaker's involvement in,

or distance from, a message or an addressee; whether a statement expresses a

specific opinion, feeling, or knowledge; whether it is relevant to a particular

situation; or whether it is considered universally known10.

 7

According to prior studies, code switching in an educational context is

regarded as a deficiency of interactional skills and an impediment to achieving

the learning aim of acquiring target language11 .

Though code switching has been discouraged, little is known whether it

has negative or positive implications on English achievement. The study

analyzed the variables that present the effects of code-switching to the oral

communication skills of teacher education students. Code-switching is a process

of shifting from one linguistic code (a language or dialect) to another, depending

on the social context or conversational setting. In addition, when Code-switching

is used, it is based on the processes of assimilation, accommodation, developing

meaningful cognitive sets (i.e. forming logical connection and organization in the

material), and using advance organizers (i.e. ,general concepts that help the

learner to organize and understand new material)12.

Meaningful learning allows the information to be retained for a longer

period of time; the information may be retrieved faster. Code-switching was a tool

used by participants to regulate social relations while engaging in collaborative

work in the classroom. Code-switching was also used by participants to achieve

certain communicative goals, such as enhancing meaning-making and

communication. The use of code-switching helps students with lower

performance to be able to follow the lessons better than using English only. It

reduced students’ stress by not worrying about what to say because they could

switch to Filipino when they didn’t have an idea of how to say it in English. In
 8

addition, switching to Filipino with respect to their dialects helped to effectively

manage classrooms and incorporate morality and ethics.

It has been observed that the students in the communication skills

classroom code switched regularly between varieties of English (Singapore

Standard English and Singapore Colloquial English) and between English and

Mandarin while engaged in group activities. An investigation into the whys and

hows of classroom code-switching may inform them of how students use

languages, and such insights are useful in planning and refining instruction. It is

therefore useful for them as a teacher to find out the motivations behind

classroom code-switching, and also to investigate if it plays any significant role in

affecting interactions or knowledge construction in the classroom13.

Fluency is the flow of one’s speech. With that context in mind, you can

begin to understand what language fluency is in relation to how words sound as

they leave your mouth. Someone fluent in a language can easily string words

together into coherent thoughts. The words will form a followable rhythm without

sporadic starts and stops. In other words, the language flows from the speaker

with relative ease — they don’t stumble on their words when trying to form a

logical phrase or sentence.

A commonly observed and salient feature of dual-language learners’

discourse across the life span is the code-switching phenomenon: the ability of

multiple-language learners to switch back and forth between different languages

within the same conversation, incorporating words, phrases, or passages that

originate from another language into an ongoing conversation14.

 9

Although code-switching has been investigated for decades, it remains

unclear to what extent code-switching in young dual-language learners should be

interpreted as a linguistic compensatory mechanism to bridge linguistic gaps or a

shaping mechanism to make communication fluent or particularly appropriate to

a situation.

Comprehension in learning involves a student's ability to deeply

understand and make sense of information. It encompasses grasping the main

ideas, details, and concepts of the material, interpreting its deeper meaning, and

connecting it to prior knowledge. Beyond mere understanding, effective

comprehension requires critical thinking to evaluate and analyze the information,

as well as the ability to apply learned concepts to new situations. Additionally, it

involves retaining and recalling information over time and integrating knowledge

from various sources. In essence, comprehension is a multifaceted skill that

enables students to interact with, reflect on, and utilize the material in meaningful

ways.

Code-switching serves as a pedagogical tool that can facilitate

comprehension and engagement by making educational content more

accessible. It emphasizes the importance of using code-switching strategically to

support learning without hindering the development of proficiency in the

instructional language15.

Conciseness requires people to put their ideas into brief sentences that

are on point. It also provides complete information that can be easily understood

by other people. Conciseness involves delivering key messages without

 10

unnecessary details, keeping the audience engaged by providing only essential

information. Utilizing bullet points and headings can aid in maintaining

conciseness.

According to the study mentioned above, there are several advantages to

communicating concisely. We can save time if we are able to provide direct-point

topics. Of course, word choice plays a crucial role when communicating

concisely. It also avoids us from providing unrelated topics or ideas. It also

benefits its reader or listener as it prevents them from being bombarded with the

information that they are receiving.

The collection of ideas presented states that code-switching is a powerful

tool that can effectively clarify and emphasize points, substitute unfamiliar words

from the target language, articulate concepts without parallel meanings in other

cultures, reinforce requests, foster camaraderie, alleviate tension, inject humor

into conversations, and manifest within specific bilingual contexts when

discussing particular topics16.

In addition, utilizing code-switching serves to improve communication and

facilitate connection among individuals23. It has positive effects when it comes to

vocabulary, fluency, comprehension, and conciseness. When having difficulty

with words, code-switching can be used by students to express their thoughts

and ideas easily. Code-switching helps students who are having a hard time

using English or Filipino Language alone. They can present and communicate

effectively when code-switching is done. Code-switching significantly improves

understanding by allowing individuals to use the language they are most

 11

comfortable with, resulting in clearer communication and comprehension of

complex concepts17.

Moreover, code-switching affects conciseness by enabling speakers to

use appropriate words for their audience and context. This allows individuals to

express complex ideas using fewer words, as familiar languages or dialects often

facilitate more straightforward communication. To summarize, code-switching is

an excellent approach for improving many aspects of language use and

communication, resulting in stronger understanding in a range of situations18.

Theoretical Framework

The study is anchored on Social Constructivism Theory (1968) by Lev

Vygotsky. Constructivism is a way of human learning based on scientific

research and observation. People learn and understand the world by thinking

about and experiencing various things. Children's interactions with their parents

and the rest of society have a big impact on how they grow. This idea shows how

people learn from their experiences and social interactions. For example, during

a conversation between the instructor and the students, the instructor can

effectively communicate ideas by using code-switching. Similarly, the students

use code-switching during recitations to show their understanding of lesson19.

This concept explains how people try to make sense of the environment in

which they work and live. As a result, they often interpret their experiences in

ways that are unique to them. The information gathered depends more on the

views and opinions of the participants about the subject or circumstance20.

 12

When it comes to language acquisition and social relations, social

constructivism and code-switching are strongly intertwined. Social constructivism

is a philosophy that highlights how social interactions and cultural context shape

knowledge and how learning is viewed as a cooperative process. Code-

switching, on the other hand, is the act of switching between two or more

languages or dialects during a discussion. Vygotsky highlighted the importance

of social interaction in language acquisition. Code-switching enables students to

participate in meaningful conversations and debates in which they negotiate

meaning and collaborate on understanding. These encounters allow students to

learn new vocabulary terms, colloquial expressions, and nuances of culture. The

study of ethnography of communication is the study of how individuals

communicate in different languages21.

