' Code Switching Strategies On Vocabulary Learning Through Listening Skills Group 4

BULACAN STATE UNIVERSITY
MENESES CAMPUS
TJS Matungao, Bulakan, Bulacan
CODE-SWITCHING STRATEGIES IN
VOCABULARY LEARNING THROUGH
LISTENING SKILLS
A Thesis Presented to
The Faculty of the Department of Teacher Education
Bulacan State University – Meneses Campus
Matungao, Bulakan, Bulacan
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Bachelor of Secondary Education
Major in English
Submitted by:
NELSON BORJA
PITCHY LUCAÑAS
MARK JASON ORTIZ
May 2022
1
MENESES CAMPUS
APPROVAL SHEET
In partial fulfillment of the requirements for the degree of Bachelor of Bachelor of
Secondary Education with specialization in English, this thesis titled “CODE-SWITCHING
STRATEGIES IN VOCABULARY LEARNING THROUGH LISTENING SKILLS,”
which was prepared and submitted by MARK JASON ORTIZ, PITCHY LUCAÑAS, and
NELSON BORJA, is hereby recommended for approval and acceptance.
DARWIN S. ENRIQUEZ, MPA

Adviser
Approved in partial fulfillment of the requirements for the degree of Bachelor of

Secondary Education with specialization in English by the Oral Examination Committee.
LADISLAO MARCELO Ed. D

Chairperson
RAYMOND VILLAFANE M. A ed CHRISTOPHER VICENCIO

Ed. D
Member Member
Accepted in partial fulfillment of the requirements for the degree of Bachelor

of Secondary Education with specialization in English.
Date: _May 2022_____. _ ALBERTO J. VALENZUELA, Ed.D.

Campus Dean
2
MENESES CAMPUS
CERTIFICATE OF EDITING
This is to certify that the thesis titled
“CODE-SWITCHING STRATEGIES IN VOCABULARY LEARNING

THROUGH LISTENING SKILLS”
prepared by
NELSON BORJA
PITCHY LUCAÑAS
MARK JASON ORTIZ
has been edited for grammar and composition.

Signature over Printed Name
BULACAN STATE UNIVERSITY, MENESES CAMPUS

Affiliation
May 10, 2022

Date
3
MENESES CAMPUS
CERTIFICATE OF STATISTICAL TREATMENT
This is to certify that the thesis titled
“CODE-SWITCHING STRATEGIES IN VOCABULARY LEARNING

THROUGH LISTENING SKILLS
prepared by
NELSON BORJA
PITCHY LUCAÑAS
MARK JASON ORTIZ
has undergone statistical treatment.

Signature over Printed Name
BULACAN STATE UNIVERSITY, MENESES CAMPUS

Affiliation
May 10, 2022

Date

4
MENESES CAMPUS
DECLARATION OF ORIGINALITY
We certify that this thesis is the product of our work and that we have
acknowledged all the sources used in its preparation. We understand what plagiarism
all is about, and we are aware of the policy of the University pertaining to plagiarism
(as stipulated in the Student Conduct and Discipline section of the Student
Handbook).
We also certify that the manuscript has been subjected to plagiarism scan/test
through an anti-plagiarism software. We are attaching a copy of the originality report
in the Appendices section.
NELSON BORJA
PITCHY LUCAÑAS
MARK JASON ORTIZ
Authors/Developers
(Please sign over printed name)
ABSTRACT
CODE-SWITCHING STRATEGIES IN VOCABULARY LEARNING

THROUGH LISTENING SKILLS
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This study provides information on how code switching strategies help the
students to better understand their lessons. When the pandemic comes in an
unexpected time many schools and universities had been closed and shifted to new
normal. School have been shifted their classes in synchronous and asynchronous
classes the teacher is also shifted their Switching between two languages in foreign
language settings is considered a beneficial communicative strategy for bilingual
learners. Educators conceive code-switching as a supporting communication tool
for transferring and clarifying meanings to students during classroom instruction to
avoid their misunderstanding problems. The study was conducted in the schools of
Tarik Suliman High School, Cabuyao Laguna State University, Immaculate
Conception International, and Tanong National High School. The researchers
specifically chose the school for the implementation of the study. This enabled the
researchers to test the hypothesis testing into consideration of the observance of
safety which is in accordance with the Inter-Agency Task Force for the
Management of Emerging Infectious Diseases safety protocols. Data shows that
the mean of experimental is higher compared to the mean of the control group This
means that the administration of code- switching at lesson is better as compared
with pure English. But There is no significant difference between control group 4
and experimental group 4 therefore accepting the null hypothesis.
Acknowledgement
First and foremost, we would like to give thanks and praise God for the grace that we
reached where we are now. Finally, we are near in fulfilling our dreams and we also
want to praise God for the blessing from the beginning unto the end.
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We would like to express our deepest gratitude to our thesis professor Dr Cristina
Vicencio for her unending support to our group for tirelessly listening to our research
and for her suggestion and for treating us like her own child that she don’t want us to
put into shame and for keeping us aware and always reminding and motivating us
thank you Ma’am.
This research paper would not have been possible without the help of our thesis
adviser Sir Darwin Enriquez thank you Sir thank you for saying yes during the time
that I chatted you and asked you to become our thesis adviser you did not hesitate to
say yes. You are not also our adviser you became our grammarian statistician thank
you thank you very much Sir we will not forget you and we promise to study hard.
We would like also to give thanks to all the respondents participants and teachers who
give time t answer and to all the schools who open their doors to us especially
Immaculate Conception international and schools in Pampanga and Laguna this thesis
would not have been successful without your cooperation we are praying to the lord
that your school will be successful in producing students who will be great in the
future.
Most especially to Mr. Darryl Hipolito who helped us in communicating in school and
for always at the side of Jason Ortiz and ready to help. Thank you for allowing us to
run our files on your plagiarism scan and for helping us to make our output good.
Thank you very much Sir.
Lastly we are grateful to the effort of Sir Darwin and all the people who offer their
hands to help even we have nothing in return thank you very much
Thank you and to God be the Glory.
TABLE OF CONTENTS
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Approval Sheet ii
Certificate of Editing iii
Certificate of Statistical Treatment iv
Abstract v
Acknowledgements vi
Dedication vii
CHAPTER I – THE PROBLEM AND ITS BACKGROUND
Introduction 11
Statement of the Problem 12
Significance of the Study 13
Scope and Delimitation 15
CHAPTER II – REVIEW OF RELATED LITERATURE AND STUDIES

