1

CHAPTER 1

THE PROBLEM AND A REVIEW OF RELATED LITERATURE

Code-switching is used as a teaching strategy in classroom discussion. Cook (2001)

explains that teachers may use the first language in order to clarify activities so that these would

be beneficial to the learners. The use of the learners first language would allow cooperation and

easy understanding of the classroom tasks. Willis (1996) added that using the first language has

an important and positive effect. By allowing the use of the first language, more opportunities are

generated for the use of the target language. Ovando, Collier and Combs (2003) also claim that

academic skills and literacy development are transferred from the first to the second language.

Alizadeh (2011) writes that teaching English to students has undergone many changes in

which the preparation of the students to get the ability to communicate in real life situations has

become a necessity However, despite the result of communication methods, strategies, and

approaches, several issues of communication barriers still exist today specifically to second

language teachers and learners. Riley (2012) points out that one among the many issues is

communication gap between the teacher and the students wherein the teacher might not use

vocabulary suitable to students level of understanding.

The aforementioned issues motivated the researchers to speculate on this study which

aims to know the perceptions of the 4 th year college students and college English teachers on the

use of code-switching as a teaching strategy.

The result of this study would determine the perception of the use of code-switching as

perceived by college English teachers and the students. It will also determine the significant
 2

difference between the perception of the teachers and the students regarding the use of code-

switching, the significant difference between the perceptions of the participants when they are

grouped according to their profile and finally come up with an intervention program aimed at

improving the teaching strategies of College English teachers.

The researchers would study the kind of code-switching used between sentences. Code-

switching used within sentences is not sanctioned in all schools as stated by the Department of

Education. Specifically, the researchers aim to study code-switching as a teaching strategy used

between sentences. Moreover, the languages considered in the study are English, Filipino, and

the localitys dialect Surigaonon/Bisaya.

Based on the aforementioned ideas, the researchers are prompted to conduct the study to

add information to the existing yet limited body of knowledge on code-switching, specifically in

the field of linguistics to aid College English teachers in recognizing the effective teaching

strategies to be used in the classroom, to help students realize their roles as participants in the

class, and to help the administration decide on what seminars/workshops are necessary for

college English teachers.

Review of Related Literature

 3

This section of the study includes reviews from books, electronic sources, and other

literature which are interrelated with the concepts presented in this study.

Teaching and Learning

Teaching has been defined as the facilitator for learning. This role of the teacher calls for

proper application of teaching methods to make learning experiences meaningful. A teacher has

to bear in mind that there is no single perfect approach to teaching which will help every student

learn in every way (Equias, 2012). Hence, teachers have different teaching strategies despite the

non-perfect approach in teaching.

On the other hand, according to Equias (2012), learning is the core of the teaching

process. The learner is at the center of it all. No learning takes place without the personal

involvement and meaning on the part of the learner. According to Oxford (1990), learning

strategies are specific actions taken by the learner to make learning easier, faster, more

enjoyable, more self-directed, more effective, and more transferable to new situations. Cohen

(1998) stated that learning strategies are learning processes which are consciously selected by

the learner. Therefore, when a teacher alternate between languages, it makes learning easier and

more self-directedmaking the learner understand the discussion.

McMillan and Downes (1998) advocated that a teacher must pay serious attention to

interactive strategies so that he/she can increase the goal of effective oral and written

communication. Interactive teaching strategies are forms of positive interdependence where there

is a reliance on mutual assistance, support, cooperation, or interaction among students, face to

face interaction among students individual accountability, and instructing students in an

 4

appropriate teaching method (Burden, 2000). Hence, communication still involves code-

switching as part of the interactive teaching strategies of teachers (Burden, 2000).

Bilingualism

Bloomfield (1993) defines bilingualism as someone who has native-like control over two

languages. People who function in two languages or more know that those who have equal and

highly developed capacity in two languages or more are relatively few and generally much

admired.

Bilingualism is a concept often associated with code-switching. A speaker must be able to

perform more than a language in order to code-switch. Numerous attempts have been made by

linguists to describe and fully understand the concept from various aspects such as categories,

factors, and degree of bilingualism (Fong, 2011).

The goal of bilingual education is to help students acquire English so they can enter and

succeed in mainstream classes. Although how best to accomplish that goal has been the topic of

considerable academic debate for nearly three decades as said by the Westchester Institute for

Human services Research.

Reasons are abundant as to why bilingual speakers consciously decide to code-switch.

Quite often, bilinguals are not as proficient in a second language compared to that of their

mother tongue when they are talking about a particular subject matter that they may find

difficult. According to Wei (2007) bilingual speakers code-switch because they cannot express

themselves adequately in one language, and so to combat this, they switch to a language that they

are more comfortable using to facilitate both speakers.

 5

Bilingualism in Philippine Education

The 1986 EDSA Revolution catapulted into power the first woman president, Corazon

Aquino, who restored democracy through the 1987 Constitution of the Republic of the

Philippines. The constitution declares Filipino as the national language and reiterates the position

of English as an official language of the country. As before, both were to serve as languages of

instruction (Sugbo, 2003). Specifically, this declaration is embodied in Article XIV, Sec. 6 and 7.

The provisions are as follows:

Section 6. The national language of the Philippines is Filipino. As it evolves, it shall be further developed

and enriched on the basis of existing Philippine and other languages; Section 7. For purposes of

communication and instruction, the official languages of the Philippines are Filipino and, until otherwise

provided by law, English. The mentioned provisions provided the legal basis for the various language

policies that are being implemented in the country today.

The former Department of Education Culture and Sports (DECS), now the Department of

Education (DEPED), consistent with the 1987 constitutional mandate, promulgated its policy on

Bilingualism through its Department Order No. 52, s.1987. The policy states that Bilingual

Education aims at the achievement of competence in both Filipino and English at the national

level, through the teaching of both languages and their use as media of instruction at all levels.

The goals of the Bilingual Education Policy are: (1) enhanced learning through two

languages to achieve quality education as called for by the 1987 Constitution, (2) the propagation

of Filipino as a language of literacy, (3) the development of Filipino as a linguistic symbol of

national unity and identity, (4) the cultivation and elaboration of Filipino as a language of

scholarly discourse, that is to say its continuing intellectualization, and (5) the maintenance of
 6

English as an international language for the Philippines and as a non-exclusive language of

science and technology.

Today these policies have succeeded not only in generating widespread use of English as

the medium of communication in government and business, but also in maintaining Filipino as

the medium of communication among citizens speaking different languages.

Code-switching

Code-switching is defined as the alternation between two codes (languages or dialects)

between people who share those particular codes. Choices about how code-switching is

expressed are determined by social and linguistic factors. Code-switching is quite normal in

multicultural and immigrant populations and can take on several forms including alteration of

sentences, phrases from both languages, and switching in a long narrative (Skiba, 1997).

Ayeomoni (2006) claims that many scholars have attempted to define the term code-

switching and each understands the concept from different points of view. Unanumo (2008)

regards code-switching as the use of more than one language in a conversation. In previous

studies, the term code-switching is defined by Numan and Carter (2001) as a phenomenon of

switching from one language to another in the same discourse. Behind the switching of

language is the strategy the college English teachers use as a form of better communication.

Code-switching may occur during the teaching and learning process in the classroom to

ensure that students understand instructions and content. Willis (1996, p. 49) also claims the

following observations:
 7

Some teachers only allow the mother tongue to be spoken if a student has a question to

ask the teacher that they cannot explain in English (1) the teacher asks the class how they

would say a word or phrase in their language (2) the teacher needs to explain something

quickly (3) the students are comparing the target-language with mother-tongue use and

(4) the students are doing tasks involving translation or summary of a target language

text.

Cook (2001) opposes the use of the first language in the learning of a second language to

a certain extent. He claims that individuals can acquire their first language without any basic

language knowledge for them to rely on. Therefore, when it comes to learning the target

language, the process should be similar. He also believes that students should keep their first and

second language as two separate entities. Users of the second language should be able to use it

independently and to think in it eventually.