The researchers used study of communication as a second hypothesis

(Communicate in social and cultural settings, examining how language is used

within particular groups of people. In certain groups, speech patterns are

influenced by ethnography. People learn new languages through social

interactions, and they may also influence the language that other people talk to

them in. The environment in which a speaker talks might influence their word

choice or delivery. Students naturally speak and enunciate words differently

since they come from many backgrounds and cultures. The remarks that children

unintentionally spoke originated from the school community. When it comes to

sharing ideas, especially during oral presentations or reports, code-switching

 13

might be quite beneficial. Because of their limited vocabulary, students may

engage in code-switching22.

This theory explores how language and communication practices are

deeply embedded in cultural contexts. This approach looks not only at the

structure of language, but also at how it is used in social interactions and the

meanings it conveys to the participants. Vocabulary plays a crucial role in this

field because it reflects the cultural and social norms of a community. Vocabulary

can indicate social identities and group memberships. Certain words or slang

might be used to show belonging to a particular social group or to differentiate

from others. By examining vocabulary through the lens of the ethnography of

communication, researchers gain insight based on Noam Chomsky's Language

Acquisition Theory from 196023.

According to this view, language acquisition is a natural process for

children in the right environment, just as a child's body develops with a healthy

diet and stimulation. He proposes that youngsters have a built mechanism that

allows them to comprehend the grammar into the intricate ways language

functions within cultural and social frameworks.

The third structure of every language they encounter. Children's learning

is heavily influenced by their social surroundings, which can be observed in their

actions, speech patterns, and behaviors. When parents speak to their children,

they naturally use their native language (L1), which children carry with them to

school. Students pick up new words from their surroundings and use the

language they learn when communicating24.

 14

The theories of language learning and understanding are deeply

interconnected. As people learn vocabulary, grammar, and syntax, they improve

their capacity to grasp and comprehend spoken and written language.

Understanding spoken language has a big influence on reading comprehension.

Language acquisition provides the underlying skills required for comprehension.

Conceptual Framework

This conceptual framework which guided the researchers in the conduct of

their study on the Effects of Code-Switching to the Oral Communication Skills of

Teacher Education Students, the Independent and Dependent Variables shown

in Figure 1.

The independent variables contain the profile of the respondents with

respect to their age, sex, course, and month family income.

The dependent variable is the effects of code-switching to the oral

communication skill of teacher education students and perception of the

respondents about the effects of code-switching to the oral communication skills

with respect to; Vocabulary, Fluency, Conciseness and Comprehension.

The line that connects the two boxes of variables indicates the relationship

between the two sets of variables.

 15

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Profile of the respondents in Effects of Code - Switching to

terms of; the Oral Communication
Skills of the Teacher
Age; Education Students with
Sex; respect to;
Course, and
Monthly Family Vocabulary
Income Fluency
Comprehension
Conciseness

Figure 1

A Conceptual Framework showing the Effects of Code Switching to the

Oral Communication Skills of the Teacher Education Students
 16

Statement of the Problem

The study aimed to determine the Effects of Code Switching to the Oral

Communication Skills of the Teacher Education Students.

Specifically, it aimed to answer the following questions:

1. What are the considerations of the researchers in conducting the study?

2. What is the profile of the respondents in terms of;

2. 1 Age;

2.2 Sex;

2. 3 Courses, and

2. 4 Monthly Family Income?

3. What are the effects of code-switching to the oral communication skills with

respect to;

3. 1 Vocabulary;

3. 2 Fluency;

3. 3 Conciseness, and

3. 4 Comprehension?
 17

4. What are the comments and suggestions of the respondents for the
improvement of the study?

Assumptions

The following are the researchers’ assumption:

1. Code-switching has positive effects on the oral communication skills of

teacher education students.

2. Code-switching enhances vocabulary, comprehension, fluency and

conciseness.

3. Application of code switching in daily learning is beneficial to the oral

communication skills of teacher education students.

Scope and Limitation of the Study

The study aimed to assess the effects of code-switching on the oral

communication skills of teacher education students during the School Year

2023–2024. This research was conducted at the University of Rizal System -

Cainta Campus, where the respondents are currently studying and are readily

available.

The researchers selected respondents enrolled in teacher education

courses because code-switching is a prevalent linguistic practice among these

students. This practice is commonly observed during discussions, class

presentations, and informal conversations. Consequently, their oral

communication skills are crucial not only in academic contexts but also in their

future professional settings. Understanding how code-switching impacts their

 18

ability to communicate effectively in English may significantly influence their

language development.

To gather data, the study utilized a researcher-made questionnaire

checklist to conduct a survey among the teacher education students at the

University of Rizal System - Cainta Campus. This instrument collected data from

the respondents' answers. However, as the questionnaire was limited, the

researchers employed the purposive sampling technique to select specific

respondents for the study.

The study focused on determining the effects of code-switching on the oral

communication skills of teacher education students.

Significance of the Study

This study would be beneficial to the following:

Students. The study would serve as a means for the students to know the

effects of code-switching throughout the years and its relevance to the

communication skills. This study could also help students to deeply understand

the code-switching that is being used in daily classroom discourse.

Teachers. Likewise, teachers could also make use of this material in

teaching their students, determining the type of code-switching used in different

scenarios and its effects.

School Heads. School heads can use this research to enlighten the

students as well as the other staff on the effects of code-switching.

 19

Future Researchers

Further, future researchers could make use of this study as a reference for

future research in the field of communication research that deals with code-

switching.

Definition of Terms

The following terms were defined operationally and conceptually for better

understanding of the study:

Age. This refers to the age gap of the respondents from 18 years old to 25

years old and above.

Code-Switching. This refers to the process of shifting from one linguistic

code (a language or dialect) to another, depending on the social context or

conversational setting.

Comprehension. This refers to the act or action of grasping with the

intellect: understanding.

Conciseness. This refers to communicating complete information about a

topic or idea in a few words.

Course. This refers to a specific educational program, class, or sequence

of instruction in which the respondents are enrolled or have completed.

Specifically, the respondents belong to the group of teacher education courses

such as Bachelor of Elementary Education, Bachelor of Secondary Education

Major in English, and Bachelor of Technology and Livelihood Education Major in

Industrial Arts.
 20

Fluency. This refers to speaking easily, reasonably quickly and without

having to stop and pause a lot.

Monthly Family Income. This refers to the total amount of money

received by all members of a respondent's household within a single calendar

month. This includes income from all sources such as salaries, wages, business

profits, pensions, investments, and any other regular financial contributions.

Oral Communication Skills. This refers to the abilities you use when

giving and receiving different kinds of information.

Respondents. This refers to the teacher education students who take part

in the study by providing data, feedback, or responses necessary for the

research.

Sex. This refers to biological classification of the participants as either

male or female, as self-reported by the respondents in response to a specific

survey question.

Teacher Education Students. This refers to the group of students who

are taking up teacher education courses who served as the respondents of the

study.