Relevant Theories 16
Related Literature 17
Related Studies 20
Synthesis SYNTHESIS
Conceptual Framework 23
Hypothesis of the Study 24
CHAPTER III – METHODS OF RESEARCH #
Research Design 26
Population and Sample of the Study 27
Sampling Design 27
Research Instrument 28
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Data Gathering Procedures 28
Ethical Considerations 29
Data Analysis 30
CHAPTER IV – PRESENTATION, ANALYSIS, AND INTERPRETATION OF
DATA #
Vocabulary Knowledge and Listening Proficiency Between the Control Group and
the Experimental Group 31
Significant Difference Between the Control Groups and the Experimental Groups
33
CHAPTER V – SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS #
Summary of Findings 36
Conclusions 37
Recommendations 38
REFERENCES #
ABOUT THE RESEARCHERS 94
APPENDICES
Appendix B. Letter of Request to Conduct the Study 75
Appendix D. Research Instrument (Questionnaire) 78
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Appendix G. Originality Report Generated by Anti-Plagiarism Software 57
THE PROBLEM AND ITS BACKGROUND
Introduction
Education plays a significant role in a nation's progress. The latest educational
trend relies much on modern educational and psychological foundations. Teachers
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should be adept with teaching pedagogy, educational theories, and strategies.
We live in an exciting time for schools. The disruption caused by the
pandemic drastically changed global education. When the COVID-19 pandemic
forced schools to close prematurely in March 2019, the Duterte Administration
mandated the transition from traditional classroom face to face modality to blended
learning modalities.
English is formally taught from elementary to tertiary level. It is not only
taught as a subject, but it is also used as a medium of instruction except in the primary
level where mother tongue is mandated under the new K to 12 policies. However,
even though Filipino learners of the English language are exposed to the English
language at schools, television, and social media, they may still find difficulty in
developing their English language proficiency especially on their oral proficiency.
The Organization for Economic Cooperation and Development tested around
600,000 15-year old students in 79 countries through the 2018 Program for
International Student Assessment - PISA. Results showed that our country has an
average reading score of 340, the lowest among the countries surveyed. Reading
proficiency is essential for a wide variety of human activities such as following
instructions in a manual and communicating with others for a specific purpose or
transaction (OECD, 2019).
One of the requirements of having the ability to communicate in English is by
having adequate vocabulary. Understanding vocabulary will help learners speak,
write, read and listen to the language. Teaching English vocabulary, as an element of
language, is an important factor in increasing the English language especially to
learners with insufficient vocabulary (Masrai, 2019).
According to Yang and Dai (2012), the most important component of learning
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a mother tongue or any foreign language is vocabulary. Language acquisition cannot
take place without learning its lexis, which has unlimited shifts in meaning caused by
various contextual variables. Rohmatillah (2017) added that vocabulary is the
foundation of any language. The concept of acquiring a second language asserts that
communication in the second language becomes more difficult if one does not learn
the vocabulary.
Vocabulary learning is one of the essential linguistic characteristics of
language learning. It compromises a significant factor for success in language
learning because learners cannot use the target language effectively without adequate
knowledge of words and their meaning. Since most language learners strive to
develop excellent communication and literacy skills, they must first learn enough
words and know how to use these words correctly.
The pursuance of this study is to look forward to the effects of code switching
on students' vocabulary learning.
Statement of the Problem
This study aims to analyze the advantage utilizing code switching on Junior
High and Senior High School students’ vocabulary knowledge as well as their
listening proficiency in English subject. The researchers will seek answers to the
following questions:
1. How may the vocabulary knowledge and listening proficiency between the control
group and the experimental group be described terms of:
1.1. mean; and
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1.2. standard deviation?
2. How significant is the difference between the control group and experimental
group?
3. What material can be proposed based on the findings of the study?
Significance of the Study
The findings of this study aim to measure the effects of code switching on
English vocabulary development of Junior High and Senior High School students.
The outcome of this study may provide importance to the following:
Students. Code-switching may enhance academic achievement. It will aid
them in grasping new vocabulary. It may help them improve ways to answer
questions or even pose a question. Code-switching may also eliminate the isolated
feelings of learners and may help bridge cultural differences.
School Administrators. The school administrators may help balance the
utilization of code-switching to ensure a balance between the intended language to be
learned and the language which the students prefer to speak.
Teacher. In terms of code-switching, there are several aspects that may
benefit the teachers. The language barrier may be lessened because code switching
may create an opportunity for teachers to meet the learners’ level and needs.
Teachers may be able to teach their class to the extent where they will be
motivated to learn. An explanation of a particular subject may require certain words
or sentences in another language which may help learners understand the concept.
Parents. For them to be aware of the helpful strategy and resources, their
children can use in their learning exercise. Young children first learn to communicate
at home by listening and speaking with their parents. Parents can help in the process
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of gathering some new words and teaching them to their children. In this case, parents
may help their children to develop their communication skills.
Future Researchers. This study serves as helpful reference material as a basis
for a successful research outcome. The findings and recommendations of this study
may shed new insights that may be used by future researchers in case they endeavor
to prove or disprove the findings of this study. They may also employ other strategies
that the researchers were not able to formulate thereby limiting the scope of the study.
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Scope and Delimitation