Relationship between Code-switching and Learning

The ability to code-switch is an important tool for the individual in the learning process

within the context of a multilingual and multicultural society. This is most clearly seen in the

developing language of a young individual. The object of learning what is learned has to be

understood to be signs in nature. Every conversational interaction between the learner and the

teacher reveals to the learner not only information about language(s) (its structures and uses,

which enable the child to interpret its structure), but also information about the world in which

this languaging is occurring. In other words, all interactions take place within a context of

situation and a context of culture (Omar 1992).

 8

The burden of one language on the exchange limits the range of teaching competence that

young bilingual individuals can demonstrate. A unique feature of the bilingual learners linguistic

repertoire is the ability to draw on more than one language in interaction with others. It is

possible to outline a general pattern of two language discourse based on a sequential analysis of

code-switching at the level of turn-taking (Auer, 1997).

When the participants speak more than one language there is a richer range of options

available. Code-switching can be regarded as a diverse linguistic resource from which an

individual speaker can choose to draw in order to communicate effectively (Auer, 1997). Thus,

the learner is surrounded by sustained modeling of language in a variety of contexts. Teachers

unconsciously make visible to the learners the functions and forms of language. At certain points,

the learner will choose to engage in this ongoing linguistic activity, or the teacher will attempt to

engage the learner at a level that he or she can manage (Painter, 1991).

The teachers are able to measure what the learner is capable of comprehending and, more

importantly, what would constitute a reasonable challenge for the learner, because they have

shared the contexts of growth of the learners comprehension and unconsciously tracked its

progress. The ability to switch language in order to cope with this challenge is an important asset

in the learning process. In the course of an interaction, the teacher will employ in one or more

languages such strategies as supplying the learner with appropriate words, elaborating on these

words, extending the learners offering in various ways, prompting and guiding by asking

questions, jointly reconstructing shared experiences. Such modeling is usually based on the

learners attempt at comprehension- the learner is more likely willing to accept the teachers

intervention. Through this guided interaction, the learner is providing a scaffold, a supporting
 9

framework that will gradually be withdrawn as the learner becomes more competent in that area

(Bruner, 1986).

It is not only teachers, however, who employ a range of strategies in the language

learning process. The learner, too, will develop various strategies to facilitate learning, using the

languages available. For the learner, the overall context is one of survival, and the learner

develops semiotic strategies such that he or she can use this as he or she is building it and build it

as he or she is using it (Halliday 1978).

Code-switching as a Resource for Learning and Teaching

In many instances where the teacher understands the language(s) of the learners or if

there is a language aide in the classroom some teachers allow children to codes-witch from

English into their native language and back again in order to help each other. In this way some

native language finds its way into the curriculum, though informally (Brown, 1994).

According to Nwoye (2003), even though English is the home language of instruction,

but some teachers and language aides sometimes do switch to their native language in order to

explain, discuss meaning, improve the quality of information flow, regulate and control

classroom activity. But unfortunately, at the same tone, the schools worked strategically to build

learners skills only in English, which is seen as critical for working with texts, tests and

examinations, and the learners personal futures. It is then clear that even in settings and dealing

with topics where the use of one language (in this case, English) is actually required by school

rules, code switching is a commonly used practice. Code switching is perceived to be an aide to

the learning process to put on the other way round, code switching does help in learning.
 10

Although it has no official status, code-switching is firmly established in some schools

where the learners share a common language and a second language which is used as the

medium of instruction. Increasingly, teachers have recognized the wish of the learners to use the

mother tongue in the learning process: Can I answer in native tongue? is a common request

and when this is allowed, it can be seen whether the concept taught has been understood or not: it

is merely the fear of making a mistake in English which seems to show ignorance of the topic

(Brown, 1994).

It is a widespread occurrence that most teachers switch between Native languages and

English in classes officially meant to be carried out through the medium of English. There are, it

seems, two opposing perspectives on this issue. On the one hand there are those who reject code

switching as leading to lowering of standards. On the other hand, there is the perspective that

views code switching as a resource. Adendorff (1993) finds that switches are viewed as guiding

the participants interpretation of academic goals and intentions as well as guiding their

interpretation of social relationships in the class and he advocates that teachers are given

instruction in the value of code switching in their training.

According to Thompson (2003), undeniably, code-switching allows Filipinos to

communicate more clearly by providing a broader list of nouns, pronouns, verbs, adverbs,

adjectives, and the like. Code-switching is a complex, skilled linguistic strategy used by bilingual

speakers to convey important social meanings above and beyond the referential content of an

utterance. This occurs in order to conform to the speaker or deviate from him or her. The speaker

usually determines his or her choice of language variety either to gain a sense of belonging or to

create a clear boundary between the groups involved. In other words, code-switching is a result

of language adaptation in different situations.

 11

Code-switching is predominant in most bilingual societies such as the Philippines due to

the close relationship between languages. Fil-English goes beyond the borrowing of words or

ready-made phrases. It involves switching between languages. It is Standard English placed side

by side with Filipino. It is the alternation of Filipino and English in the same discourse or

conversation (Gumperz, 1982). Furthermore, Fil-English is the use of Filipino words, phrases,

clauses and sentences in English discourse or vice versa.

The teacher and student within the context of the classroom use the resource of the

language or languages available to them to engage in the teaching and learning process. It is

imperative that this particular resource be used to maximize the effectiveness of communication

in the classroom and by extension the process of teaching and learning (Ambika, 2011).

Synthesis of the Review. The information and concepts acquired from the gathered

literature provided insights which are related to the present study. All of the materials reviewed

for the purpose of this study gave useful insights and inferences on the use of code-switching as

a teaching strategy.

Major findings of the study in code-switchings relationship to teaching strategy and

student learning revealed that it is an essential instrument for the individual in the learning

process within the context of a multilingual and multicultural society. It has been recognized as

an aide in the learning process by the teachers for reasons such as to explain, discuss meaning,

improve the quality of information flow, regulate and control classroom activity, which thus

confirms its capacity to help in learning.

The reviewed literature is to a certain degree similar to the present study conducted as it

deals on using code-switching as a teaching strategy to student learning.

 12

However, the cited literature differs from the present investigation in a sense that while

the related study generalizes on what language to be used to code-switch, the present study will

focus on three (3) languages (Surigaonon/Bisaya, Filipino, and English) that are mutually known

to the locality of our study.

Conceptual Framework of the Study

This study is anchored on the concept of code-switching by Cook (2001) which explains

that teachers may use the native language for them to explain the lesson so that the lessons would

be beneficial to the students. The use of the students native language would allow clear

discussion and better understanding of the lesson. Hence, code-switching is used in formal

classroom discussions by the teacher as a way of his/her teaching strategy and communication

purposes. Furthermore, the researchers tried to find out the effect on the students learning.

Cook (2001) explained that code-switching does help the students in the teachers

discussion because it would be clear for the students to hear their native language as an emphasis

to the discussion. With clear discussion, produces clear understanding and with clear

understanding promotes better learning of the students. This involves the students being

motivated in participating in the class discussion.

Presented in Figure 1 in the schematic diagram of the study illustrates the relationships of

the variables. As shown in Figure 1, the study will find out the profile of the teacher-participants

which includes highest educational attainment, length of teaching experiences and

training/seminars attended related to teaching strategy. The study would also find out the profile

of the student-participants which includes their academic program.

 13

Profile of the College English Teacher Participants

Highest Educational Attainment
Length of Teaching Experiences
Training/Seminars Attended Related to teaching Strategy

Perception on the use of Code-Switching

Proposed Intervention

Profile of the Student Participants

Academic Program
Perception on the impact to the Students Learning

Figure 1. Schematic Diagram of the Study

Highest Educational Attainment. In this study, this refers to the educational courses that the

participant graduated.

