THE EFFECTS OF CODESWITCHING TO THE ENGLISH LANGUAGE

PROFICIENCY OF STUDENTS IN BARAS-PINUGAY NATIONAL HIGH SCHOOL

A Quantitative Research
presented to the Faculty of Senior High School
BARAS-PINUGAY NATIONAL HIGH SCHOOL
Southville 9, Brgy. Pinugay, Baras, Rizal

in partial fulfillment of the requirements in

PRACTICAL RESEARCH 2

Perico, Sheila Rose, Caranto

Yoma, Frances, Radan
Silabay, Noel, Turaray
Cenen, Jerome Andrew, M

Grade 12 – Ares

SABAS AGRA III

Research Adviser

February 2018
 ABSTRACT

Code switching is phenomenal issues in Baras-Pinugay National High School.

Teachers or students code switch from English to Filipino language or vice versa to

express his/her ideas during lectures and discussion in the class. In this study, it

focuses on the use of code switching and its effect to the English language proficiency.

The study found out that most of the students using code switching in the English

class. It serve as one of the hindrance of students to talk to English fluently and also

they become uneasy and unfamiliar about the terms in English language.
 ACKNOWLEDGMENT

This work has been successful due to the assistance and cooperation of each

member. First the researchers thank God whose wisdom and divine provision has

enabled the researchers to complete all the chapters. Special thanks to the research

adviser Mr. Ramier P. Jubay Jr. for all the support and guidance to made this research

worth it.

Another thanks to the instructors, friends, classmates and especially to the

family who supported the financial needs of the researchers.

Special thanks also to all members of panelist and staff of Baras Pinugay

National High School.

 TABLE OF CONTENTS

Chapter 1
Introduction…………………………………………………………………..1
Background of the Study ………………………………………………......1-2
Statement of the Problem (SOP)…………………………………………..3
Significant of the Study …………………………………...........................3
Scope and Delimitation ……………………………………………….…….4
Chapter 2
Related Literature ………………………………………………………….6
Conceptual Framework………………………………………………........7
Research Hypothesis …………………………………………………….. 7
Definition of Terms …………………………………………………………8
Chapter 3
Methodology………………………...………………………………………9
Research Design …………………………………………………………..9
The Sample ………………………………………………………………...9
The Instrument(s) ………………………………………………………… 9
Intervention …………………………………………………………………10
Data Collection Procedure ………………………………………………. 10
Plan for Data Analysis ……………………………………………….…....10
Chapter 4
Presentation and Analysis of Data…………………………………….11-14
Chapter 5
Conclusions………………………………………………………………….15
Recommendations………………………………………………………….16
References…………………………………………………………………..16
Appendices…………………………………………………………………..17
 Chapter I

INTRODUCTION

Language is a powerful tool in teaching and learning process. Most of the time

when Filipinos think about development, they think about English as the second

language commonly used of all ages. In most Filipino, the use of English and Filipino

is commonly practiced. Teachers or students code switch from English to Filipino

language in expressing his/her ideas during English lectures and discussion in the

class. There are many studies on code switching in the classrooms.

According to Sert, (2005) opponents of using code switching in classrooms believe

that some learners may be neglected if all students don’t share the same native

language. In particular, it is often that each language serves a different function:

English has an instrumental role as the language of learning in the important domains,

while Filipino has a symbolic role unifying language and the language of nationhood

(Sibayan, 1994). Language preferences of teachers and students are often identified

as the reason behind the continuing deterioration of English language proficiency

among Filipino students that is accordingly by Martin (2006). At present, code

switching has become a trend in many parts of the world. Multilingual countries like

Philippines and Malaysia code switching has emerged as a new language variety

(Baustita, 2004).