The study focused on the analysis of the effect of code-switching on students'
vocabulary acquisition through listening skills. The study utilized the quantitative
type of research in evaluating the vocabulary acquisition and listening skills of the
respondents.
The study was conducted in the schools of Tarik Suliman High School,
Cabuyao Laguna State University, Immaculate Conception International, and Tanong
National High School. The researchers specifically chose the school for the
implementation of the study. This enabled the researchers to test the hypothesis
testing into consideration of the observance of safety which is in accordance with the
Inter-Agency Task Force for the Management of Emerging Infectious Diseases safety
protocols.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter discusses the different literature and studies that are related to the
study.
Relevant Theories
Hoffman’s theory of code-switching (Sinaga & Hutahaean, 2020) argues that
the most general description of code-switching is that it involves the alternate use of
two languages or linguistic varieties within the same conversation. Code-switching is
utterances drawn to differing extents on items that come from more than one
language, and which are combined in different ways. It is a conversational strategy
used to establish, cross or destroy group boundaries, to create, evoke or change
interpersonal relations with their rights and obligations. It is a conversation between
the speaker’s turns or within a single speaker’s turn which occurs between sentences
or within a single sentence.
Code-switching can arise from individual choice or be used as a major identity
marker for a group of speakers who must deal with more than one language in their
common pursuits. Code-switching occurs when a speaker requires a particular code,
to switch one code to another and even create a new code in the process. Code-
switching changes over sentences and can occur during the same conversation.
Hoffman (Sinaga & Hutahaean, 2020) explains that code-switching can occur
quite frequently in an informal conversation among people who are familiar and have
a shared educational, ethnic, and socio-economic background. It is avoided in a
formal speech situation among people especially to those who have little in common
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factors in terms of social status, language loyalty, and formality. There are four types
of code-switching. Intra-sentential switches, inter-sentential switches, establishing
continuity switches, and emblematic switching.
The social meaning of code-switching, the alternation between codes is the
norm rather than the exception in many communities around the world today.
Alternating codes among the local people were both patterned and predictable.
Situational switching occurs when participants redefine each other’s rights and
obligations. For example, teachers deliver formal lectures in the standard dialect, but
if they want to encourage open discussion, then they will shift to the local dialect. It
assumes a direct relationship between the social situation and code choice.
Metaphorical switching is triggered by changes in the topic rather than the
social situation. In clerk-resident exchanges at the community administration office,
greetings and inquiries about family affairs took place, conversations about the
business transaction occurred in the standard dialect.
Related Literature
Vocabulary is the most important part of the language that takes place in all
concepts and ideas in all subjects. People often use vocabulary as a word in their
conversation. Most of the previous studies emphasized that code-switching facilitates
the process of learning the language and motivates students to realize the value of
those pedagogical tools in improving their limited vocabulary and language skills.
The following literature reviews contain variables that are included in this study.
Switching between two languages in foreign language settings is considered a
beneficial communicative strategy for bilingual students and supports the educators in
transferring and clarifying the meanings to the learners.
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Code-switching occurs when a speaker shifts from one language or a variety
into another in the course of a text or a conversation. It functions as a significant
medium of social interaction to link the linguistic incompetence gaps that occur
between the mother tongue and the target language for clarification and
communication purposes. Switching between two languages in foreign language
settings is considered a beneficial communicative strategy for bilingual learners (Al-
Qaysi, 2018). Educators conceive code-switching as a supporting communication tool
for transferring and clarifying meanings to students during classroom instruction to
avoid their misunderstanding problems.
Utilizing the native language in learning and teaching settings serves three
functions including the construction of engaging learners in interactions, the
establishment of inter-subjectivity, and maintenance of privacy. The functions of
code-switching in English as Foreign Language classrooms provide opportunities for
knowledge improvement, confidence promotion as well as cultural and social identity
development. The teacher's code-switching is relatively related to learners' effective
support along with their educational success (Al-Qaysi, 2021). Equivalent
comprehension, instructional procedures, cognition assurance, and socializing effects
are the main functions of code-switching.
Bilgin and Rahimi (2013) found that code-switching is unconsciously applied
in most of the language learning environments by teachers to serve some beneficial
basic functions on topic switching, effective, and repetitive functions. In topic switch
cases, teachers switch between languages based on the discussion topic. This can be
mostly observed in grammar instruction since bilingual teachers use the native
language while providing grammatical rules of the target language about dealing with
grammatical points. As a result, the learners' attention will be drawn to the new
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information, facilitating comprehension, strengthening bonds, and creating a relaxing
learning environment. Another explanation for code-functionality switching's is its
usefulness in expressing emotions. Bilingual teachers employ code-switching in this
situation to foster close relationships with learners and to establish a comfortable
language environment. Code-switching has a repetitive function in addition to subject
switching and emotive functions. Educators use code-switching to transmit vital
knowledge to students and to clarify meaning. Code switching can be classified into
four categories. Express emotions. In this respect, bilingual teachers use code-
switching in order to build intimate relations with students and to create a supportive