Length of Teaching Experiences. In this study, this refers to how long or the number of years the

participant is teaching in formal classroom discussions.

Training/Seminar attended related to teaching strategy. In this study, this refers to the name of

the training or seminar that is so much related to teaching strategy.

Academic Program. In this study, this refers to the program enrolled by the student and the major

or specialization.
 14

Year Level. In this study, this refers to the year level of the students which includes 2 nd, 3rd, 4th,

and 5th year level.

Grade in Speech and Oral Communication. In this study, the purpose of obtaining the grades

specifically in this particular subject is to determine who the qualified student- participants are.

Perception. In this study, this refers to the personal opinion of the college English teachers and

their students.

Vernacular. For the purposes of this study, we refer vernacular as the language used in our

locality, namely Surigaonon and Bisaya.

Code-switching. In this study, this refers to the act of using two languages between sentences.

College English Teachers. In this study, this refers to the teachers who had taught a Speech and

Oral Communication subject in the previous semester in the college department of St. Paul

University Surigao,

Students. In this study, this refers to those students who are in their 2 nd year up to the graduating

year level that took Speech and Oral Communication in the previous semesters. Students

currently taking the subject this present semester are not included.

Further, the study would determine the perception on the use of code-switching by both

the college English teachers and the students. Furthermore, this study aimed to determine its

impact on the students learning.

 15

Statement of the Problem

This study aims to determine the perception of the use of code-switching by the college

English teachers and the 4th year college students of St. Paul University Surigao considering the

impact on the learning of the students.

Specifically, it seeks answer to the following questions:

1. What is the profile of the participants in terms of:

1.1 College English Teachers;

1.1.1 Highest educational attainment;

1.1.2 Length of teaching experiences;

1.1.3 Training/seminars attended related to teaching strategy?

1.2 Students

1.2.1 Academic Program;

2. What is the perception on the use of code-switching as perceived by:

2.1 College English teachers

2.2 4th year College Students

3. Is there a significant difference in the perceptions of the participants?

 16

4. Is there a significant difference in the perceptions of the participants when they are

grouped according to their profile?

5. Based on the findings, what intervention may be proposed?

Hypotheses

Ho1. There is no significant difference in the perception of the teachers and students.

Ho2. There is no significant difference in the perceptions of the participants when they are

grouped according to their profile?

Significance of the Study

The results of the study would be beneficial to the following:

SPUS Students. It would be beneficial to the students of St. Paul University Surigao in a

way that they can perceive on why their English teachers use code-switching. With this, they can

determine the impacts of code-switching in the students learning.

College English Teachers. College English Teachers would know their strengths and

weaknesses in terms of their teaching strategy. Hence, these teachers may have a better

understanding about code-switching and their perceptions on it and when and where to use code-

switching for the betterment of the students learning.

Researchers. This study would help the researchers learn more about code-switching

whether it would be an effective way of speaking and teaching as English majors. Hence, the

researchers will then determine whether what possible intervention may be proposed in relation

to the use of code-switching as a teaching strategy and as an aid to learning of the students.
 17

School Administrators. This study would help the school administrators decide on the

suitable seminars/workshops/trainings that the college English teachers need.

Scope and Limitation of the Study

The study is about the perception on the use of code-switching as a teaching strategy

among 4th year college students and college English teachers of St. Paul University Surigao as

regards the impact to the students' learning. For the purpose of this study, the researchers would

only involve the perceptions of both College English teachers and students. Teacher-participants

are limited only to the college English teachers. For student-participants, it would only be limited

to 4th year college students who had taken English courses from their previous semesters. The

researchers did not assumed that the educational attainment of the teacher- participants would

affect their capacity in teaching. The findings of this study would only be applicable to St. Paul

University Surigao, College Department, Surigao City, Surigao Del Norte, Philippines.
 18

CHAPTER 2

METHOD

This chapter presents the research design, participants, instruments, data gathering

procedure, and data analysis.

Research Design

The researchers used quantitative-descriptive research design employing survey as the

technique. This was appropriate in the study because it involves in determining the impact of

code-switching on the students learning.

Participants

The participants of this study would be the college English teachers and the 4 th year

college students of St. Paul University Surigao, who took any number of English subjects in their

previous semesters.

Instruments
 19

The researchers devised questionnaires for college English teachers and 4 th year college

students that closely relate to the issues and challenges of code-switching. There were two sets of

questionnaires, one specifically for the teachers and the other for students. The questionnaire is

divided into two parts. Part I asked for the profile of the participants. Part II for the teacher-

participants assessed the perception as regards their use of code-switching and for student-

participants it assessed perception regarding the impact of code-switching to the students

learning.

Data Gathering Procedure

Before giving the research-made questionnaire to the selected student and teacher-

participants, the researchers asked permission first from the Dean of the College of Arts and

Sciences and to the registrars to procure the list 4 th college students of St. Paul University

Surigao. Upon approval, the researchers began distributing a set of questionnaires to the

participants which is appropriate for research.

Data Analysis

The following are the statistical tools to be used for analyzing the data from the

participants:

Slovins Formula. This will be used to determine the sample size of the 4 th year college student-

participants of St. Paul University Surigao.

Frequency Count and Percentage Distribution. These tools were utilized to describe the profile

of the participants.

Mean and Standard Deviation. These tools were used to analyze the perceptions on the use of

code-switching as perceived by college English teachers and 4th year college students.
 20

ANOVA(Analysis of Variance). This tool was used to determine the difference between the

perception of the College English teachers and 4 th year college students and also the difference

between the students profile with respect to the students learning.

CHAPTER 3
RESULTS AND DISCUSSION

This chapter presents the results of the study and discusses the implications of the

findings. The data are presented following the order of the problems posed in chapter 1.
Profile of the Participants
Tables 1.1 and 1.2 shows the profile of the student participants in terms of their academic

programs and teacher participants in terms of their highest educational attainment, length of

teaching experiences, and trainings/seminars attended related to teaching strategy.

Table 1.1. Distribution of Student Participants According to Demographic Profile

f(n=199
VARIABLES %
)
ACADEMIC Bachelor of Arts in Mass Communication (ABMC) 6 3.02
COURSE Bachelor of Arts in Philosophy (ABPHILO) 2 1.01
Bachelor of Arts in Political Science (ABPOLSCI) 1 0.5
Bachelor of Science in Psychology (BSPSYCH) 7 3.52
Bachelor of Science in Accountancy(BSA) 23 11.56
Bachelor of Science in Business Administration (BSBA) 56 28.14
Bachelor of Science in Computer Science (BSCS) 1 0.5
Bachelor of Science in Hotel & Restaurant Management
8 4.02
(BSHRM)
Bachelor of Science in Information Technology (BSIT) 17 8.54
Bachelor of Science in Tourism Management (BSTM) 8 4.02
Bachelor of Science in Nursing (BSN) 10 5.03
Bachelor of Science in Criminology (BSC) 8 4.02
 21

Bachelor of Science in Civil Engineering (BSCE) 2 1.01

Bachelor of Science in Computer Engineering (BSCPE) 2 1.01
Bachelor of Science in Electronics Engineering (BSECE) 3 1.51
Bachelor of Science in Mining Engineering (BSME) 35 17.59
Bachelor of Elementary Education (BEED) 6 3.02
Bachelor of Secondary Education (BSE) 4 2.01

Table 1.1 shows that of the 199 student participants, in terms of Academic course, 56 or

(28.14%) participants were BSBA students; 35 (17.59%) were BSME students; 23 (11.56%)

were BSA students; 17 (8.54%) were BSIT students; 10 (5.03%) were BSN students; 8 (4.02%)

were correspondingly BSHRM, BSTM, and BSC students; 7 (3.52%) were BSPSYCH students;

6 (3.02%) were correspondingly BSMC and BEED students; 4 (2.01%) were BSE students; 3

(1.51%) were BSECE students; 2 (1.01%) were correspondingly ABPHILO, BSCE, and BSCPE

students; and 1 (0.5%) were correspondingly ABPOLSCI and BSCS.

