Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the result, presentation, analysis and

interpretation of data. All specific questions in Chapter 1 under the statement

of the problem were answered in this chapter supported by the tables. It

presents the data gathered about the Bilingualism towards Students’

Competence of Grade VI Pupils in Pinagbayanan Elementary School, Pila

Laguna

In accordance to the questions and hypothesis of this study, statistics

was applied based on the research instrument administered that is relevant to

the study.

In this part of the study, the presentation, analysis, data gathered and

interpretation of data were discussed. The presentation contains the

dependent variable: Students’ Competence in terms of 1.) Knowledge 2.)

Comprehension and 3.) Evaluation and the independent variable: Bilingualism

in terms of 1.) Code Switch

Students’ Level of Code Switch in Bilingualism

Table 1 presents the students’ level of code switch in Bilingualism.

The table specifies statement 1 “I am motivated to participate in oral

recitation when my teacher let us speak in Taglish”, got a mean score of

4.450 with a standard deviation of 0.594 as remarks as Strongly Agree.

Followed by statement 2 which states that “I am freely to express my feeling

when using Taglish”, got a mean score of 4.133 with a standard deviation of
 23

0.929 as remarks as Agree. Statement 3, “I am confident to say whatever I

want to say using Taglish”, got a mean score of 4.467 with a standard

deviation of 0.700 as remarks as Strongly Agree. While statement 4, “I can

easily explain the lesson when using Taglish”, got a mean score of 4.000 with

a standard deviation of 0.991 as remarks as Agree. Lastly, statement 5, “It is

much easy for me to communicate to other using Taglish”, got a mean score

of 4.583 with a standard deviation of 0.561 as remarks as Strongly Agree.

Table 1. Students’ Level in Code Switch of Bilingualism

Verbal
STATEMENT x́ SD
Interpretation
1. I am motivated to participate
in oral recitation when my
4.450 0.594 Strongly Agree
teacher let us speak in
Taglish.
2. I am freely to express my
4.133 0.929 Agree
feeling when using Taglish.
3. I am confident to say
whatever I want to say 4.467 0.700 Strongly Agree
using Taglish .

4. I can easily explain the

4.000 0.991 Agree
lesson when using Taglish.
5. It is much easy for me to
communicate to other using 4.583 0.561 Strongly Agree
Taglish.
Very
TOTAL 4.327 0.800
Satisfactory
Legend
Scale Range Description Interpretation
5 4.20-5.00 Strongly Agree Very Satisfactory
4 3.40-4.19 Agree Satisfactory
3 2.60-3.39 Moderately Agree Moderately Satisfactory
2 1.80-2.59 Disagree Less Satisfactory
1 1.00-1.79 Strongly Disagree Not Satisfactory

The data analyzed reveals that students’ level of Bilingualism in terms

of code switch with a mean of 4.327 and a population standard deviation of

 24

0.800 got a remark of Strongly Agree.

Code-switching can have a positive impact in an academic context. An

important teaching skill is the ability to transfer knowledge to students in a

clear and efficient manner, and so code-switching can be a useful tool in the

classroom for both teachers and students (Bista, 2010).

In Addition, those statements stressed out that Bilingualism, with the

use of Code Switching, were essential for the students to understand the

lesson in the second language with comprehension enable the students to

perform well in their class.

Level of Students’ Competence in English in terms of Knowledge

Table 2, 3 and 4 shows the level of students’ competence in English in

terms of knowledge, comprehension and evaluation.

Table 2 shows the level of students’ competence in English in terms of

knowledge.

The table specifies statement 1 “I can easily understand the lesson”,

got a mean score of 4.467 with a standard deviation of 0.623 as remarks as

Strongly Agree. Followed by statement 2 which states that “I can easily

understand the lesson”, got a mean score of 4.050 with a standard deviation

of 1.016 as remarks as Agree. Statement 3, “I can easily recognize all the

important contents”, got a mean score of 4.517 with a standard deviation of

0.596 as remarks as Strongly Agree. While statement 4, “I have the ability to

recall the lesson”, got a mean score of 4.567 with a standard deviation of

0.621 as remarks as Agree. Lastly, statement 5, “I can cope up on our

 25

lesson”, got a mean score of 4.350 with a standard deviation of 0.732 as

remarks as Strongly Agree.