language environment. In addition to the topic switching and affective functions,
code-switching also carries a repetitive function. Code-switching is utilized by
educators to convey the necessary knowledge to the learners to clarify meaning.
There are four types of code-switching. Intra-sentential switches, inter-
sentential switches, establishing continuity switches, and emblematic switching. Intra-
sentential switches contain the switch that occurs within a clause or sentence
boundary, where each clause or sentence is in one or another language. Inter-
sentential switches contain the switch that occurs between a clause or sentence
boundary where each clause or sentence is in one or another language. Establishing
continuity switches occurs to continue the utterance of the previous speaker, for
example when one English speaker speaks in Spain, and then the other speaker tries to
respond in Spain as well. Emblematic switching refers to a kind of code-switching,
tags, exclamation, and a certain set of phrases in one language are inserted into an
utterance otherwise in another.
There are some causes of people using code-switching. They are being more
informative and conveying the speaker’s attitude to the listener. People may select a
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particular variety of codes to make the conversation easier to discuss a particular
topic, regardless of where they are speaking. In addition, speakers use language to
locate themselves in relation to the people they are talking to and also in relation to
the people they are talking about. In some languages, the central parts of the
grammatical system are dedicated to this important social function, so it is important
to bear these languages in mind as a corrective to the idea that the sole purpose of
language is to convey messages efficiently. In conveying the speaker’s attitude to the
listener, the speaker usually used code-switching to convey their attitude to make the
listener to be involved in the conversation (Sinaga & Hutahaean, 2020).
Related Studies
Code switching. There are variations the code allows speakers of a particular
language not only one language but also can communicate with several languages,
dialects, or verbal treasures in a multilingual society, the use of these language
variations is determined by some factors. Through a sociological approach, it is found
that there is an institutional context called the domain as a determinant for language
choices used when communicating. The domain is a constellation of factors such as
location, topic, and participants. Sometimes there are many people that used code-
switching without knowing the context. Code-switching is a variation of code in
communication or speech in a society that causes the speakers to produce several
choices of speech code based on the situation and knowledge communicative speaker
to the interlocutor (Eliya & Zulaeha, 2017).
Teachers and Students Code-Switching. According to Riyad, Saad and
Ahmad (2020), one problem with code-switching functional analysis is that switches
may have different functions or be interpreted. It is not easy to classify a switch
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within one category or another. The functions may cause some problems in
analyzing code-switching in functional terms is that many switches may be
either multi-functional or open to different functional interpretations. The
researchers consulted with some experts and English language teachers to check
whether the switches were listed under the right category and provide any necessary
modifications.
Factors affecting code-switching. Blom and Gumperz (Sinaga & Hutahaean,
2020) also introduced three types of social constraints that presumably affect the code
choices of speakers: (1) setting, (2) social situation, and (3) social events. Setting
refers to the physical environment in which the social life of speakers operates. The
social situation is defined as constellations of speakers, gathered in particular settings
during a particular span of time for a certain activity. Finally, social events are a
particular definition of the same social situation at a particular point in time. The
switching of codes illustrated in the clerk-resident interaction for metaphorical
switching echoes Erving Goffman’s notions of front stage and backstage.
While the standard dialect is associated with front stage behavior, the local
dialect symbolizes in-group solidarity and creates islands backstage within the office.
The code, the dialect, and even style switching processes, as well as prosodic features
of speech and formulaic expressions, as implicit ways of conveying meaning as part
of the interaction between speakers. In urban institutional contexts, although speakers
may share a common lingua franca at a surface level, those from different ethnic or
social class backgrounds often lack in their conversational exchanges a common set of
contextualization cues, because of which misunderstandings may occur.
Such misunderstandings are heard by those in control of the institutions not as
linguistic differences but as indications of personal qualities, and thus as objective
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grounds for rejection and devaluation of those attempting access to material resources.
In the case of teacher-student interaction in bilingual classrooms, this occurs when
teachers negatively evaluate bilingual students’ use of code-switching as a discourse
strategy.
Auer’s sequential approach to code-switching argued that any theory of
conversational code-alternation is bound to fail if it does not take into account that the
meaning of code-alternation depends in essential ways on its sequential environment.
The meaning of code-switching needs to be interpreted in relation to the preceding
and following utterances. The sequential embeddedness of meaning in bilingual
conversation is relatively independent of its social meaning for the community,
The significance of Blom and Gumperz study lies in their attempt to define
social meaning largely as a product of individual interactions to the extent that it is
created and negotiated locally (Sinaga & Hutahaean, 2020).
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Conceptual Framework
The reviewed studies, both foreign and local, have led the researchers to
develop both the theoretical and conceptual framework.
This study draws theoretical support from Hoffman’s theory on code
switching and the social meaning of code switching.
The researchers employed code switching in presenting the lesson measured
by administration of a 15-item test. The researchers believe that code-switching
improves the learners’ vocabulary acquisition. Code-switching is one of the many
effective strategies teachers employ in teaching English. It is expected that the
learner’s exposure has a positive effect both on the vocabulary acquisition and the
listening skills of Junior High School students.
IV DV
Code Switching Vocabulary Acquisition