Table 1.2. Distribution of Teacher Participants According to Demographic Profile

VARIABLES f(n=9) %
Full-fledged Doctorate Degree 3 33.33
HIGHEST Full-fledged Master's Degree 1 11.11
EDUCATIONAL
Bachelor's Degree with Master's Units 4 44.44
ATTAINMENT
Other Degrees specified 1 11.11
LENGTH OF 10 years or more 3 33.33
TEACHING 1 to 8 years 4 44.44
EXPERIENCE less than a year 2 22.22
TRAINING/ 4 or more training/seminars attended 1 11.11
SEMINARS 2-3 training/seminars attended 1 11.11
ATTENDED 0 or 1 training/seminar attended 7 77.78
Table 1.2 shows that of the 9 teacher participants, in terms of highest educational

attainment, 3 (33.33%) participants had full-fledged Doctorate Degrees; 1 (11.11%) had full-

fledged Masters Degree; 4 (44.44%) had Bachelors Degree with Masters Units; and 1

(11.11%) had other degrees specified by the participant.

 22

As to length of teaching experience, 3 (33.33%) had 10 years or more teaching

experience; 4 (44.44%) had 1 to 8 years of teaching experience; and 2 (22.22%) had less than a

year of teaching experience.

As to training/seminars attended, 1 (11.11%) had 4 or more training/seminars attended; 1

(11.11%) had 2 to 3 training/seminars attended; and 7 (77.78%) had 0 or 1 training/ seminar

attended.

Legend
Scale Parameters Verbal Interpretation Qualitative Description
:
4 3.25 4.00 Strongly Agree (SA) Strongly Inclined (SI)
2.50 3.24 Moderately Inclined
3 Agree (A)
(MI)
2 1.75 2.49 Disagree (DA) Less Inclined (LI)
1 1.00 1.74 Strongly Disagree (SDA) Less Inclined (LI)

Table 2.1. Mean and Standard Deviation on the student participants perception to
impact from teachers teaching strategy
Q
Variables M SD VI
D
1. I think my teacher code-switches when he/she wants to 3.2 0.7 S
SI
give emphasis in the discussion. 7 0 A
2. I think my teacher should code-switch if he/she would 3.1 0.7
A MI
like to repeat his/her phrase or sentence. 7 2
3. I think my teacher should code-switch to clarify 3.3 0.7 S
SI
meaning. 7 0 A
4. I feel that my class is livelier when my teacher code- 3.2 0.6
A MI
switches. 1 7
5. I feel that my teacher communicates to our level when 3.1 0.6
A MI
he/she code-switches. 9 7
6. I think my teacher can explain faster in the discussion if 3.2 0.6
A MI
he or she code-switches. 4 8
7. I think my teacher is more accurate in asking questions 3.1 0.6
A MI
when he/she code-switches. 3 9
8. I think my teacher gives more specific answers when 3.1
0.7
he/she code-switches. 9 A MI
1
9. I understand the lessons better when my teacher code- 3.3 0.6 S
SI
switches. 7 4 A
10. I find my teachers teaching strategy effective when 3.2 0.6 S
SI
he/she code-switches. 6 8 A
 23

3.2 0.4
Average A MI
4 9

Table 2.1 shows the student participants perception on impact from teachers teaching

strategy using the Mean and Standard Deviation tools. The first statement, I think my teacher

code-switches when he/she wants to give emphasis in the discussion, has a Mean of 3.27 and

Standard deviation 0.70 which is verbally interpreted as SA (Strongly Agree) with a qualitative

description of strongly inclined. The second statement, I think my teacher should code-switch if

he/she would like to repeat his/her phrase or sentence, has a Mean of 3.17 and Standard

deviation of 0.72 which is verbally interpreted as A (Agree) with a qualitative description of

moderately inclined. The third statement, I think my teacher should code-switch to clarify

meaning, has a Mean of 3.37 and Standard deviation of 0.70 which is verbally interpreted as SA

with a qualitative description of strongly inclined. The fourth statement, I feel that my class is

livelier when my teacher code-switches, has a Mean of 3.21 and Standard deviation of 0.67

which is verbally interpreted as A with a qualitative description of moderately inclined. The fifth

statement, I feel that my teacher communicates to our level when he/she code-switches, has a

Mean of 3.19 and Standard deviation of 0.67 which is verbally interpreted as A with a qualitative

description of moderately inclined. The sixth statement, I think my teacher can explain faster in

the discussion if he or she code-switches, has a Mean of 3.24 and Standard deviation of 0.68

which is verbally interpreted as A with a qualitative description of moderately inclined. The

seventh statement, I think my teacher is more accurate in asking questions when he/she code-

switches, has a Mean of 3.13 and Standard deviation of 0.69 which is verbally interpreted as A

with a qualitative description of moderately inclined. The eight statement, I think my teacher

gives more specific answers when he/she code-switches, has a Mean of 3.19 and standard
 24

deviation of 0.71 which is verbally interpreted as A with a qualitative description of moderately

inclined. The ninth statement, I understand the lessons better when my teacher code-switches,

has a Mean of 3.37 and Standard deviation of 0.64 which is verbally interpreted as SA with a

qualitative description of strongly inclined. Lastly, the tenth statement, I find my teachers

teaching strategy effective when he/she code-switches, has a Mean of 3.26 and Standard

deviation of 0.68 which is verbally interpreted as SA with a qualitative description of strongly

inclined. The student participants perception on impact from teachers teaching strategy has an

average Mean of 3.24 and Standard Deviation of 0.49 which is verbally interpreted as A with a

qualitative description of moderately inclined.

To sum up, the participants were strongly inclined on the first, third, ninth, and tenth

statements. For the students to understand well the lesson, they want their teacher to give

emphasis in the discussion especially on most important matters and should clarify meaning to

the usage of words. Hence, the students perceive an effective use of code-switching by their

teacher as means of teaching strategy. Moreover, the participants were moderately inclined in the

second, fourth, fifth, sixth, seventh, and eighth statements.

Table 2.2. Mean and Standard Deviation on the student participants from teacher's
personality
Variables Q
M SD VI
D
1. I find it fun when my teacher code-switches. 2.91 0.85 A MI
2. I think when my teacher code-switches, he/she express
3.26 0.68 SA SI
his/her real emotion.
3. I think my teacher code-switches because he/she has
been practicing his/her ability in the 3 languages 3.07 0.80 A MI
(English, Filipino, Surigaonon/ Bisaya).
4. I feel more motivated in class when my teacher code-
3.13 0.68 A MI
switches.
5. I am encouraged to participate in class when my teacher
3.15 0.64 A MI
code-switches.
 25

Average 3.10 0.53 A MI

Table 2.2 shows the student participants perception from teachers personality using the

Mean and Standard Deviation tools. The first statement, I find it fun when my teacher code-

switches, has Mean of 2.91 and Standard deviation of 0.85 which is verbally interpreted as A

with a qualitative description of moderately inclined. The second statement, I think when my

teacher code-switches, he/she express his/her real emotion, has a Mean of 3.26 and Standard

deviation of 0.68 which is verbally interpreted as SA with a qualitative description of strongly

inclined. The third statement, I think my teacher code-switches because he/she has been

practicing his/her ability in the 3 languages, has a Mean of 3.07 and Standard deviation of 0.80

which is verbally interpreted as A with a qualitative description of moderately inclined. The

fourth statement I feel more motivated in class when my teacher code-switches, has a Mean of

3.13 and Standard deviation of 0.68 which is verbally interpreted as A with a qualitative

description of moderately inclined. Lastly the fifth statement, I am encouraged to participate in

class when my teacher code-switches, has a Mean of 3.15 and Standard deviation of 0.64 which

is verbally interpreted as A with a qualitative description of moderately inclined. The student

participants perception from teachers personality has an average Mean of 3.10 and Standard

deviation of 0.53 which is verbally interpreted as A with a qualitative description of moderately

inclined.