The data analyzed reveals that the level of students’ competence in

English in terms of knowledge with a mean of 4.390 and a population

standard deviation of 0.751 got a remark of Strongly Agree.

Table 2. Level of Students’ Competence in English in terms of

Knowledge
STATEMENT Verbal
When my teacher uses x́ SD Interpretation
Taglish…………….
1. I can easily understand Strongly
4.467 0.623
the lesson. Agree
2. I have the ability to
improve my retention of 4.050 1.016 Agree
memory.
3. I can easily recognize all Strongly
4.517 0.596
the important contents Agree
4. I have the ability to recall Strongly
4.567 0.621
the lesson. Agree
5. I can cope up on our Strongly
4.350 0.732
lesson. Agree
Very
TOTAL 4.390 0.751
Satisfactory

Legend
Scale Range Description Interpretation
5 4.20-5.00 Strongly Agree Very Satisfactory
4 3.40-4.19 Agree Satisfactory
3 2.60-3.39 Moderately Agree Moderately Satisfactory
2 1.80-2.59 Disagree Less Satisfactory
1 1.00-1.79 Strongly Disagree Not Satisfactory

Bruner as mentioned by Paet (2013), relating knowledge structure to

one another will enable the learners to transfer this knowledge to new

learning instructional. This is all learning with applying new information by

activating what had been already known either directly in related way.

In addition, the sense that knowledge is the information is retained in

the mind of the learners no matter how long he knows it, it can be considered
 26

as remembering or recalling. And it is learning with applying new information

by activating what had been already known either directly in related way.

Level of Students’ Competence in English in terms of Comprehension

Table 3 shows the level of students’ competence in English in terms of

comprehension.

The table specifies statement 1 “I can simply summarize the lesson on

my own”, got a mean score of 4.350 with a standard deviation of 0.755 as

remarks as Strongly Agree.

Table 3. Level of Students’ Competence in English in terms of

Comprehension
STATEMENT Verbal
When my teacher uses x́ SD Interpretation
Taglish…………….
1. I can simply summarize the
4.350 0.755 Strongly Agree
lesson on my own.
2. I easily understand the
4.133 0.965 Agree
particular topic.
3. It helps me to expand my
understanding about the 4.250 0.751 Strongly Agree
particular topic.
4. It helps me to generate
4.283 0.691 Strongly Agree
some ideas about the topic.
5. I can easily interpret the
lesson that is being 4.500 0.651 Strongly Agree
discussed.
Very
TOTAL 4.303 0.773
satisfactory
Legend
Scale Range Description Interpretation
5 4.20-5.00 Strongly Agree Very Satisfactory
4 3.40-4.19 Agree Satisfactory
3 2.60-3.39 Moderately Agree Moderately Satisfactory
2 1.80-2.59 Disagree Less Satisfactory
1 1.00-1.79 Strongly Disagree Not Satisfactory

Followed by statement 2 which states that “I easily understand the

particular topic”, got a mean score of 4.133 with a standard deviation of 0.965

as remarks as Agree. Statement 3, “It helps me to expand my understanding

 27

about the particular topic”, got a mean score of 4.250 with a standard

deviation of 0.751 as remarks as Strongly Agree. While statement 4, “It

helps me to generate some ideas about the topic”, got a mean score of 4.283

with a standard deviation of 0.691 as remarks as Strongly Agree. Lastly,

statement 5, “I can easily interpret the lesson that is being discussed”, got a

mean score of 4.500 with a standard deviation of 0.651 as remarks as

Strongly Agree.

The data analyzed reveals that the level of students’ competence in

English in terms of comprehension with a mean of 4.303 and a population

standard deviation of 0.773 got a remark of Strongly Agree.