Background of the Study

Code switching can be defined as the use of more than one language, variety,

or style by a speaker within an utterance or discourse, or between different

interlocutors or situations. Code switching is the ability to communicate our thoughts,

emotions, and opinions to other is truly remarkable ability our use of language can

influence our self-concept and identity. Even though code switching is natural part of
being bilingual (Palmer, 2009) one of the major issues that is being faced in the

classroom concerns language development of learners using code switching. The

change of language in the same clause is a controversial between students and also

the educators. Philippines is multilingual country whose inhabitants can adequately

communicate not only in two languages but sometimes, even three of four (Bautista,

1991). Filipinos are expectedly to speak Filipino, which the national language and the

language of communication is English, which is the international language. The use of

English and commonly practiced. Teachers or students code switch from English to

Filipino language or vice versa is expressing his/her ideas during lectures and

discussion in the class. In this study, it focuses on the use of code switching and its

effect to the English language proficiency. According to Bernardo (2005) code

switching can be legitimate and potent resource for learning and teaching for bilingual

students and teachers and that should relax our language prescription in formal school

environments to allow students and teachers to benefits from the use of this efficacious

resource of developing knowledge and understanding. However, code switching used

with a purpose, and how could be used a resource in the teaching and learning of

English Language Proficiency in students. Some teachers prefer to use code switching

from English to Tagalog language as media/tool for teaching. It was noticeable that

the teachers and students used English to Tagalog code switching. It is interesting to

note that teachers used Filipino language to express the concept so that the students

will understand the thoughts.

The purpose of this study was examined how code switching is being used and

if it has a negative effect to the English language proficiency.

Statement of the Problem

This research examined the effects of code switching to the English language

proficiency among grade 10 students in Baras-Pinugay National High School.

Specifically, the study aims to answer the following:

1. What language do students prefer in the classroom?

2. What are the student’s attitude toward code switching?

3. Does code switching can help the learner’s to be more proficient in English?

4. Does code switching affects the learners on passing the exam?

Significance of the Study

This study is beneficial to the following:

English Teachers. This study leads to English teachers on how they could

serve as the models to their students through adhering to the use of English including

their practices in speaking the second language.

Students. Since the students from Baras-Pinugay National High School are the

respondents of this research, this will help them to get focus and determine to be

dedicated in practicing the use of English inside the classroom during English class

time.

Researchers. Through this research, researchers could have a hint to become

aware about the usage of English language.

Future Researcher. The future researcher may use the findings of this study

to link other future research and we it as a reference to other related studies.

Scope and Delimitation

 The focused of this study is to examine the effects of code switching in English

language proficiency of students in Baras-Pinugay National High School. It also

attempt to examined the effects of code switching in English language proficiency of

teachers in the classroom setting including the reasons why teachers and students

code switching.
 Chapter 2
REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

Related Literature

Due to the alarming signals of declining proficiency level of among English

language learners in Malaysia, this study set out to learn more about the learners

perception of the teachers code switching in English Language classrooms (Ahmad

and Jusoff, 2009). A continuum of language alternation phenomena is discussed

which spans out between the prototypes labelled code switching (CS),language mixing

(LM),and fused lects (Fls), with CS and Fls representing the polar extremes of the

continuum and LM a point in between. In addition, an interpretation of this continuum

is suggested according to which the transition CS-LM-FL can be understood as a case

of structural sedimentation (Auer, 1999). As cited by Jackobsson (2010) defines code

switching as the alternation between two or more language and varieties of a language

in the same utterance or dialogue. All of this is done so that the learners is a simplified

way can negotiate meaning and help their own learning process. Learners use their

native tongue to communicate between one another perception of the received

information (Simon, 2001). They added that switching back to the native language

provides the learner a natural opportunity to retreat to a secure zone of language use

and that the functions of code-switching have a close connection to the speech

situations and interpersonal relationship that affect to the learners (Halmari, 2004).

Tagalog-English code switching is a widespread phenomenon in Metro Manila,

used in oral communication and increasingly even in informal written communication

by young, well-educated Filipinos. The paper indicates that the process for expanding

the Philippine English lesson are enchanted by borrowing certain function and content

words from Tagalog which appear repeatedly in Tagalog-English Code switching

(Bautista, 2014). It showed that English borrowings due to certain variables such as

the educational background of the interlocutors, the interlocutors awareness of each

other’s level of understanding (Raquel, 1979). As cited by Pascario (1978) addressed

the sociolinguistics of code switching using natural conversations in the business

offices in Metro Manila.