Vocabulary. This refers to a list or collection of words or phrases usually

alphabetically arranged and explained or defined.

 21

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Multilingual Matters. 111-230. Retrieved on April 10, 2023 from:
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redir_esc=y&id=K2jTpJBQm0gC&q=comprehension
22
Metila, R. (2009). Decoding the Switch: The Functions of Codeswitching in the
Classroom. Retrieved on April 10, 2023 from:
https://www.journals.upd.edu.ph/index.php/edq/article/view/2024

23
Nordquist, R. (2019, July 25). Learn the Function of Code Switching as a
Linguistic Term [Review of Learn the Function of Code Switching as a Linguistic
Term]. ThoughtCo. Retrieved on April 10, 2023 from:
https://www.thoughtco.com/code-switching-language-1689858#:~:text=First%2C
%20people%20may%20use%20code-switching%20to%20hide
 24

%20fluency,languages%29%20to%20formal%20situations%20%28using%20the
%20second%20language%29.
24
O’Hagan, M., & O’Hagan, M. (2024, June 13). The 3 C’s of communication:
clear, concise, consistent | The Brief Lab. The Brief Lab |. Retrieved on April 10,
2023 from:https://thebrieflab.com/blog/the-3-cs-of-communication-clear-concise
consistent/
 Chapter 2

RESEARCH METHODOLOGY

This chapter presents the research design, sampling techniques, setting of

the study, subject of the study, sources of data, the procedure of the study, and

statistical treatment used in the conduct of the study.

Research Design

The researchers used quantitative descriptive research design to

determine the effects of code-switching to the oral communication skills of

teacher education students.

Quantitative methods focus on the objective measurements and the

statistical, mathematical, or numerical analysis of data collected through polls,

questionnaires, and surveys or by manipulating pre-existing statistical data using

computational techniques1.

Quantitative descriptive research design is a method used to describe the

characteristics of a population or phenomenon being studied. It focuses on

quantifying the data and often involves large sample sizes to ensure the findings

can be generalized to a larger population. This type of research is crucial for

documenting prevalence, testing hypotheses, and providing a comprehensive

summary of events or phenomena2.

This study used a quantitative approach because it allows the researchers

to examine the two variables, sex, and age. In addition, the researchers want to

assess the effects of code-switching to the oral communication skills of teacher

 26

education students by way of generating numerical analysis of data through

questionnaires that can be converted into usable statistics.

Sampling Technique

The researchers used a non-probability method wherein purposive

sampling technique was used in selecting the respondents of the study.

The researchers used the purposive sampling technique in determining

the respondents of the research. This type is based on choosing individuals as

samples according to the objectives of the researchers as their control.

Respondents of the study were chosen as part of the sample to represent the

total population3.

Simple random sampling is a type of probability sampling in which each

member of the population has an equal chance of being chosen as a research

respondent. Participants are chosen at random from a population. The purpose

of simple random sampling is to reduce the likelihood of researcher bias in the

selection of cases for the sample. The purpose of choosing the respondents is to

determine the effects of code-switching to the communication skills of the teacher

education students.

The researchers used the sampling techniques where respondents were

selected purposely and for the convenience, accessibility and proximity to the

researchers. The researchers used a validated questionnaire checklist to

determine the effects of code-switching to the communication skills of teacher

education students.
 27

Setting of the Study

The study was conducted at the University of Rizal System - Cainta

Campus. The University of Rizal System - Cainta Campus is an institution of

higher learning situated in Cainta, Rizal. Formerly part of Rizal Polytechnic

College, the school is now one of the satellite campuses under the University of

Rizal System that has been accredited by the International Organization for

Standardization (ISO) in the year 2019.

The Cainta Campus is home to academic programs that give significance

to livelihood training. Its undergraduate programs in the College of Education

include Bachelor in Elementary Education - BEEd, Bachelor of Secondary

Education (BSEd) major in English, and Bachelor of Technology and Livelihood

Education (BTLEd) Major Industrial Arts.

In January 2019, URS was awarded the ISO 9001:2015 accreditation by

the International Organization for Standardization. This certification ensures that

URS services will continuously and statutorily deliver quality management by

meeting stakeholder needs and raising service quality. The researchers chose

this field to support the university's goal of turning out morally and academically

sound graduates, URS's attempts to maintain consistency in quality control, and

the growth and enhancement of the English major's Bachelor of Secondary

Education program's quality instruction.

 28

Figure 2

University of Rizal System - Cainta Campus

 29

Fi

gure 3

Location Map of the University of Rizal System Cainta - Campus

 30

Subject of the Study

The study focused on the Effects of Code Switching to the Oral

Communication Skills of the Teacher Education students at University of Rizal

System - Cainta Campus. The respondents were 251 students, or 80% of the

total population of the College of Education, with 80% responding at each year

level, for a total of 25.1% of the student population at the University of Rizal

System - Cainta Campus.

The researchers used a simple random sampling technique. Out of the

100 respondents, 28.8% of them are BSEd English, 35.1% of 100% are BEEd,

and 16.3% of 100% are BTLEd majors in Industrial Arts. The researchers chose

these courses as they were all currently taking English-related subjects.

The researchers selected the respondents based on their course since

most of their subject areas were in English-related subjects, as these courses

require a strong foundation in oral communication skills, which are essential for

future educators. The inclusion of BSEd English, BEEd, and BTLEd IA students

was particularly justified because these programs emphasize the development of

language proficiency, both in formal and informal classroom settings. Since code-

switching is a prevalent practice among students, it is crucial to examine its

impact on their ability to communicate effectively in English, which will be a vital

skill in their future teaching careers.

 31

Sources of Data

The main data-gathering tool used in the study was the researcher-made

questionnaire checklist distributed using a printed survey questionnaire and

through Google Forms. It covered the questions pertaining to the effects of code-

switching to the oral communication skills in terms of vocabulary, fluency

comprehension, and conciseness.

The first part of the instrument includes the title of the study and the profile

of the respondents, including their name (optional), age, sex, course, and

monthly family income.

The second part of the instrument consists of questions for each variable

(vocabulary, fluency, comprehension, and conciseness) provided by the

researchers. Each variable contains five questions.

To determine the Effects of Code-Switching to the Oral Communication

Skills, a five-point Likert scale will be used shown below.

LIKERT SCALE
SCALE VERBAL INTERPRETATION RANGE
5 Strongly Agree 4.20 - 5.00
4 Agree 3.40 - 4.19
3 Undecided 2.60 - 3.39
2 Disagree 1.80 - 2.59
1 Strongly Disagree 1.00 - 1.79

Research Procedure

The formulation of research titles began from January to March 2023.

During this period, each member proposed (1) title, and from these suggestions,

the researchers selected the top three for further consideration. In April 3, 2023,
 32

they presented these options in a title defense wherein the researchers

defended the three proposed titles. The panel members approved the topic and

researchers came up with the study of Effects of Code-Switching to the Oral

Communication Skills of Teacher Education Students in University of Rizal

System-Cainta.