As synopsis, the participants were strongly inclined on the second statement. As we all

know, the moment a person feels anger, happiness, sadness, and alike, that person tends to

express his/her feelings in a most comfortable situation. Hence, a person shifts to the native or

comfortable language for one to express his/her real emotion. Moreover, the participants were

moderately inclined in the first, third, fourth, and fifth statements.

 26

Table 2.3. Mean and Standard Deviation on the student participants perception to
classroom management
Variables M SD VI QD
1. I feel that there is order in the classroom when my 3.0 0.6
A MI
teacher code-switches. 3 9
2. I can avoid conflict of ideas when my teacher code- 3.2 0.7 S
SI
switches. 7 1 A
3. I am more attentive when my teacher code-switches. 3.2 0.6
A MI
4 6
4. I understand instructions better when my teacher code- 3.3 0.6 S
SI
switches. 3 2 A
3.2 0.5 MI
Average A
1 5

Table 2.3 shows the student participants perception to classroom management using the

Mean and Standard Deviation tools. The first statement, I feel that there is order in the

classroom when my teacher code-switches, has Mean of 3.03 and Standard deviation of 0.69

which is verbally interpreted as A with a qualitative description of moderately inclined. The

second statement, I can avoid conflict of ideas when my teacher code-switches, has a Mean of

3.27 and Standard deviation of 0.71 which is verbally interpreted as SA with a qualitative

description of strongly inclined. The third statement, I am more attentive when my teacher

code-switches, has a Mean of 3.24 and Standard deviation of 0.66 which is verbally interpreted

as A with a qualitative description of moderately inclined. Lastly, the fourth statement I

understand instructions better when my teacher code-switches, has a Mean of 3.33 and Standard

deviation of 0.62 which is verbally interpreted as SA with a qualitative description of strongly

inclined. The student participants perception to classroom management has an average Mean of

3.21 and Standard deviation of 0.55 which is verbally interpreted as A with a qualitative

description of moderately inclined.

As a summary, the participants were strongly inclined on the second and fourth

statements. It is the nature of a student to perceive and understand things differently. Therefore, it
 27

would be better if teachers would clarify statements so that there would be no conflict of ideas.

With this, the students would be able to understand instructions in a better way. Hence, the

participants were moderately inclined on the first and third statements.

Table 2.4. Mean and Standard Deviation on the students perception on the use of
code-switching by their teacher
Variables M SD VI QD
0.4
Impact from teachers teaching strategy 3.24 A MI
9
0.5
Personality 3.10 A MI
3
0.5 MI
Classroom management 3.21 A
5
0.4
Overall 3.19 A MI
6

Table 2.4 shows the student participants perception on the use of code-switching by their

teacher using the Mean and Standard Deviation tools. The first factor, Impact from teachers

teaching strategy, has Mean of 3.24 and Standard deviation of 0.49 which is verbally interpreted

as A with a qualitative description of moderately inclined. The second factor, Personality, has a

Mean of 3.10 and Standard deviation of 0.53 which is verbally interpreted as A with a qualitative

description of moderately inclined. Lastly, the third factor, Classroom management, has a

Mean of 3.21 and Standard deviation of 0.55 which is verbally interpreted as A with a qualitative

description of moderately inclined. The student participants perception to classroom

management has an average Mean of 3.21 and Standard deviation of 0.55 which is verbally

interpreted as A with a qualitative description of moderately inclined. With all three factors in

mind, the student participants perception on the use of code-switching by their teacher have a

Mean of 3.19 and Standard Deviation of 0.46 which is verbally interpreted as A with a qualitative

description of moderately inclined.

 28

To summarize everything, the participants were moderately inclined on the three factors

on the use of code-switching which includes the impact from the teachers teaching strategy,

personality, and classroom management. It only proves that the use of code-switching by the

college English teachers which was perceived by the 4th year college students was effective to the

learning of the students.

Table 2.5. Mean and Standard Deviation on teacher participants perception to teaching
strategy
Variables M SD VI QD
1. I code-switch to give emphasis in the discussion. 3.40 0.70 SA SI
2. I code-switch to rephrase or modify my speech. 2.50 1.43 A MI
3. I code-switch to clarify meaning. 3.50 0.71 SA SI
4. I code-switch to give life to the discussion. 3.20 1.14 A MI
5. I code-switch to suit their level of understanding. 2.70 1.25 A MI
6. I code-switch to give a quick explanation in my discussion. 2.30 0.95 DA LI
7. I code-switch in asking questions to the students. 2.10 0.99 DA LI
8. I code-switch in responding to students questions. 1.90 1.10 DA LI
9. I code-switch for the students to easily understand the
2.60 1.26 A MI
discussion.
10. I code-switch because it is part of my strategy in teaching. 2.78 1.30 A MI
Average 2.70 0.78 A MI

Table 2.5 shows the teacher participants perception to teaching strategy using the Mean

and Standard Deviation tools. The first statement, I code-switch to give emphasis in the

discussion, has Mean of 3.40 and Standard deviation of 0.70 which is verbally interpreted as SA

with a qualitative description of strongly inclined. The second statement, I code-switch to

rephrase or modify my speech, has a Mean of 2.50 and Standard deviation of 1.43 which is

verbally interpreted as A with a qualitative description of moderately inclined. The third

statement, I code-switch to clarify meaning, has a Mean of 3.50 and Standard deviation of 0.71

which is verbally interpreted as SA with a qualitative description of strongly inclined. The fourth
 29

statement I code-switch to give life to the discussion, has a Mean of 3.20 and Standard

deviation of 1.14 which is verbally interpreted as A with a qualitative description of moderately

inclined. The fifth statement, I code-switch to suit their level of understanding, has a Mean of

2.70 and Standard deviation of 1.25 which is verbally interpreted as A with a qualitative

description of moderately inclined. The sixth statement, I code-switch to give a quick

explanation in my discussion, has a Mean of 2.30 and Standard deviation of 0.95 which is

verbally interpreted as DA with a qualitative description of less inclined. The seventh statement,

I code-switch in asking questions to the students, has a Mean of 2.10 and Standard deviation of

0.99 which is verbally interpreted as DA with a qualitative description of less inclined. The eight

statement, I code-switch in responding to students questions, has a Mean of 1.90 and standard

deviation of 1.10 which is verbally interpreted as DA with a qualitative description of less

inclined. The ninth statement, I code-switch for the students to easily understand the

discussion, has a Mean of 2.60 and Standard deviation of 1.26 which is verbally interpreted as A

with a qualitative description of moderately inclined. Lastly, the tenth statement, I code-switch

because it is part of my strategy in teaching, has a Mean of 2.78 and Standard deviation of 1.30

which is verbally interpreted as A with a qualitative description of moderately inclined. The

teacher participants perception to teaching strategy has an average Mean of 2.70 and Standard

Deviation of 1.30 which is verbally interpreted as A with a qualitative description of moderately

inclined.

As synopsis, the teachers were strongly inclined on the first and third statements. It is the

nature of the teachers that they wanted their students to learn the lesson. In such a way, the

teacher will code-switch to give emphasis and clarifies meaning in the discussion. On the other

hand, the teachers were less inclined on the sixth, seventh, and eight statements. In an English
 30

class, questions are commonly asked and answered in the English language. Even in giving a

quick explanation in the lesson, English language is obviously used. Hence, the teachers were

moderately inclined on the second, fourth, fifth, ninth, and tenth statements.