Listening Skills
Figure 1. Conceptual Model of the Study
Figure 1 shows the conceptual model of the study. The first frame contains
independent variables wherein the researchers employed code switching. The second
frame contains the dependent variables which are vocabulary acquisition and listening
skills. The researchers assumed that the use of code-switching as a teaching strategy
has a positive effect on the vocabulary acquisition as well as the listening skills of the
learners.
It is expected that the utilization of code-switching will have a positive effect
on the vocabulary learning of the respondents. Results will be measured through the
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test scores utilizing mean, standard deviation, and test for interpreting the results.
The Hypothesis of the Study
The study tested the following hypotheses below at a .05 level of significance.
Ho: Code-switching does not significantly affect the students’ vocabulary
acquisition and listening proficiency.
H1: Code-switching significantly affects the students’ vocabulary acquisition
and listening proficiency.
Definition of Terms
The following terms are defined conceptually and operationally to enhance
clarity.
Control Group. Conceptually defined, a control group is utilized to establish
a cause-and-effect relationship by isolating the effect of an independent variable. In
other words, a control group is a statistically sizable portion of participants in an
experiment that are shielded from exposure to variables. Operationally defined, the
control group is composed of Junior High and Senior High School students wherein a
test was administered after the conduct of the lesson in pure English. The isolated
independent variable was code-switching; therefore, the control group was not
administered with code-switching.
Experimental Group. Conceptually defined an experimental group refers to
the group of participants who are exposed to the independent variable. These
participants were exposed to the treatment variable. Operationally defined the
experimental group is composed of Junior High and Senior High School students
wherein a test was administered after the conduct of the lesson utilizing code-
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switching. The isolated independent variable was code-switching; therefore, the
experimental group was administered with code-switching.
Listening Skill. Listening ability is described as the ability to receive and
interpret signals accurately during the communication process. All good
communication begins with listening. and the absence of listening skills leads to
misunderstanding of the real messages. Listening is one of the most important skills
you can have. Operationally defined, the listening skill of the respondents was
measured by the administration of the test.
Vocabulary Acquisition. Conceptually defined vocabulary acquisition is one
of the essential linguistic characteristics of language learning. It is a significant factor
for success in language learning because learners cannot use the target language
effectively without adequate knowledge of words and their meaning. Operationally
defined, the vocabulary acquisition of the respondents was measured by the
administration of the test.
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CHAPTER III
METHODS OF RESEARCH
This chapter contains the methods and techniques of the study, the population
and sample of the study, the sampling design, the formulation of the research
instrument, data gathering procedures, the inclusion of ethical considerations, and
finally the data analysis.
Methods and Techniques of the Study
The study utilized the quantitative type of research in evaluating the
vocabulary acquisition and listening skills of the respondents. An experimental group
design is a type of research design that is most often utilized by behavioral researchers
to determine the effect of an intervention on a given sample (Allen, 2017). The test
scores of the students administered with pure English were compared to the learning
of the students' test scores administered with code-switching.
Differences attributed to the experimental treatment application were
evaluated by comparing the test scores (Ary et al., 2010). In this study, watching
code-switching was applied as a teaching strategy through intervention to the
participants. To measure the learning of the students in vocabulary, a researcher-made
test was utilized to compare pure English with code-switching.
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Population and Sample of the Study
The study was conducted in the schools of Tarik Suliman High School,
Cabuyao Laguna State University, Immaculate Conception International, and Malauli
High School. The researchers specifically chose the school for the implementation of
the study. This enabled the researchers to test the hypothesis testing into consideration
of the observance of safety which is in accordance with the Inter-Agency Task Force
for the Management of Emerging Infectious Diseases safety protocols.
Table 1 presents the respondents of the study.
Table 1
The Respondents of the Study
School Control Group Experimental Group