Duffy as cited by Miguel (2009), he stated that comprehension is the

goal of all communication. In the expressive language modes of speaking and

writing, comprehension more understanding well enough how to compare it

clearly. In the receptive language modes of listening and reading,

comprehension means interpreting the message accurately enough to

understand its meaning.

In addition, interpreting the message accurately enough to understand

its meaning. Teacher’s must sure that their students understand what the

topic being taught, they must use some strategies to make it more

understandable.

Level of Students’ Competence in English in terms of Application

Table 4 shows the level of students’ competence in English in

terms of application.
 28

The table specifies statement 1 “I can perform well during the class dis

cussion”, got a mean score of 4.300 with a standard deviation of 0.830 as

remarks as Strongly Agree.

Table 4. Level of Students’ Competence in English in terms of

Application
STATEMENT Verbal
When my teacher uses x́ SD Interpretation
Taglish…………….
1. I can perform well during
4.300 0.830 Strongly Agree
class discussion.
2. I can gain knowledge with Strongly
4.350 0.547
the help of code switching. Agree
3. I can easily construct my
4.233 0.673 Strongly Agree
idea about the topic.
4. I can organize all the
4.317 0.624 Strongly Agree
information about the topic.
5. I can build up my
perception or new idea 4.283 0.804 Strongly Agree
/information.
Very
TOTAL 4.297 0.699
satisfactory
Legend
Scale Range Description Interpretation
5 4.20-5.00 Strongly Agree Very Satisfactory
4 3.40-4.19 Agree Satisfactory
3 2.60-3.39 Moderately Agree Moderately Satisfactory
2 1.80-2.59 Disagree Less Satisfactory
1 1.00-1.79 Strongly Disagree Not Satisfactory

Followed by statement 2 which states that “I can gain knowledge with

the help of code switching”, got a mean score of 4.350 with a standard

deviation of 0.547 as remarks as Strongly Agree. Statement 3, “I can easily

construct my idea about the topic”, got a mean score of 4.233 with a standard

deviation of 0.673 as remarks as Strongly Agree. While statement 4, “I can

organize all the information about the topic”, got a mean score of 4.317 with a

standard deviation of 0.624 as remarks as Strongly Agree. Lastly, statement

 29

5, “I can build up my perception or new idea /information”, got a mean score

of 4.283 with a standard deviation of 0.804 as remarks as Strongly Agree.

The data analyzed reveals that the level of students’ competence in

English in terms of application with a mean of 4.297 and a population

standard deviation of 0.699 got a remark of Strongly Agree.

Lee and David (2011) application is a very important skill and one that

certainly should not be ignored. The more independently the learner can use

prior learning to a new situation, the better they are at applying their learning.

Children can also be encouraged to consider where their new learning could

be used.

In addition, students understood concept in a new situation. Solve

problems to new situations by using acquired knowledge , facts techniques

and rules in a different way.

Significant Effect of Bilingualism towards Students’ Competence

The table below shows the effect of Bilingualism towards students’

competence in terms of knowledge, comprehension and evaluation.

Table 5. Significant Effect of Bilingualism towards Students’

Competence in English
IV DV t-
P-
Bilingualis Students’ Statistical α Remarks
value
m Competence value

Code Switch 0.05 Not

Knowledge -1.984 0.052
Significant

Not
Comprehension -0.779 0.439
Significant

Evaluation 0.158 0.875 Not

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Significant

Based on the table, the code switch in Bilingualism had no significant

effect to the students’ competence in terms of knowledge with a t-statistical

value of -1.984 and a p-value of 0.052. Also, the code switch in Bilingualism

had no significant effect to the students’ competence in terms of

comprehension with a t-statistical value of -0.779 and a p-value of 0.439.

Lastly, the code switch in Bilingualism had no significant effect to the

students’ competence in terms of evaluation as well with a t-statistical value

of 0.158 and a p-value of 0.875.

Therefore, the researchers failed to reject the null hypothesis. It is

concluded that there is no significant effect of Bilingualism towards the

students’ competence in Pinagbayanan Elementary School Pila, Laguna.