Table 2.6. Mean and Standard Deviation on teacher participants perception to their
personality
Variables M SD VI QD
1. I code-switch to give humor to the class. 2.80 1.23 A MI
2. I code-switch to express my emotions. 2.30 1.34 DA LI
3. I code-switch to continue practicing my ability in English,
Filipino, and Surigaonon/ Bisaya Languages. 2.60 1.17 A MI
4. I code-switch to motivate the students to listen. 2.70 1.06 A MI
5. I code-switch to encourage the students to participate. 2.50 1.27 A MI
Average 2.58 0.90 A MI

Table 2.6 shows the teacher participants perception to their personality using the Mean

and Standard Deviation tools. The first statement, I code-switch to give humor to the class, has

Mean of 2.80 and Standard deviation of 1.23 which is verbally interpreted as A with a qualitative

description of moderately inclined. The second statement, I code-switch to express my

emotions, has a Mean of 2.30 and Standard deviation of 1.34 which is verbally interpreted as

DA with a qualitative description of less inclined. The third statement, I code-switch to continue

practicing my ability in English, Filipino, and Surigaonon/ Bisaya Languages, has a Mean of

2.60 and Standard deviation of 1.17 which is verbally interpreted as A with a qualitative

description of moderately inclined. The fourth statement I code-switch to motivate the students

to listen, has a Mean of 2.70 and Standard deviation of 1.06 which is verbally interpreted as A

with a qualitative description of moderately inclined. Lastly the fifth statement, I code-switch to

encourage the students to participate, has a Mean of 2.50 and Standard deviation of 1.27 which

is verbally interpreted as A with a qualitative description of moderately inclined. The teacher

 31

participants perception to their personality has an average Mean of 2.58 and Standard deviation

of 0.90 which is verbally interpreted as A with a qualitative description of moderately inclined.

To sum up, the teachers were less inclined in the second statement. It is neither necessary

nor appropriate to code-switch in expressing their emotion when their happy, sad, angry, and

alike. Hence, the teachers were moderately inclined in the first, third, fourth, and fifth statements.

Table 2.7. Mean and Standard Deviation on teacher participants perception to classroom
management
Variables M SD VI QD
1. I code-switch to maintain classroom order. 2.30 1.06 DA LI
2. I code-switch to avoid conflict of ideas. 2.70 0.67 A MI
3. I code-switch to easily get the attention of the students. 2.80 1.23 A MI
4. I code-switch in giving instructions. 2.00 0.82 DA LI
Average 2.45 0.80 DA LI
Table 2.7 shows the teacher participants perception to classroom management using the

Mean and Standard Deviation tools. The first statement, I code-switch to maintain classroom

order, has Mean of 2.30 and Standard deviation of 1.06 which is verbally interpreted as DA

with a qualitative description of less inclined. The second statement, I code-switch to avoid

conflict of ideas, has a Mean of 2.70 and Standard deviation of 0.67 which is verbally

interpreted as A with a qualitative description of moderately inclined. The third statement, I

code-switch to easily get the attention of the students., has a Mean of 2.80 and Standard

deviation of 1.23 which is verbally interpreted as A with a qualitative description of moderately

inclined. The fourth statement I code-switch in giving instructions, has a Mean of 2.00 and

Standard deviation of 0.82 which is verbally interpreted as DA with a qualitative description of

less inclined.

As a summary, the teachers were less inclined in the first and fourth statements. There is

no need to code-switch in maintaining the order in the classroom because this can be done in
 32

many ways and since it is an English class, instructions should be given with the use of the

English language. Hence, the teachers were moderately inclined in the second and third

statements.

Table 2.8. Mean and Standard Deviation on teacher participants perception to their usage of
code-switching
Variables M SD VI QD
Teaching Strategy 2.70 0.78 A MI
Personality 2.58 0.90 A MI
Classroom management 2.45 0.80 DA LI
Overall Average 2.58 0.83 A MI

Table 2.8 shows the teacher participants perception on the usage of code-switching by

using the Mean and Standard Deviation tools. The first factor, Teaching Strategy, has Mean of

2.70 and Standard deviation of 0.78 which is verbally interpreted as A with a qualitative

description of moderately inclined. The second factor, Personality, has a Mean of 2.58 and

Standard deviation of 0.90 which is verbally interpreted as A with a qualitative description of

moderately inclined. Lastly, the third factor, Classroom management, has a Mean of 2.45 and

Standard deviation of 0.80 which is verbally interpreted as DA with a qualitative description of

less inclined. With all three factors in mind, the teacher participants perception on the usage of

code-switching has a Mean of 2.58 and Standard Deviation of 0.83 which is verbally interpreted

as A with a qualitative description of moderately inclined.

To summarize, the teachers were less inclined on the third factor on the use of code-

switching which is the classroom management. It only proves that there is no need to use code-

switching just to manage the classroom setting. On the other hand, the teachers were moderately

inclined in the first and second factor on the use of code-switching because it only proves that
 33

teachers perceive code-switching as an effective teaching strategy and a way to make students

feel comfortable with them through their personality.

Table 3.1. Mean Difference on the Perceptions of Teachers and Students on the Use of Code-
switching in class
SS df MS SS df MS
FACTORS F p DECISION
Effect Effect Effect Error Error Error
Teaching
0.58 1 0.58 50.27 206 0.24 2.36 0.1261 Do not Reject Ho1
Strategy
Personality 0.15 1 0.15 58.28 206 0.28 0.52 0.4697 Do not Reject Ho1
Classroom
2.86 1 2.86 61.64 206 0.30 9.54 0.0023 Reject Ho1
Management
Overall 0.89 1 0.89 43.98 206 0.21 4.17 0.0425 Reject Ho1

Table 3.1 shows, at 0.05 level of significance, the p-value (0.0425) of the three factors;

teaching strategy (0.1261), personality (0.4697), and classroom management (0.0023), indicates

that there is no significant difference between the perception of the participants in the factors of

the use of code-switching namely, teaching strategy and personality. On the other hand, it

indicates that there is a significant difference between the perceptions of the participants in terns

of classroom management. To sum up, there is a significant different between the perception of

the college English teachers and the students considering the three factors on the use of code-

switching.

Table 3.2. Mean Difference on the Perceptions of Students according to their Profile
PROFILE SS df MS SS df MS
DECISIO
VARIABLE Effec Effec Effec Erro Erro Erro F p
N
S t t t r r r
Academic 2.9 0.00021
9.03 17 0.53 33.15 181 0.18 Reject Ho2
Program 0 5

Table 3.2 shows at 0.05 level of significance the p-value (0.000215) of the perception of

the 4th year college students according to their profile on the use of code-switching by their

teachers indicates that there is a significant difference between the perceptions of the students in
 34

terms of their academic programs. This implies that different academic programs have varying of

perceptions whether it would be beneficial and necessary to them. For example, education

students are less inclined to hear their teacher code-switch as means of teaching while

engineering students are more likely to hear code-switching from their teachers since they are not

fond of the English language as much as the other academic programs.

Table 3.3. Mean Difference in the Teacher's Perceptions according to their Profile
PROFILE VARIABLES KW df p DECISION

Highest Educational Attainment 3.2062 3 0.3609 Do not Reject Ho2

Length of Teaching Experience 3.935 2 0.1398 Do not Reject Ho2
Training/Seminars Attended 3.4068 2 0.1821 Do not Reject Ho2
Table 3.3 shows at 0.05 level of significance the p-value of the three variables which includes the

highest educational attainment (0.3609), length of teaching experience (0.1398), and

training/seminars attended (0.1821) of the perception of college English teachers according to

their profile on their use of code-switching indicates that there is no significant difference in the

perceptions in these three variables. This implies that it does not matter whether a teacher has a

higher educational attainment or not, whether the length of teaching experience is long or not, or

whether these teachers have attended many training/seminars, their perception on how they use

code-switching is similar to each other. It only shows that these college English teachers uses

code-switching as means of their teaching strategy.

Proposed Intervention on Code-switching

Rationale:

The use of code-switching based from the perceptions of the college English teachers and

the 4th year college students were effective as a teaching strategy to aid impact on the learning of

the students. The researchers strongly believe to promote the use of code-switching.
 35

The table below is the different program of activities that could possibly be done by the

researchers to help maintain the effectiveness of the use of code-switching as a teaching strategy.