The following year, from January to February 2024, the researchers

focused on gathering research studies and literature to establish a solid

theoretical foundation for the study. The gathering of data and information related

to the study was conducted at the library of the University of Rizal System -

Cainta Campus. The researchers used published journals and research paper

articles from internet media as a reference and foundation of the study. With

these resources, they proceeded to the preparation for chapters 1 and 2 in

February and March 2024, developing the research problem, objectives, and a

review of related literature.

The researchers made the final draft of the manuscript and consulted it

with their thesis adviser on March 10, 2024. After the consultation, the

researchers made the revisions of chapter 1 and 2 and a series of discussions

with the panel members, and they passed a soft copy of the manuscript to the

research instructor. simultaneously, they conducted the validation of the

questionnaire checklist, and by considering the suggestions of the panel

members, the researchers developed their questionnaire checklist in preparation

for chapters 3 and 4. After validation, the questionnaire was distributed to

 33

respondents, then the results were tallied and interpreted with the assistance of

the statistician.

From April to July 2024, the researchers worked on tabulating, analyzing,

and interpreting data gathered to identify key findings and insights from the

responses. Finally, the researchers prepared chapters 3 and 4 and had their final

oral defense. After the defense, they had their manuscript finalized, integrating all

the corrections suggested by the panel members.

Statistical Treatment

In order to systematically analyze and interpret the gathered data, the

following statistical treatments were used.

1. To determine the considerations taken by the researchers in conducting

the study, Qualitative Discussion was used.

2. To determine the profile of the respondents in terms of age, sex, section,

course, and monthly family income, Frequency, Percentage, and Rank

Distribution were used.

3. To determine the Effect of Code-Switching to the Oral Communication

Skills of Teacher Education Students, Mean was used.

 34

NOTES
1
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S.,
Bywaters, D., & Walker, K. (2020). Purposive Sampling: Complex or Simple?
Research Case Examples. Journal of Research in Nursing, 25(8), 652–661.
NCBI. Retrieved on April 15, 2023 from:
https://doi.org/10.1177/1744987120927206
2
Campus Location Map | University of Rizal System. (2018). Urs.edu.ph.
Retrieved on April 15, 2023 from: http://www.urs.edu.ph/campus-location-map/
3
University of Rizal System Cainta Campus. (2024). Mavink.com. Retrieved on
April 15, 2023 from: https://mavink.com/explore/University-of-Rizal-System-
Cainta-Campus
4
University of Southern California Libraries. (2022). Research guides: Organizing
your social sciences research paper: Quantitative methods. USC Libraries.
Retrieved on April 15, 2023 from:
https://libguides.usc.edu/writingguide/quantitative
5
Watson R. (2015). Quantitative research. Nursing standard (Royal College of
Nursing (Great Britain): 1987), 29(31), 44–48. Retrieved on April 15, 2023 from:
https://doi.org/10.7748/ns.29.31.44.e86
 Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered from the questionnaire checklist

as well as its analysis and interpretation concerning the effects of code switching

to the oral communication skills of teacher education students.

Considerations Taken by the Researchers in Conducting the Study

The following are the considerations taken by the researchers on

determining the effects of code switching to the oral communication skills of

teacher education students.

The researchers aimed to know the effects of code-switching to the oral

communication skills of teacher education students in conducting this study;

First, how the code-switching affects the oral communication skills in terms of

vocabulary, fluency, comprehension and conciseness; Second, how the students

apply code-switching in daily oral communication activities during classroom

discourse, and lastly, how the students express their ideas utilizing various code-

switching techniques.

Profile of Respondents in terms of Age, Sex, Course, and Monthly Family

Income

The table on the next page shows the profile of the respondents in terms

of age.
 36

Table 1 shows the percentage distribution of respondents in terms of age.

Table 1

Profile of the Respondents in terms of Age

Age Frequency Percentage Rank

18-19 years old 40 15% 3

20-21 years old 88 34% 2

21-23 years old 124 48% 1

24 and above 2 0.7% 4

Total 254 100%

The results indicate that out of 254 respondents, the majority fall within the

21-23 years old category, with 124 respondents, which ranks first and represents

48% of the total sample. The 20-21 years old group ranks second, with 88

respondents making up 34% of the sample. While the 18-19 years old ranks

third, consisting of 40 respondents and have 15% of the total. Lastly, the age

group 24 and above ranks fourth with just 2 respondents, representing only 0.7%

of the sample.

This age group aligns with a stage in academic progression where

students are completing coursework and preparing for practicum or field

experiences, making them a relevant demographic for studying the impact of

code-switching on oral communication skills.

 37

This implies that the majority of the respondents were 21-23 years old in

terms of age, which is 48%. Most students in these programs are in their early

twenties.

Table 2 shows the percentage distribution of respondents in terms of sex.

Table 2

Profile of the Respondents in terms of Sex

Sex Frequency Percentage Rank

Male 96 37% 2

Female 158 62% 1

Total 254 100%

The table 2 shows the percentage of the respondents in terms of Sex. The

results revealed that out of 254 respondents, most of them are female, with one

hundred fifty-eight (158) respondents which got the first rank and has an average

of 62%. Male respondents rank number 2 with ninety-six (96) male respondents

and have an average of 37%.

Teaching has traditionally been viewed as a female-dominated profession,

particularly in early childhood and elementary education, which may explain the

higher number of female participants in this study. Additionally, female students

might have a stronger interest in language and communication-focused research,

contributing to their higher representation among respondents. This gender

distribution suggests that the study’s findings may be more indicative of female

perspectives and experiences with code-switching in oral communication skills.

 38

This implies that most of the respondents were female in terms of sex,

which is 62%. Majority of respondents being female likely reflects the common

trend in Teacher Education programs, where women often outnumber men.

Table 3 shows the percentage of the respondents in terms of course.

Table 3

Profile of the Respondents in terms of Course

Course Frequency Percentage Rank

BSEd English 92 28.8% 2

BEEd 112 35.1% 1

BTLEd IA 52 16.3% 3

Total 254 100%

The results revealed that out of 254 respondents, most of them are from

the course BEED, with a hundred and twelve (112) respondents which got the

first rank and has an average of 35.1%. BSEd English ranks number 2 with

ninety-two (92) respondents and has an average of 28.8% while BTLEd ranks

number 3 with fifty-two (52) respondents and has an average of 16.3%.

This indicates that the students are more required to apply code-switching

as most of the subjects such as Mathematics, Science, and English, have to be

taught in the vernacular for the students to comprehend the lesson properly while

using the L1 and L2, which allows the teaching of basic ideas in a language

understood to the learners.

This implies that the majority of the respondents were taking a BEED

course.
 39

Table 4 on the next page shows the percentage of the respondents in

terms of monthly family income.