Conceptual Framework

The conceptual framework of this research the Input-Process-Output model to

show the effects of variables.

INPUT PROCESS OUTPUT

Evaluation through
survey form,
1. Profile of questionnaire and
respondents observation
: interview
1.1 Grade  Determined
instrument of the:
10 the effect of
Students  The effect of code
1.2 15-17 Code switching to
years old switching to the English
2. Survey, the English language
Observation language proficiency.
Interview proficiency
and of students.
Questionnair  Presentation
e. and
interpretatio
n of results.

Research Hypothesis

Alternative Hypothesis

There is a significant effect of code switching to the English language proficiency.

Definition of Terms

Code switching- Is used to work switching from informal situations using second

language.

English Language Proficiency. Is the ability of students to use the english

language to make and communicate meaning in spoken and communicate.

Bilingual- Able to speak and understand two languages.

Variables- A quantity that can have any one of a set of values or a symbol that

represents such a quantity.

 Chapter 3
METHODOLOGY

The study used both qualitative, and descriptive-quantitative method. The

researcher used survey, observation interview and questionnaire to be able to answer

the necessary data needed. The study examined the students and teachers from

Baras-Pinugay National High School.

Research Design

The main focused of the study is a quantitative one. The aims of this is to find

out in what kind of situation and for what purposes teachers code switch to the learners

in the classrooms. By that, it will identify the effects of code switching. Hence,

quantitative data is collected using three research instruments, questionnaires, audio

recording interviews. Additionally, two classes are also being observed.

The Sample

The study sample composed of Grade 10 students. In order to obtain the

sample, first and second level class were chosen. Also, there is 1 teacher in the

sample who is proficient in teaching English is being under by observation interview.

The Instrument(s)

The documentation of code switching involved students and teachers. The

present study employed a questionnaire and observation to quantify the degree to

which code switching is being used in the English classroom. The questionnaire to

find out why teachers code switch to the students and to find out the effects and what

extent they code switch to the English language proficiency and what their attitude

toward the use of code switching in the classroom.

Intervention

The first level class is the experimental group, 40 selected students will do pure

English language as well as the teacher. Same to the second level class or the control

group, teacher will do code-switching, as well as the students. The output of the

comparison group is the basis of the researchers.

Data Collection Procedure

The researcher collected the questionnaire answered by the respondents. By

the used of survey form, the researcher identified the effect of code switching to the

English language proficiency. In order to avoid the student’s language choice of the

first level class, the researcher’s will not inform them of the real objective of class

observation. And for the second level class, the researcher’s will inform them of the

real objective of the class observation. After the class discussion, the teacher will give

a short quizzes about the topic he/she discussed. Once it was done, the scores/grades

that the students may get of the first and second level class are the researcher’s basis

if English-Tagalog code switching have positive or negative effect to the English

language proficiency. Additionally, the researcher’s had an observation interview with

one (1) teacher.

Plan for Data Analysis

To analyze the questionnaire data, descriptive statistics is use. The

questionnaire focused to find out the effect of code switching to the English language

proficiency.
 Chapter 4

PRESENTATION AND ANALYSIS OF DATA

The bar chart provides the information about the effects of code switching to

the English language proficiency of Grade 10 students in Baras-Pinugay National High

School.

Overall, this chapter presented the result of the questionnaire gathered among

Grade 10-Narra and Grade 10-Mulawin. The main purpose of the questionnaire was

to identify the 78 students in what language do students prefer in the classroom? What

are the student’s attitude toward code switching? Does code switching can help the

learner’s to be more proficient in English? And does code switching affects the

learners on passing the exam?

1. What language do students prefer in the classroom?

They prefer both Tagalog and English language during English

class.
50 48
43
40

30

20

10

0
Percentage

10 - Narra 10 - Mulawin

Figure 1. Language Competence

As can be seen in Figure 1, a majority of the students in 10-Mulawin (48%)

preferred to use both Tagalog and English languages in the classroom. On the

contrary in Grade 10-Narra (43%), both Tagalog and English the least preferred

language. The number of percentages is relatively close to each other. Despite the
individual differences, all bilinguals share the ability to act in their native language, in

their second language, and to switch back and forth between two languages they know

(Van Hell, 1998). This is one of the factor that affects the language choice of the

learners, it can be seen on the bar chart which has a greater potential that the learners

will not be effective in speaking in English.