Tarik Suliman High School (Junior High) 6 6
Cabuyao Laguna State University (Senior 14 14
High)
Immaculate Conception International 6 6
(Senior High)
Malauli High School (Senior High) 4 4
Total 30 30
Sampling Design
Purposive sampling was employed by the researchers. Due to the health risk
posed by the pandemic, conducting research during COVID19 brought limitations
such as a lack of access to digital technologies by some respondents and being socio-
economically deprived.
The total respondent students are 60 coming from four schools. The
participating schools are Tarik Suliman High School, Cabuyao Laguna State
University, Immaculate Conception International, and Malauli High School.
The respondents were assigned as the control group and experimental group
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coming from heterogeneous sections. Internet connection is essential, so the
respondents were able to participate in the online class and able to access the online
questionnaire.
Research Instrument
To analyze the effects of code-switching on students’ vocabulary acquisition,
a researcher-made test was utilized. The instrument was submitted to face validity.
The test is composed of 15 item vocabulary tests to measure the students’ knowledge.
Through careful consultations with the researchers’ professor in the Research
subject and adviser, the instrument was revised, finalized, validated, and distributed.
Data Gathering Procedures
In this research, the relevant data were gathered through the following
procedures:
A letter of permission submitted to the school principal of Tarik Suliman High
School, Cabuyao Laguna State University, Immaculate Conception International, and
Malauli High School through Google Forms was secured for the conduct of the study.
Informed consent of the respondents was also secured by the researchers.
The researchers conducted lessons in Pure English on the control group while
code switching was administered exclusively to the experimental group. The same test
was administered on both the control group and the experimental group to evaluate
the vocabulary acquisition and listening skills of the participants.
Ethical Considerations
The level of attention on ethical conduct during this research endeavor was
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highly observed in response to the community’s expectation of greater accountability
and in accordance with the provisions of RA 10173 (Data Privacy Act of 2012). The
participants were fully informed of what will be asked of them, how the data will be
used, and what consequences there could be.
The participants provided explicit consent in taking part in the research,
including understanding their rights to access to their information.
Data Analysis
In this research, the relevant data were gathered through the following
procedures:
Before the intervention, the researchers provided orientations to the
respondent students about the study using online platforms primarily Google Meet.
Other video conferencing platforms were employed like FB Messenger, Zoom, and
other platforms as the need arises.
The control group was not administered with code-switching while the
experimental group was administered with code-switching using Google Meet at the
safety of their own residence.
The test was given both on the control group and the experimental group via
Google Forms at the safety of the respective respondent’s residence.
The data collected were tabulated and processed using Statistical Packages for
Social Sciences (SPSS). To analyze and interpret the data gathered, the following
statistical tools were utilized in the data analyses:
1. Mean. The mean of a dataset is the sum of all values divided by the total
number of values. It is the most used measure of central tendency and is often referred
to as the average. The mean was used to interpret the mastery of the learners'
29
vocabulary acquisition and listening skill.
2. Standard Deviation. A standard deviation is a measure of how dispersed
the data is in relation to the mean. Low standard deviation means data are clustered
around the mean, and high standard deviation indicates data are more spread out. The
standard deviation was also used to interpret the mastery of the learners' vocabulary
acquisition and listening skill.
3. The Independent Samples t-Test. This statistical tool compares the means
of two independent groups to determine whether there is statistical evidence that the
associated population means are significantly different.
The Independent Samples t-Test was utilized to determine whether there is
statistical evidence that the control group means, and the experimental group means
are significantly different.
In this research, when the computed t value exceeds the critical value, the
means are significantly different therefore rejecting the null hypothesis. If the
computed t value is less than the critical value, the means are not significantly
different thereby accepting the null hypothesis.
Looking at the probability value (p), if the computed p-value is less than .05
the means are significantly different therefore rejecting the null hypothesis. If the
computed p-value is greater than .05 the means are not significantly different thereby
the null hypothesis should be accepted.
30
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents, analyses, and interprets the data collected from the
respondent students. Statistical Packages for the Social Science (SPSS) were used as
Statistical tools to answer the statement of the problem. The data were presented in
tabular form along with their corresponding textual interpretation.
Vocabulary Knowledge and Listening Proficiency Between the Control Group
and the Experimental Group
The control group 1 and the experimental group 1 have a total of 12
participants. The control group 2 and the experimental group 2 have a total of 28
participants.
The control group 3 and the experimental group 3 have a total of 12
participants. And finally, the control group 4 and the experimental group 4 have a
total of 8 participants.
Data shows that the mean of experimental group 1 (11.33) is higher compared
to the mean of the control group 1 (6.67). This means that the administration of code-
switching at lesson is better as compared with pure English.
The standard deviation of experimental group 1 is 2.07 while the standard
deviation of the control group 1 is 2.66. Since the standard deviation of the
experimental group 1 is lower (2.07 < 2.66), this implies that the scores of the
experimental group 1 is clustered around the mean. The closer the standard deviation
to the mean, the more reliable the scores.
Data also shows that the mean of experimental group 2 (8.21) is higher
31
compared to the mean of the control group 2 (6.36). This means that the
administration of code-switching at lesson is better as compared with pure English.
experimental group 2 is clustered close to the mean. The closer the standard deviation
to the mean, the more reliable the test scores.
Data also shows that the mean of experimental group 3 (9.50) is higher
compared to the mean of the control group 3 (4.83). This means that the
experimental group 3 is clustered around the mean. The closer the standard deviation
to the mean, the more reliable the test scores.
Data also shows that the mean of experimental group 4 is 9.75 which is higher
compared to the mean of the control group 4 which is only 7.75. This means that the
experimental group 4 are clustered close to the mean. The closer the standard
deviation to the mean, the more reliable the test scores.
32
Significant Difference Between the Control Groups and the Experimental
Groups
Table 2
t test result for Group 1
Group n Mean t cv df p
Control Group 1 6 6.67 3.395 1.977 9.42 .001