Table 4

Profile of the Respondents in terms of Monthly Family Income

Monthly Family Income Frequency Percentage Rank

₱5,000 - below 43 13.4% 3

₱5,000 - ₱10,000 66 20.6% 2

₱10,000 - ₱25,000 98 30.7% 1

₱25,000 - ₱30,000 32 10% 4

₱30,000 - above 15 4.7% 5

Total 254 100%

Table 4 shows the total number of percentages of the Monthly Family

Income of the respondents. The results revealed that out of 254 respondents

most of them falls to family income of ₱10,000 - ₱25,000 per month with ninety-

eight (98) respondents which got a 1st rank and has an average of 30.7%;

₱5,000 - ₱10,000 per month with sixty-six (66) respondents which got a 2nd rank

and has an average of 20.6%; ₱5,000 - below per month with forty-three(43)

respondents which got a 3rd rank and has an average of 13.4%; ₱25,000 -

₱30,000 per month with thirty-two (32) respondents which got a 4th rank and has

an average of 10%.

This implies that most of the respondent’s family income ranges between

₱10,000 and ₱25,000.

 40

The data suggests that suggest that the socio-economic background of

teacher education students, as reflected in their family income, may influence

their reliance on code-switching and its impact on their oral communication skills.

Effects of Code - Switching on the Oral Communication Skills of the

Teacher Education Students with respect to Vocabulary, Fluency,
Comprehension, and Conciseness.

Table 5 shows the computed weighted mean of the effects of code-

switching on the oral communication skills of teacher education students in terms

of vocabulary.

Table 5

Effects of Code-Switching on the Oral Communication Skills

of Teacher Educations Students with respect to Vocabulary

Vocabulary Mean Verbal Rank

Interpretation

1. I am able to construct certain 4.2 Strongly Agree 2

phrases with the proper words.

2. I can easily understand unfamiliar 4.2 Strongly Agree 1

words by switching it to the native
language and/or vice versa.

3. I have a broad knowledge of 3.55 Agree 5

grammatical rules.

4. I can easily share my thoughts and 4.16 Agree 3

ideas using code-switching.

5. I can communicate with a wide 3.63 Agree 4

range of people effectively and
confidently.

Average Mean: 3.95 Agree

 41

Legend/Scale: 4.21-5.00=Strongly Agree 3.41-4.20=Agree

As shown in the table, the item no.1 “I am able to construct certain

phrases with the proper words” got a mean score of 4.2 and was verbally

interpreted as “Strongly Agree”. Item no. 2 “I can easily understand unfamiliar

words by switching it to the native language and/or vice versa.” got a mean score

of 4.2 and verbally interpreted as “Strongly Agree”. Item no. 3 “I have a broad

knowledge of grammatical rules.” got a mean score of 3.55 and verbally

interpreted as “Agree”. Item no. 4 “I can easily share my thoughts and ideas

using code-switching.” got a mean score of 4.16 and verbally interpreted as

“Strongly Agree”. Lastly, item no. 5 “I can communicate with a wide range of

people effectively and confidently” got a mean score of 3.63 and verbally

interpreted as “Agree”.

Overall, the effects of code switching on the oral communication skills of

the students in terms of vocabulary have an overall mean of 3.95 and are

verbally interpreted as “Agree”.

It implies that in terms of vocabulary, code-switching enables students to

broaden their vocabulary through the knowledge of both L1 and L2 enhancing

their oral communication skills.

Table 6 on the next page presents the computed weighted mean of the

Effects of Code Switching on the Oral Communication Skills of Teacher

Education Students in terms of Fluency.

 42

Table 6 shows the computed weighted mean of the effects of code-

switching to the oral communication skills of teacher education students in terms

of fluency.

Table 6

Effects of Code-Switching on the Oral Communication Skills

of Teacher Educations Students
with respect to Fluency

Fluency Mean Verbal Rank

Interpretation

1. I speak English and Filipino efficiently 4.2 Strongly Agree 1

in the class.

2. I can speak without using fillers. 3.59 Agree 4

3. I can speak without pauses. 3.44 Agree 5

4. I can easily put my ideas into words. 3.98 Agree 3

5. I can share my thoughts and opinions 4.10 Agree 2

clearly.

Average Mean: 3.86 Agree

Legend/Scale: 4.21-5.00=Strongly Agree 3.41-4.20=Agree

As shown in the table, the item no.1 “I speak English and Filipino

efficiently in the class.” got a mean score of 4.2 and verbally interpreted as

“Strongly Agree”. Item no. 2 “I can speak without using fillers.” got a mean score

of 3.59 and verbally interpreted as “Agree”. Item no. 3 “I can speak without

pauses.” got a mean score of 3.44 and verbally interpreted as “Agree”. Item no. 4

“I can easily put my ideas into words.” got a mean score of 3.98 and verbally
 43

interpreted as “Agree”. Lastly, item no. 5 “I can share my thoughts and opinions

clearly.” got a mean score of 4.10 and verbally interpreted as “Agree”.

Overall, the effects of code switching to the oral communication skills of

the students in terms of fluency have an overall mean of 3.86 and are verbally

interpreted as “Agree”.

It implies that in terms of fluency, code-switching allows students to

improve their language skills by using both English and Filipino.

Table 7 shows the computed weighted mean of the effects of code-

switching to the oral communication skills of teacher education students in terms

of comprehension.

Table 7
Effects of Code Switching on the Oral Communication Skills
of the Teacher Educations Students
with respect to Comprehension

Comprehension Mean Verbal Rank

Interpretation

1. I can easily understand my teacher/classmate

when they are speaking in both Filipino and 3.96 Agree 2
English.

2. I can easily understand a task, assignment, group

activity etc. when my teacher is speaking in both 3.94 Agree 4
Filipino and English.

3. I can easily understand a difficult topic when the

teacher explains in both Filipino and English. 3.96 Agree 1

4. I can easily understand a challenging literary topic

when my teacher or classmates provide insightful 3.77 Agree 5
analysis and encourage open discussion.
 44

5. I can easily understand specific terms when it is

explained in both Filipino and English. 3.95 Agree 3

Average Mean 3.9 Agree

Legend/Scale: 4.21-5.00=Strongly Agree 3.41-4.20=Agree

As shown in the table, the item no.1 “I can easily understand my

teacher/classmate when they are speaking in both Filipino and English.” got a

mean score of 3.96 and verbally interpreted as “Agree”. Item no. 2 “I can easily

understand a task, assignment, group activity etc. when my teacher is speaking

in both Filipino and English.” got a mean score of 3.94 and verbally interpreted as

“Agree”. Item no. 3 “I can easily understand a difficult topic when the teacher

explains in both Filipino and English.” got a mean score of 3.96 and verbally

interpreted as “Agree”. Item no. 4 “I can easily understand a challenging literary

topic when my teacher or classmates provide insightful analysis and encourage

open discussion.” got a mean score of 3.77 and verbally interpreted as “Strongly

Agree”. Lastly, item no. 5 “I can easily understand specific terms when it is

explained in both Filipino and English.” got a mean score of 3.95 and verbally

interpreted as “Agree”.