2. What are the student’s attitude toward code switching?

SA A NO DA SD
(5) (4) (3) (2) (1)
1. Mixing of 46% 35%
Tagalog
and English
strengthens
of my
English
proficiency.
2. Mixing of 18% 29%
Tagalog
and English
weakness
of my
English
proficiency.
50 46

40 35
29
30
18
20

10

0
1 2

10 - Narra 10 - Mulawin

Figure 2. Attitude

Figure 2 displayed the students’ responses (which are converted into

percentages for the purpose of this study) to the question about the student’s attitude

regarding whether code switching strengthens and weakness the English proficiency

of the learners, 46% in Grade 10-Narra agreed that mixing Tagalog and English

strengthens their English proficiency while almost 35% in Grade 10-Mulawin had no
opinion. Yet, 29% in Grade 10-Narra agreed and 18% in Grade 10-Mulawin strongly

agreed that teaching language by code switching strengthen their grasp of the English

language.

3. Does code switching can help the learner’s to be more proficient in English?
SA A NO DA SD
(5) (4) (3) (2) (1)
Code 16% 13%
switching can help
me to be more
proficient in English.

Chart Title
50

40

30

20 16
13
10

0
Percentage
10 - Narra 10 - Mulawin

Figure 2.1. Attitude

In Figure 2.1 the focused of the questionnaire was on the effect of code

switching regarding the proficiency of the learners in English. 13% from Grade 10-

Narra disagreed that code switching can help them to be more proficient in English,

while 16% from Grade 10-Mulawin strongly agreed.

4. Does code switching affects the learners on passing the exam?

60 59.46

50 46.34

40
30
20
10
0
Percentage

10 - Narra 10 - Mulawin
Figure 3. Performance

In figure 3 the focused of the questionnaire item was on the effect that

code switching in two languages as a medium of instruction on students’ academic

performance. 46% from Grade 10-Narra agreed that teaching in Filipino increases the

chances of passing their exams, 59% from Grade 10-Mulawin also agreed.
 CHAPTER 5

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

This chapter is divided into two parts. The first part provides the

conclusions of this study. The second part provides suggestions to other researchers

who have interest in the same field.

One of the aims of this study was to investigate what language do students

preferred in the classroom and what are the student’s attitude toward code switching.

The result indicated that some of the students preferred to use both Tagalog and

English language in the classroom. The graph showed the effects of code switching

to the Language proficiency of the students. It also indicated in the study that most of

the students from Grade 10 Narra and Mulawin strengthens their proficiency in

English. But least of the respondents, as showed in the graph, mixing Tagalog and

English weakness their proficiency in English. This study also focused to the English

proficiency of the learners and code switching as the basis for the learners to pass the

exam. The study also found out that most of the students using code switching in the

English class. It serve as one of the hindrance of students to talk to English fluently

and also they become uneasy and unfamiliar about the terms in English language. In

addition, the teachers utilized code switching when they were delivering general

knowledge, translating difficult words/technical terms, translating instruction,

confirming students answers, and encouraging them.

Recommendations

Based on the findings and conclusions of the study, the study

recommending can be drawn as follow:

 The researcher can give some suggestions to the English department and to

the teachers to minimize code switching in an English class and switch only

when it is necessary so that student would simply comprehend the teachers.

By that, the students will be proficient in English. Firstly, the teachers should

explain and clarify the difficult vocabulary and terminology by giving definitions

in English. Second, in opposite case, the students may learn to expect that the

teachers would translate vocabulary and they will not pay attention to the

English instruction (Yletynen, 2004). It also will make them not to code switch,

as they tend to follow the teachers (Yletynen, 2004).

 In addition, teachers should implement English language policy to avoid using

Tagalog in English and to be the students more proficient in English.

 Additionally, the researcher can give a suggestions to the students to read

English books and watch English movies. It will help them to serve as one of

the tool to become proficient in English.