Experimental Group 1 6 11.33
Table 3
Control Group 2 1 6.36 6.801 2.056 25.90 .000

4
4
An independent sample t test was conducted to determine whether the mean scores of
the control group 1 differ from the mean scores of the experimental group 1.
The two groups differ significantly, t(2.228) = 3.395, p = .001 with 95%
confidence level. The mean scores for control group 1 (M = 6.67, SD = 2.66) were
significantly different from the experimental group 1 (M = 11.33, SD = 2.07).
Since the computed t value (3.395) exceeds the critical value (2.228), df =
9.42) the means are significantly different therefore rejecting the null hypothesis.
Looking at the probability value (p), since the computed p value (.001) is less
than .05 the means are significantly different therefore rejecting the null hypothesis.
33
These findings support the idea that using code switching in teaching English is
effective.
An independent sample t test was conducted to determine whether the mean
scores of the control group 2 differ from the mean scores of the experimental group 2.
effective.
Table 4
Control Group 3 6 4.83 5.409 1.977 9.03 .00

0
Table 5
Control Group 4 4 7.75 1.494 2.447 3.22 0.226

Experimental Group 4 9.75
34
effective.
The two groups do not differ significantly, t(2.447) = 1.494, p = .226 with
95% confidence level. The mean scores for control group 4 (M = 7.75, SD = 2.63)
were significantly different from the experimental group 4 (M = 9.75, SD = 0.50).
Since the computed t value (1.494) does not exceed the critical value (2.477),
df = 3.22) the means are not significantly different therefore accepting the null
hypothesis.
Looking at the probability value (p), since the computed p value (.226) is
greater than .05 the means are not significantly different therefore accepting the null
hypothesis. These findings do not support the idea that using code switching in
teaching English is effective.
35
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
This chapter presents the summary of findings presented in orderly fashion
followed by conclusions and recommendations.
Summary of Findings
This study aims to analyze the advantage utilizing code switching on Junior
High and Senior High School students’ vocabulary knowledge as well as their
listening proficiency in English subject. The researchers sought answers to the
following questions:
1. How may the vocabulary knowledge and listening proficiency between the
control group and the experimental group be described terms of:
1.1. mean; and
1.2. dispersion (standard deviation)?
2. How significant is the difference between the control group and
experimental group?
3. What intervention plan or material can be proposed based on the findings of
the study?
Vocabulary Knowledge and Listening Proficiency Between the Control Group and
the Experimental Group
The means of experimental groups 1 to 4 (11.33, 8.21, 9.50, 9.75)
respectively, is higher compared to the means of the control groups 1 to 4 (6.67, 6.36,
4.83, 7.75) respectively. Using descriptive statistics, the administration of code-
switching at lesson is better as compared with pure English.
The standard deviation of experimental groups 1 to 4 are 2.07, 0.70, 1.22, and
36
0.50 respectively, while the standard deviation of the control groups 1 to 4 are 2.66,
0.74, 1.72, and 2.63 respectively. Since the standard deviation of the experimental
groups 1 to 4 are lower. Using descriptive statistics, the implication is that the scores
of the experimental groups 1 to 4 are clustered around the mean. The closer the
standard deviation to the mean, the more reliable the scores.
Significant Difference Between the Control Groups and the Experimental Groups
There is a significant difference between control group 1 and experimental
group 1 since the computed t value (3.395) exceeds the critical value (2.228), df =
9.03) the means are significantly different therefore rejecting the null hypothesis
There is no significant difference between control group 4 and experimental
group 4 since the computed t value (1.494) does not exceed the critical value (2.477),
df = 3.22) the means are not significantly different therefore accepting the null
hypothesis.
Conclusions
The means of the four experimental groups are higher compared to the means
of the four control groups.
The standard deviation of the four experimental groups is comparatively lower
compared to the standard deviation of the four control groups.
37
Significant differences were found between control groups 1 to 3 and
experimental groups 1 to 3 therefore rejecting the null hypothesis.
There is no significant difference between control group 4 and experimental
group 4 therefore accepting the null hypothesis.
Recommendation
1. The researchers encourage the teacher that is teaching vocabulary and
language to use code switching
2. Based on the results and findings that code switching is helping the students
the researchers recommend that the teacher consider to use code switching in
English lesson.
3. The researcher used video material as an material that is also recommended to
others that will teach English and vocabulary in the future
38
REFERENCES
Alahmadi, A., & Foltz, A. (2020). Exploring the effect of lexical inferencing and
dictionary consultation on undergraduate EFL students’ vocabulary
acquisition. PLOS ONE, 15(7), e0236798.
https://doi.org/10.1371/journal.pone.0236798
Al-Qaysi, N. (2018). A Review of Code-switching: Learners’ and Educators’

Perspectives. International Journal of Information Technology and Language
Studies Vol. 2(2). pp. 1-11. http://journals.sfu.ca/ijitls.
Alqarni, I. R. (2017). Saudi English Major Freshmen Students’ Vocabulary Learning

Strategies: An Exploratory Study. International Journal of Applied Linguistics
and English Literature, 7(1), 141.
https://doi.org/10.7575/aiac.ijalel.v.7n.1p.141
Baranowska, K. (2020). Learning most with least effort: subtitles and cognitive load.
ELT Journal. https://doi.org/10.1093/elt/ccz060
Bilgin, G. P., & Rahimi, A. (2013). EFL Teachers’ attitude toward code switching: A
Turkish setting. International Journal of Linguistics 5(5), pp-1.
Cabigon, M. (2015 November 14). State of English in PH: Should we be concerned?