Overall, the effects of code switching to the oral communication skills of

the students in terms of comprehension have an overall mean of 3.9 and are

verbally interpreted as “Agree”.

It implies that in terms of comprehension, code-switching enables students

to enhance their comprehension through the use of English and Filipino. It also

indicates that Code-switching may provide a flexible communication approach

that allows students to grasp information more effectively, using Filipino for
 45

familiar or culturally specific terms while utilizing English for academic or

technical vocabulary. This dual-language strategy seems to enhance

comprehension, making it easier for students to process and retain information.

Table 8 shows the computed weighted mean of the effects of code-

switching to the oral communication skills of teacher education students in terms

of conciseness.

Table 8
Effects of Code-Switching on the Oral Communication Skills
of the Teacher Education Students
with respect to Conciseness

Conciseness Mean Verbal Interpretation Rank

1. I can clarify my ideas or 4.54 Strongly Agree 2

thoughts when using English
and Filipino language.

2. I can express my ideas in a 4.50 Strongly Agree 3

short sentence and direct to the
point.

4
3. I am mindful of my word choice. 4.48 Strongly Agree

4. I can communicate effectively 4.39 Strongly Agree 5

with others.

5. I can clearly convey my 4.57 Strongly Agree 1

thoughts and intentions to my
listeners using English and
Filipino.

Average Mean: 4.5 Strongly Agree

Legend/Scale: 4.21-5.00=Strongly Agree 3.41-4.20=Agree

As shown in the table, the item no.1 “I can clarify my ideas or thoughts

when using English and Filipino language.” got a mean score of 4.54 and
 46

verbally interpreted as “Strongly Agree”. Item no. 2 “I can express my ideas in a

short sentence and direct to the point.” got a mean score of 4.50 and verbally

interpreted as “Strongly Agree”. Item no. 3 “I am mindful of my word choice.” got

a mean score of 4.48 and verbally interpreted as “Strongly Agree”. Item no. 4 “I

can communicate effectively with others.” got a mean score of 4.39 and verbally

interpreted as “Strongly Agree”. Lastly, item no. 5 “I can clearly convey my

thoughts and intentions to my listeners using English and Filipino.” got a mean

score of 4.57 and verbally interpreted as “Strongly Agree”.

Overall, the effects of code switching to the oral communication skills of

the students in terms of conciseness have an overall mean of 4.5 and are

verbally interpreted as “Agree”.

It implies that, in terms of conciseness, code-switching allows students to

successfully communicate with their listeners while using both L1 and L2.

Table 9 shows the table of the composite table of Effects of Code -

Switching to the Oral Communication Skills of the Teacher Education Students in

terms of Vocabulary, Fluency, Comprehension, and Conciseness.

Table 9

Composite Table on the Effects of Code Switching to the Oral

Communication Skills to Teacher Education Students
with respect to Vocabulary, Fluency, Comprehension,
and Conciseness

VARIABLE OVERALL RANK VERBAL

MEAN INTERPRETATI
ON
Vocabulary 3.948 2 Agree
Fluency 3.916 3 Agree
Comprehension 3.86 4 Agree
 47

Conciseness 4.5 1 Strongly Agree

GRAND MEAN 4.05 Agree

Based on the table, the perception of the respondents, “conciseness”

ranked first, with a total weighted mean of 4.5 and verbally interpreted as

“Strongly Agree”. Next is “vocabulary” which ranked second, with a total weighted

mean of 3.948 and verbally interpreted as “Agree”. Next is “fluency” which ranked

third, with a total weighted mean of 3.916 and verbally interpreted as “Agree”.

Last is “comprehension” which ranked fourth, with a total weighted mean of 3.86

and verbally interpreted as “Agree”.

The table shows that the effects of code-switching to the oral

communication skills of teacher education students have a grand mean of 4.5

and are verbally interpreted as “agree”.

It implies that conciseness, is considered the major effect of code-

switching to the oral communication skills of teacher education students which is

followed by vocabulary as perceived by the respondents.

 Chapter 4

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, conclusions, and recommendations.

Summary of Findings

Based on the gathered data, the following results are hereby presented;

1. On the Effects of Code-Switching to the Oral Communication Skills of

Teacher Education Students, the following were the considerations taken

by the researchers:

First, how the code-switching affects the oral communication skills

in terms of vocabulary, fluency, comprehension and conciseness; Second,

how the students apply code-switching in daily oral communication

activities during classroom discourse, and lastly, how the students express

their ideas utilizing various code-switching techniques.

2. On the profile of the respondents in terms of;

2.1 Age, majority of the respondents are 20 to 23 years old.

2.2 Sex, majority of the respondents are female.

2.3 Course, majority of the respondents are BEED.

2.4 Monthly Family Income, the majority of the respondents' monthly

family income range from ₱10,000 to ₱25,000.

3. On the Effects of Code-Switching to the Oral Communication Skills of

Teacher-Education Students with respect to the following;

 49

3.1 In terms of Vocabulary, the overall computed weighted mean is 3.95

and verbal interpretation of “strongly agree”.

3.2 In terms of Fluency, the overall computed weighted mean is 3.86 and

verbal interpretation of “agree”.

3.3 In terms of Comprehension, the overall computed weighted mean is

3.90 and verbal interpretation of “agree”.

3.4 In terms of Conciseness, the overall computed weighted mean is 4.5

and verbal interpretation of “strongly agree”.

Conclusions
Based on the findings and summary of the study, the following
conclusions are drawn:
1. Code switching highly affects the conciseness of students’ oral speaking

skills because it allows students to successfully communicate using both

English and Filipino.

2. Code-switching enables students to broaden their vocabulary through the

knowledge of both English and Filipino enhancing their oral

communication skills.

3. Code-switching enhances students' comprehension but needs further

improvement to ensure clarity and accuracy.

 50

Recommendations

As the study progressed, recommendations were identified. Based on the

findings of the study and the aforementioned conclusions, the following

recommendations were are being offered;

1. Teachers should encourage students to use code-switching to improve

conciseness and clarity in oral speaking activities.

2. Teachers should focus on consistent implementation of code-switching in

oral communication performances to help students expand their

vocabulary and improve oral communication skills.

3. Teachers may provide activities focused on improving comprehension

through code-switching, such as listening exercises and peer group

discussions.

4. Future researchers can conduct a study to provide further information

about the research topic.