 REFERENCES

Yletynen, H. (2004). The unctions of Codeswitching in ELF Classroom

Discourse. (Pro
Gradu thesis). University of Jyvaskyla. Seminaarrinkatu, Finland.

Sert, O (2005). The Function of Code Switching in ELT Classrooms.

Hacettepe
University Ankara, Turkey.

Palmer, D. (2009). Code-switching and Symbolic Power in Second-Grade-

Two-Way
Classroom: A Teachers Motivation System Gone Awry.

Ahmad, B. H., & Jusoff, K. (2009). Teacher’s Code-Switching in Classroom

Instructions for Low English Proficient Learners. Vol 2, No 2.

Peter, A. (1999). Codeswitching via language to focused lects Toward a

dynamic
typology of bilingual speech.

Jokobbson, C. & Ryden, H. (2010). A study of code switching in four Swedish

ELF
classrooms. 42pp. Retrieved from November 11, 2014.

Simon, D. L. (2001). Towards new understanding of codeswitching in the

foreign
language classroom. In Jacobson (Ed.). 311-342.

Halmari, H. (2014). Code patterns and developing discourse in L2. In, boxer,
Diana
& Andrew D. Cohen (Eds.) 2004. Studying speaking to inform second
language learning. 114-115. [online]

Bautista, M. L. (2014). Tagalog-English Code-Switching and the Lexicon of

Philippine English. 51-67.

Raquel, D. M., Jr. (1979). English borrowings in ilocano print and broadcast
media.
Unpublished master’s thesis, University of the Philippines.

Pascasio, E. M. (1978) Dynamic of Code switching in the business domain.

Philippine Journal Linguistics, 9 (1-2), 40-50.
Appendices

Name: ________________________ Sex: ______

Grade & Section: _______________ Age: ______

Direction: Please answer all the questions as accurately as you can. Your answers
will be treated in confidence.
(Likert Scale 5-1)
Coded as:
5 - Strongly Agree 3 - No opinion 1 - Strongly Disagree
4 - Agree 2 – Disagree

A. Language Competence 5 4 3 2 1
1. Doing code switching in English class is a good
practice.
2. I feel confident in speaking in my English class.
3. I feel confident in learning my lesson through code
switching.
4. Using Tagalog in English class is appropriate.
5. I prefer that teacher should explain the lecture in
both (Tagalog and English) languages during English
class.

B. Attitude

1. Mixing of Tagalog and English lead to the weakness

of my English.
2. It confuses me when instructor teaches in English
and Filipino at the same class period.
3. It is necessary for the teacher to speak Filipino in the
English class.
4. It is more efficient to use the Filipino than English to
explain the English lessons.
5. It is proper for an English teacher to use English-
Filipino code switching during English class.

C. Performances
1. Code switching weakens my English proficiency.
2. Code switching strengthens my English proficiency.
3. Filipino language can help me to be more proficient
in English.
4. Using Filipino language during English class can
increase the chances of the learners to pass the
exam.
5. Teaching Filipino/English increases my chance to
pass the exam.
 BARAS-PINUGAY NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
Baras, Rizal

GENERAL ACADEMIC STRAND (GAS)

January 16, 2018

LUCILLIE P. ANGELES
Principal

Dear Madam:

We have the honor to request from your office to allow us to distribute our
questionnaire checklist and observation to Grade 10 students of Baras-Pinugay
National High School and Grant us permission to conduct a one-on-one interview
with English teachers.

This is in line with the conduct of our research paper entitled: “THE EFFECTS OF
CODE SWITCHING TO THE ENGLISH LANGUAGE PROFICIENCY OF
STUDENTS IN BARAS-PINUGAY NATIONAL HIGH SCHOOL.”

Thank you!

May this merit your favourable action.

Very sincerely yours,

SHEILA ROSE C. PERICO

FRANCESS R. YOMA
NOEL T. SILABAY
JEROME ANDREW M. CENEN
Researchers

RAMIER P. JUBAY JR.

Teacher

Noted:

LUCILLIE P. ANGELES
Principal I
Final Defense