Table 4. Program of Activities

Importance/
Proposed Person/s Time
Objectives significance of Implementation
Activity involved Frame
the activity
Seminars/ 1. For the teachers to This activity is As to the level of All To be
Trainings know how to Instruct importance/sign the researchers, college imple
on the use the students about the ificant for the this activity English mente
of code- situations that might college English could be teachers d on
switching motivate code- teachers in a implemented from 2nd
for teachers switching which can way that this through a formal every semest
help achieve will help letter to the colleges er of
uniformity in the improve their commission on and A.Y
assessment teaching higher education universiti 2013-
procedures; strategies. (CHED) to es in the 2014
present this Philippin
2. To clearly study to show es.
standardize the code- how effective
switching patterns; code-switching
as a teaching
3. To minimize the strategy. The
burden of Cognitive researchers
processes; would then
suggest the said
4. For Teachers to seminar/training
clearly understand the will be
difference of the implemented to
bilingual education all the public and
and of code switching private colleges
to avoid confusion on and universities.
the use of English and
Filipino.
Amendment 1. To have both This activity is As to the level of Commiss To be
of Bilingual teachers and students important/ the researchers, ion imple
Education establish classroom significant to this activity Higher mente
Policy discourse in the college could be Educatio d on
underlined accordance with the English implemented n, 2nd
in DECS requirement of the teachers and through speaking College semest
Order No. target language students to with the English er of
52, Series of learning demands. broaden the concerned teachers A.Y
1987 usage of their person in the and 2013-
2. For the teachers and mother tongue commission on students. 2014
students to study and for the teachers higher education
 36

master the syntax of to have a more (CHED) for

English, Filipino and clear discussion suggestions,
even vernacular and and the students brainstorming,
they should to easily and
understand the understand the recommendation
peculiarities and lesson. for the
intricacies of these amendment of
languages. the said policy.

3. To further promote
the use of the three
languages this
includes English,
Filipino, and
Vernacular in the
context of teaching
strategy.

CHAPTER 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This study presents the summary, findings, and conclusions of the study.

Recommendations are also offered based from the findings and conclusions of the study.

SUMMARY

This study determined the perceptions of college English teachers and 4 th year college

students on the use of code-switching as a teaching strategy and its impact on the learning of the

students. Specifically, the study seek answers to the following problems: profile of the teacher

participants in terms of highest educational attainment, length of teaching experiences, and

trainings/seminars attended related to teaching strategy and the profile of the student participants

in terms of their academic program; the perceptions on the use of code-switching by the college
 37

English teachers and 4th year college students; the difference between the perception of the

teachers and students; the significant difference in the perceptions of the participants when they

are grouped according to their profile; and possible intervention programs.

The study made use of the quantitative approach in research utilizing the descriptive

design and employed the survey method. The student participants were composed of 199

randomly selected 4th year college students and the teacher participants were all the 9 college

English teachers of St. Paul University Surigao. It utilized questionnaires to solicit the needed

profile of the student and teacher participants and in determining their perceptions on the use of

code-switching as a teaching strategy. The following are the statistical tools used: Slovins

formula, frequency count and percentage distribution, mean and standard deviation, and analysis

of variance (ANOVA).

FINDINGS

The findings are summarized as follows:

1. Most of the student participants were Bachelor of Science in business administration

students followed by the mining engineering and accountancy students. The teacher

participants were mostly full-fledged doctorate degree. Majority has 1 to 8 years length

of teaching experiences and mostly has 4 or more seminars/trainings attended.

2. On the perception of the student participants on the use of code-switching by their

English teachers, they are moderately inclined in the three variables which include the

impact from teachers teaching strategy, personality, and classroom management. On the

perception of the teacher participants on the usage of code-switching as their teaching

 38

strategy, they are moderately inclined in the two variables that include their teaching

strategy and personality but less inclined in classroom management.

3. The teaching strategy and personality on the use of code-switching have no significant

difference on the perception of the college English teachers and 4 th year college students.

On the hand is the classroom management on the use of code-switching have significant

difference on their perceptions.

4. The profile of the student participant has significant difference in their perception on the

use of code-switching by their English teachers. Hence, the profile of the teacher

participant in terms of their highest educational attainment, length of teaching

experiences, and trainings/seminars attended have no significant difference on their

perceptions on the use of code-switching.

5. The intervention programs as proposed by the researchers are the following: Seminars/

Trainings on the use of code-switching for teachers and Amendment of Bilingual

Education Policy underlined in DECS Order No. 52, Series of 1987.

CONCLUSION

Based upon the findings, the following conclusions were drawn:

1. The teacher participants uses code-switching for teaching strategy purposes and clearly

not because they are incompetent in the English language.

2. Code-switching is an effective tool as a strategy for teaching and in expressing ones

personality for teaching purposes of the teachers.

3. Code-switching is an effective aid to the impact on the learning of the students.

 39

RECOMMENDATIONS

Based on the findings and conclusions of the study the following recommendations are

offered:
1. The use of code-switching by the students for oral participation purposes as perceived

by the teachers.
2. Effectiveness of code-switching on the K-12 curriculum.
3. Replicate the study; Perceptions of the college English teachers and 1 st year college

students on the use of code-switching as a teaching strategy: Its impact on the

students learning.

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Wei, L . (2007). Dimensions of Bilingualism. The Bilingualism Reader. New York,NY,

Routledge.

Willis, J. (1996). A framework for task-based learning. England: Pearson Education

Limited.

Electronic Sources

Alizadeh, K. (2011). The Advantages of Active English Teaching, Emphasizing at Active

Teaching to EFL Child Students. Retrieved from
http://search.proquest.com/literature/docview/1189913396/13B1CA8BE3A3BD057DE/9
?accountid=33657
 41

Espiritu, C. Ph.D. (2011). Language Policies in the Philippines. Retrieved from

http://www.ncca.gov.ph/about-culture-and-arts/articles-on-c-n-a/article.php?
igm=3&i=217.

Riley, J. (2012). Communication - barriers. Retrieved from

http://www.tutor2u.net/business/people/communication_barriers.asp

Skiba, R. (1997). Code Switching as a Countenance of Language Interference. Retrieved from

http://www.iteslj.org/Articles/Skiba-CodeSwitching.html

Appendix A

LETTER OF REQUEST TO VALIDATE QUESTIONNAIRE

St. Paul University Surigao

Surigao City

June, 2013

___________________
___________________
___________________

Dear Sir/Madam:

Pauline Peace!

The undersigned are currently writing their undergraduate thesis entitled: "Perceptions of
4th year college students and college English teachers of St. Paul University Surigao on the use
of Code-Switching as a teaching strategy: Its Impact on students' learning". The study is in
partial fulfillment of the requirements leading to the degree of Bachelor of Arts in English
Language.

In view hereof, the researchers request permission from your good office to validate the
research questionnaire
 42

Thank you so much as we anticipate favorable response.

Sincerely yours, Noted by:

JUSTINE LAWRENCE C. CATURLA MR. RECELO G. CELADES

Adviser
PEDRO T. FERNAN III

GIL ARVIN C. MENOR

Researchers

Approved by:

_______________________
_______________________
Appendix B

LETTER OF REQUEST TO CONDUCT THE STUDY

St. Paul University Surigao

Surigao City

June, 2013

___________________
___________________
___________________

Dear Sir/Madam:

Pauline Peace!

The undersigned are currently writing their undergraduate thesis entitled: "Perceptions of
4th year college students and college English teachers of St. Paul University Surigao on the use
of Code-Switching as a teaching strategy: Its Impact on students' learning". The study is in
partial fulfillment of the requirements leading to the degree of Bachelor of Arts in English
Language.

In view hereof, the researchers request permission from your good office to allow them to
gather data through observation and conduct a survey in the campus which is related to the study.
Rest assured that the data gathered would be dealt with utmost confidentiality.
 43

Thank you so much as for your favorable response.