REFERENCES
 52

A. INTERNET SOURCES

Al Heeti, N. & Al Abdely, A. (2016). Types and Functions of Code-Switching in

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(2021).Relationship between Socio-demographic, Classroom Code-
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APPENDICES
 57

APPENDIX A

GANTT CHART

2023 2024

Activities Ja Feb Mar Apr Jan Feb Mar Apr May Jun Sept
n
Formulation
of Title
Title Defense

Gathering of
Related
Studies and
Literatures
Development
of Chapters 1
and 2
Development
of
Questionnaire
Checklist
Validation of
the
Developed
Questionnaire
Checklist
Distribution Of
Checklists
Tabulation
Analysis and
interpretation
of Data
Gathered
Develop of
Chapter 3 and
4
Consultation
with the Panel
Members
Final Defense
 58

APPENDIX B

LETTER TO PANEL CHAIRMAN

APPENDIX C
LETTER TO ADVISER
 59

APPENDIX C

LETTER TO THESIS ADVISER

 60

APPENDIX D

LETTER TO STATISTICIAN
 61

APPENDIX E

LETTER TO LANGUAGE CRITIC

APPENDIX F
 62

LETTER OF PERMISSION TO CONDUCT THE STUDY

APPENDIX G
 63

CERTIFICATE OF CONTENT VALIDATION

APPENDIX H
 64

LETTER TO THE RESPONDENTS

APPENDIX I
 65

QUESTIONNAIRE CHECKLIST

Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM
Cainta, Rizal

EFFECTS OF CODE-SWITCHING TO THE ORAL COMMUNICATION SKILLS

OF TEACHER EDUCATION STUDENTS

Part 1. Profile of the Respondents

Directions: Please place your answer on the space provided or put
a checkmark (/) on the option that corresponds to your answer.
Name: (Optional): _____________________________
 66

Part II. Effects of Code - Switching to the Oral Communication Skills of

Teacher Education Students.
Directions: Using the likert scale below, please rate the Effects of Code -
Switching to the Oral Communication Skills of the Teacher Education Students.

5 SA - Strongly Agree

4 A - Agree

3 U - Undecided

2 D - Disagree

1 SD - Strongly Disagree

EFFECTS OF CODE - SWITCHING TO THE ORAL 5 4 3 2 1

COMMUNICATION SKILLS OF TEACHER
EDUCATION STUDENTS

VOCABULARY

1. I am able to construct certain phrases with the

proper words.

2. I can easily understand unfamiliar words by

switching it to the native language and/or vice
versa

3. I have a broad knowledge of grammatical rules.

4. I can easily share my thoughts and ideas using

code-switching.

5. I can communicate with a wide range of people

effectively and confidently.

FLUENCY

1. I speak English and Filipino efficiently in the

class.

2. I can speak without using fillers.

 67

3. I can speak without pauses.

4. I can easily put my ideas into words.

5. I can share my thoughts and opinions clearly.

CONCISENESS

1. I can clarify my ideas or thoughts when using

English and Filipino language.

2. I can express my ideas in a short sentence and

direct to the point.

3. I am mindful of my word choice.

4. I can communicate effectively with others.

5. I can clearly convey my thoughts and intentions

to my listeners using English and Filipino

COMPREHENSION

1. I can easily understand my teacher/classmate

when they are speaking in both Filipino and
English.

2. I can easily understand a task, assignment,

group activity etc. when my teacher is speaking
in both Filipino and English.

3. I can easily understand a difficult topic when the

teacher explains in both Filipino and English.

4. I can easily understand a challenging literary

topic when my teacher or classmates provide
insightful analysis and encourage open
discussion.

5. I can easily understand specific terms when it is

explained in both Filipino and English.
 68

SURVEY QUESTIONNAIRE VIA GOOGLE FORMS

69
 70

APPENDIX J

ROUTING FORM
 71

APPENDIX K
FORMULA USED IN THE STUDY

Formula 1
x
Percentage= (100)
n

Formula 2
CURRICULUM
VITAE
 73

DAREHM LLOI B. ANORE

Address: 121 Daang Hari St. Tatala, Binangonan, Rizal
Contact Number: 09101807292
Email Address: [email protected]

PERSONAL INFORMATION
Date of Birth: August 16, 2002
Age: 21
Citizenship: Filipino
Religion: Catholic
Father’s Name: Darwin C. Anore
Mother’s Name: Emerlita B. Anore

EDUCATIONAL BACKGROUND
TERTIARY
University of Rizal Bachelor of Secondary
System – Cainta 2024-2025 Education Major in
Campus English
SENIOR HIGH SCHOOL
Renaissance School of Humanities and Social
Science and 2019-2021 Sciences (HUMSS)
Technology, Inc.
JUNIOR HIGH SCHOOL
Mahabang Parang 2015-2019
National High School
ELEMENTARY
Tatala Elementary 2009-2015
School

ACHIEVEMENTS
● Top 8 in Overall Rank - Elementary Level
● With Honor - Senior High Level
 74

● Consistent Dean's Lister - College Level

SCHOOL ORGANIZATION
● University Supreme Student Government - Member (2022 - 2024)
● English Arts Society (EAS) - Member (2023 - up to present)
● The Spectrum - Member (2023 - up to present)
● The Chronicler (2024-2025)

SEMINARS ATTENDED

● Webinar on Language Acquisition: Trends, Issues, and Prospects with

Prof. Dr. Stephen Krashen (March 2023)
● GAD Seminar: Establishing the Institution’s Role in Teen Pregnancy
(March 2024)
● Strengthening Intellectual Property Awareness Among Student
Researchers (November 2024)
● GAD Seminar: Empowering the School Community as Gender-Sensitive
Advocates (November 2024)
● STEP: Student Teachers Enhancement Program (December 2024)
 75

JANINE E. CELESTRA
Address: 0159 San Diego St. Looc, Cardona, Rizal
Contact Number: 09334704549
Email Address: [email protected]

PERSONAL INFORMATION
Date of Birth: October 26, 2002
Age: 21 y/o
Citizenship: Filipino
Religion: Born – Again
Father’s Name: Vivencio G. Celestra Jr.
Mother’s Name: Eden E. Celestra
EDUCATIONAL BACKGROUND
TERTIARY
University of Rizal Bachelor of Secondary
System – Cainta 2024-2025 Education Major in
Campus English
SENIOR HIGH SCHOOL
Cardona Senior High 2020-2021 Humanities and Social
School Sciences (HUMSS)
JUNIOR HIGH SCHOOL
Bernardo F. San Juan 2018-2019 Special Science
National High School Curriculum
ELEMENTARY
Looc Elementary 2014-2015
School

ACHIEVEMENTS
● 2015 – Class Valedictorian (Elementary Level)
● 2019 - With High Honor (Junior High Level)
● 2019 – English Club Vice President (Junior High School Level)
● 2019 - Pandayan Leadership (Junior High School Level)
 76

● 2019 – Leadership Award (Former Supreme Student Government

President)
● 2021- With High Honor (Senior High Level)
● 2021 up to present - Iskolar Ni Gob
● 2022 up to present – CHED Scholar
● 2022 up to present - Semester Achiever (Tertiary Level)

SCHOOL ORGANIZATION
● University Supreme Student Government – Member (2022 – 2024)
● English Arts Society (EAS) – Member (2023 – 2025)
● The Chronicler – News Writer (2023-2024)
● The Chronicler – Associate Editor (2023-2024)
● The Chronicler – Staffer (2024-2025)
● Medicos-Student Health Council - Member (2024- 2025)

SEMINARS ATTENDED

● Webinar on Language Acquisition: Trends, Issues, and Prospects with

Prof. Dr. Stephen Krashen (March 2023)
● GAD Seminar: Establishing the Institution’s Role in Teen Pregnancy
(March 2024)
● Strengthening Intellectual Property Awareness Among Student
Researchers (November 2024)
● GAD Seminar: Empowering the School Community as Gender-Sensitive
Advocates (November 2024)
● STEP: Student Teachers Enhancement Program (December 2024)
 77

ISHEE LEI COMEQUE

Address: M.oja rd. Canaan Village Brgy. Mahabang
Parang, Binangonan Rizal
Contact Number: 09653570589
Email Address: [email protected]

PERSONAL INFORMATION
Date of Birth: December 13, 2002
Age: 21 y/o
Citizenship: Filipino
Religion: Catholic
Father’s Name: Zaldy A Comeque
Mother’s Name: Rowena B. Comeque
EDUCATIONAL BACKGROUND
TERTIARY
University of Rizal Bachelor of Secondary
System- Cainta 2022-2025 Education Major in
Campus English

University of Rizal 2021-2022 Bachelor of Secondary

System- Morong Education Major in
Campus English

SENIOR HIGH SCHOOL

Morong National High 2019-2021 Humanities and Social
School Sciences (HUMSS)
JUNIOR HIGH SCHOOL
Mahabang Parang 2015-2019
Natinal High School
ELEMENTARY
Mahabang Parang 2012-2015
Elementary School

San Miguel 2009-2012

 78

ElementarySchool
ACHIEVEMENTS
● 2015 - Top 7 overall rank
● 2015- 2019 - With honor student
● 2021- present - Caritas Scholar
● 2021- present - Dean’s lister

SCHOOL ORGANIZATION
● The Chronicler – News Writer (2024-up to present)
● English Arts Society (EAS) - Member (2023 - up to present)
● The Spectrum - Member (2023 - up to present

SEMINARS ATTENDED
● Webinar on Language Acquisition: Trends, Issues, and Prospects with
Prof. Dr. Stephen Krashen (March 2023)
● GAD Seminar: Establishing the Institution’s Role in Teen Pregnancy
(March 2024)
● Strengthening Intellectual Property Awareness Among Student
Researchers (November 2024)
● GAD Seminar: Empowering the School Community as Gender-Sensitive
Advocates (November 2024)
● STEP: Student Teachers Enhancement Program (December 2024)
 79

JAYRINE L. ESLAO
Address: Bria Silvestre Compound La Montagna
Bagumbayan Teresa Rizal
Contact Number: 09503240295

Email Address: [email protected]

PERSONAL INFORMATION
Date of Birth: March 1, 2001
Age: 23 y/o
Citizenship: Filipino
Religion: Christian Born Again
Father’s Name: Juanito A. Eslao
Mother’s Name: Irene A. Lalongbilang
EDUCATIONAL BACKGROUND
TERTIARY
University of Rizal Bachelor of Secondary
System- Cainta 2022-2025 Education Major in
Campus English

University of Rizal 2021-2022 Bachelor of Secondary

System- Morong Education Major in
Campus English

SENIOR HIGH SCHOOL

Teresa National Senior 2020-2021 Humanities and Social
High School Sciences (HUMSS)
JUNIOR HIGH SCHOOL
Teresa National High 2018-2019
School
ELEMENTARY
Bagumbayan 2014-2015
Elementary School
 80

ACHIEVEMENTS
● 2015 - With Honor
● 2018-2019 - With High Honor
● 2019 - GEM Scholarship
● 2021 - With Honor
● 2021 - Republic Cement Scholarship
● 2021 - Best Camper (Senior Scout)
● 2021 - Leadership Award (Former Supreme Student Government)
● 2022 - Semester Achiever

SCHOOL ORGANIZATION
● University Supreme Student Government - Member (2022 - 2024)
● English Arts Society (EAS) - Member (2023 - up to present)
● The Spectrum - Member (2023 - up to present)
● The Chronicler (2024-2025)
● Medicos-Student Health Council - Member (2022- up to present)

SEMINARS ATTENDED
● Webinar on Language Acquisition: Trends, Issues, and Prospects with
Prof. Dr. Stephen Krashen (March 2023)
● GAD Seminar: Establishing the Institution’s Role in Teen Pregnancy
(March 2024)
● Strengthening Intellectual Property Awareness Among Student
Researchers (November 2024)
● GAD Seminar: Empowering the School Community as Gender-Sensitive
Advocates (November 2024)
● STEP: Student Teachers Enhancement Program (December 2024)
 81

EMMALYNNE LOVE B. GALANG

Address: 005# Summerville St. Pinagmisahan
Rd. Brgy. Dela Paz, Antipolo City.

Contact Number: 09757797851

Email Address: [email protected]

PERSONAL INFORMATION
Date of March 24, 2002
Birth:
Age: 22 y/o
Citizenship: Filipino
Religion: Born Again Christian
Father’s Elpido Galang Jr.
Name:
Mother’s Emma Fe Galang
Name:
EDUCATIONAL BACKGROUND
TERTIARY
University of Rizal Bachelor of Secondary
System 2024-2025 Education Major in
English
SENIOR HIGH SCHOOL
Dela Paz National High 2020-2021 Humanities and Social
School Sciences (HUMSS)
JUNIOR HIGH SCHOOL
Dela Paz National High 2018-2019
School
ELEMENTARY
Juan Sumulong 2014-2015
Elementary School
ACHIEVEMENTS
● Loyalty Award - Senior High Level
 82

● Conduct Award - Senior High Level

● Consistent Dean’s Lister - College Level

SCHOOL ORGANIZATION
● YECS Club - 2017-2018
● University Supreme Student Government - Member (2022-2024)
● English Arts Society (EAS) - Member (2023 - up to present)
● The Chronicler (2024-2025)
● The Spectrum - Member (2023 - up to present)

SEMINARS ATTENDED
● Webinar on Language Acquisition: Trends, Issues, and Prospects with
Prof. Dr. Stephen Krashen (March 2023)
● GAD Seminar: Establishing the Institution’s Role in Teen Pregnancy
(March 2024)
● Strengthening Intellectual Property Awareness Among Student
Researchers (November 2024)
● GAD Seminar: Empowering the School Community as Gender-Sensitive
Advocates (November 2024)
● STEP: Student Teachers Enhancement Program (December 2024)