Sincerely yours, Noted by:

JUSTINE LAWRENCE C. CATURLA MR. RECELO G. CELADES

Adviser
PEDRO T. FERNAN III

GIL ARVIN C. MENOR

Researchers

Approved by:

_______________________
_______________________
Appendix C
LETTER FOR THE STUDENT PARTICIPANTS
St. Paul University Surigao
Surigao City

June, 2013

Dear Students:

Pauline Peace to all!

Attached are copies of the questionnaires designed to gather the needed data for our
research work entitled "Perceptions of 4th year college students and college English teachers of
St. Paul University Surigao on the use of Code-Switching as a teaching strategy: Its Impact on
students' learning". The study is in partial fulfillment of the requirements leading to the degree of
Bachelor of Arts in English Language.
Thank you for your cooperation and trust.

Sincerely yours,
 44

JUSTINCE LAWRENCE C. CATURLA

PEDRO T. FERNAN III

GIL ARVIN C. MENOR

Researchers

Noted:

MR. RECELO G. CELADES

Adviser

Appendix D

LETTER FOR THE TEACHER PARTICIPANTS

St. Paul University Surigao

Surigao City

June, 2013
___________________
___________________
___________________

Dear Sir/Madam:

Pauline peace to you!

We are conducting a research entitled "Perceptions of 4th year college students and
college English teachers of St. Paul University Surigao on the use of Code-Switching as a
teaching strategy: Its Impact on students' learning". In view of this, kindly provide the following
information needed for our thesis, rest assured that any information we get from you will be dealt
with confidentiality.

Thank you for your cooperation and trust.

 45

Sincerely yours,

JUSTINCE LAWRENCE C. CATURLA

PEDRO T. FERNAN III

GIL ARVIN C. MENOR

Researchers

Noted:
MR. RECELO G. CELADES
Adviser

Appendix E
QUESTIONNAIRE FOR TEACHER PARTICIPANTS

SAINT PAUL UNIVERSITY SURIGAO

College of Arts and Sciences
Surigao City

"Perceptions of 4th Year College Students and College English Teachers of St. Paul University
Surigao on the Use of Code-switching as a Teaching Strategy: Its Impact on Students'
Learning"
For the purposes of this study, code-switching refers to the act of using two languages between
sentences.
Part I: Personal Profile

Instructions: Please fill in the following data.

Highest Educational Attainment:

Bachelors Degree: ______________________________________(Please specify)

Full-fledge Doctorate Degree: ______________________________ (Please specify)

 46

Masters Degree with Doctorate Units: ________________________ (Please specify)

Full-fledge Masters Degree: ______________________________ (Please specify)

Bachelors Degree with Masters Units: ______________________

Other please specify:

_________________________________________________________

Length of teaching Experiences: _______

Training/Seminars attended related to teaching strategy:

______________________________________________________________________________
______________________________________________________________________________
Part II. Perceptions on the use of code-switching of the English teachers in the classroom.
Instructions: Put a check mark on the box that corresponds to your opinion.
1- Strongly disagree 2- Disagree 3- Agree 4-Strongly agree.

Usage of code-switching 1 2 3 4
I code-switch
A. Teaching Strategy
1. to give emphasis in the discussion.
2. to rephrase or modify my speech.
3. to clarify meaning.
4. to give life to the discussion.
5. to suit their level of understanding.
6. to give a quick explanation in my discussion.
7. in asking questions to the students.
8. in responding to students questions.
9. for the students to easily understand the discussion.
10. because it is part of my strategy in teaching.
B. Personality
 47

11. to give humor to the class.

12. to express my emotions.
13. to continue practicing my ability in English, Filipino, and
Surigaonon/ Bisaya Languages.
14. to motivate the students to listen.
15. to encourage the students to participate.
C. Classroom Management
16. to maintain classroom order.
17. to avoid conflict of ideas.
18. to easily get the attention of the students.
19. in giving instructions.

QUESTIONNAIRE FOR STUDENT PARTICIPANTS

ST. PAUL UNIVERSITY SURIGAO
College of Arts and Sciences
Surigao City

"Perceptions of 4th Year College Students and College English Teachers of St. Paul University
Surigao on the Use of Code-switching as a Teaching Strategy: Its Impact on Students'
Learning"
For the purposes of this study, code-switching refers to the act of using two languages between
sentences.
Part I: Personal Profile

Instructions: Please fill in the following data.

Academic Program: __________________________

Part II. Perceptions of the students on the use of code-switching by the English teachers in
the classroom.
Instructions: Put a check mark on the box that corresponds to your opinion.
1- Strongly disagree 2- Disagree 3- Agree 4-Strongly agree.

Students perception on the use of code-switching by their teacher 1 2 3 4

 48

I...
A. Impact from Teachers teaching strategy
1. think my teacher code-switches when he/she wants to give
emphasis in the discussion.
2. think my teacher should code-switch if he/she would like to
repeat his/her phrase or sentence.
3. think my teacher should code-switch to clarify meaning.
4. feel that my class is livelier when my teacher code-switches.
5. feel that my teacher communicates to our level when he/she
code-switches.
6. think my teacher can explain faster in the discussion if he or
she code-switches.
7. think my teacher is more accurate in asking questions when
he/she code-switches.
8. think my teacher gives more specific answers when he/she
code-switches.
9. understand the lessons better when my teacher code-switches.
10. find my teachers teaching strategy effective when he/she
code-switches.
B. Personality
11. find it fun when my teacher code-switches.
12. think when my teacher code-switches, he/she express his/her
real emotion.
13. think my teacher code-switches because he/she has been
practicing his/her ability in the 3 languages (English, Fiipino,
Surigaonon/ Bisaya).
14. feel more motivated in class when my teacher code-switches.
15. am encouraged to participate in class when my teacher code-
switches.
C. Classroom Management
16. feel that there is order in the classroom when my teacher code-
switches.
17. can avoid conflict of ideas when my teacher code-switches.
18. am more attentive when my teacher code-switches.
19. understand instructions better when my teacher codes-witches.
 49

CURRICULUM VITAE

Personal Information

Name : Justine Lawrence Cayobit Caturla

Date of Birth : July 19, 1994
Place of Birth : Brgy. Washington, Surigao City
Address : Mana Pepang Village, Surigao City
Civil Status : Single
Nationality : Filipino
Parents : Mr. Froilan Urbiztondo Caturla
Mrs. Jean Cayobit Caturla

Educational Background

Elementary : C.V, Diez Memorial Central Elementary School

Brgy. Washington, Surigao City
Secondary : St. Paul University Surigao
Brgy. Luna, Surigao City
Tertiary : Bachelor of Arts in English Language
Major: English
St. Paul University Surigao
Surigao City
 50

Personal Information

Name : Pedro Tecson Fernan III

Date of Birth : January 22, 1993
Place of Birth : Surigao City
Address : 0527 Burgos St. Surigao City
Civil Status : Single
Nationality : Filipino
Parents : Mr. Alan Mondoedo Fernan
Mrs. Ailaine Cayasa Tecson

Educational Background

Elementary : St. Paul University Surigao

Secondary : St. Paul University Surigao
Brgy. Luna, Surigao City
Tertiary : Bachelor of Arts in English Language
Major: English
St. Paul University Surigao
Surigao City
 51

Personal Information

Name : Gil Arvin Camarillo Menor

Date of Birth : September 16, 1993
Place of Birth : Surigao City
Address : Blck 1 Lot: 20 Canlanipa Homes, Surigao City
Civil Status : Single
Nationality : Filipino
Parents : Mr. Gil Rufino Comanda Menor
Mrs. Garosfe Camarillo Menor

Educational Background

Elementary : St. Paul University Surigao

Secondary : St. Paul University Surigao
Brgy. Luna, Surigao City
Tertiary : Bachelor of Arts in English Language
Major: English
St. Paul University Surigao
Surigao City
52