Philippine Daily Inquirer. https://opinion.inquirer.net.
Godwin-Jones, R. (2018). Contextualized vocabulary learning. Language Learning &

Technology, 22(3), 1–19. https://doi.org/10125/44651
Kusumawati, E., & Hasan, H. (2018). Implicit Instruction, Subtitles, Vocabulary and
Listening Comprehension. Alphabet, 1(2), 129–135.
https://doi.org/10.21776/ub.alphabet.2018.01.02.06
Leonen, J. (2018 February 16). Inquiry into decline of English skill of PH students
sought. INQUIRER.net. https://newsinfo.inquirer.net.
Masrai, A. (2019). Vocabulary and reading comprehension revisited: Evidence for

high-, mid-, and low-frequency vocabulary knowledge. SAGE Open, pp 1-13.
https://doi.org/10.1177%2F2158244019845182.
Mohsen, M. A. (2016). Effects of help options in a multimedia listening environment

on L2 vocabulary acquisition. Computer Assisted Language Learning, 29(7),
1220–1237. https://doi.org/10.1080/09588221.2016.1210645
OECD (2019). PISA 2018 Results: What Students know and can do, Vol 1.
Organisation for Economic Co-operation and Development.
Pangket, W. (2019). Oral English proficiency: factors affecting the learners’

development. International Journal of Science and Management Studies 2(2),
pp. 88-98. E-ISSN: 2581-5946.
Peters, E. (2018). The effect of out-of-class exposure to English language media on
39
learners’ vocabulary knowledge. Approaches to Learning, Testing, and
Researching L2 Vocabulary, 169(1), 142–168.
https://doi.org/10.1075/itl.00010.pet
Riyad, H., Saad, H. & Ahmad, H. (2020). Teachers and students code-switching: The
inevitable evil in EFL classrooms. International Journal of Learning,
Teaching and Educational Research 19. pp. 60-78. 10.26803/ijlter.19.2.5.
Rabadi, R. I. (2016). Vocabulary Learning Strategies Employed by Undergraduate

EFL Jordanian Students. English Language and Literature Studies, 6(1), 47.
https://doi.org/10.5539/ells.v6n1p47
Sinaga, C.R., & Hutahaean, D.T. (2020). An analysis of code switching used by Reza
Arap on Deddy Corbuzier’s YouTube Channel. Journal of English Teaching
as a Foreign Language 6(3).
Slovin Calculator. https://www.hotjar.com/poll-survey-sample-size-calculator/
Soltani, S., & Soori, A. (2015). The Difference between the Effectiveness of
Authentic and Pedagogical Films in Learning Vocabulary among Iranian EFL
Students. Advances in Language and Literary Studies, 6(1), 199–202.
http://www.journals.aiac.org.au/index.php/alls/article/view/1305
Zhang, P., & Graham, S. (2020). Learning vocabulary through listening: the role of
vocabulary knowledge and listening proficiency. Language Learning, 70(4).
http://centaur.reading.ac.uk/88908/.
40
41
42
43
REFERENCES
Alahmadi, A., & Foltz, A. (2020). Exploring the effect of lexical inferencing and dictionary
consultation on undergraduate EFL students’ vocabulary acquisition. PLOS ONE, 15(7),
e0236798. https://doi.org/10.1371/journal.pone.0236798
Al-Qaysi, N. (2018). A Review of Code-switching: Learners’ and Educators’ Perspectives.
International Journal of Information Technology and Language Studies Vol. 2(2). pp. 1-11.
http://journals.sfu.ca/ijitls.
Alqarni, I. R. (2017). Saudi English Major Freshmen Students’ Vocabulary Learning Strategies:
An Exploratory Study. International Journal of Applied Linguistics and English Literature, 7(1),
141. https://doi.org/10.7575/aiac.ijalel.v.7n.1p.141
Baranowska, K. (2020). Learning most with least effort: subtitles and cognitive load. ELT
Journal. https://doi.org/10.1093/elt/ccz060
Bilgin, G. P., & Rahimi, A. (2013). EFL Teachers’ attitude toward code switching: A Turkish
setting. International Journal of Linguistics 5(5), pp-1.
Cabigon, M. (2015 November 14). State of English in PH: Should we be concerned? Philippine
Daily Inquirer. https://opinion.inquirer.net.
Godwin-Jones, R. (2018). Contextualized vocabulary learning. Language Learning &
Technology, 22(3), 1–19. https://doi.org/10125/44651
Kusumawati, E., & Hasan, H. (2018). Implicit Instruction, Subtitles, Vocabulary and
Listening Comprehension. Alphabet, 1(2), 129–135.
https://doi.org/10.21776/ub.alphabet.2018.01.02.06
_______________________________________________________________________
44
BULACAN STATE UNIVERSITY-MENESES CAMPUS
Leonen, J. (2018 February 16). Inquiry into decline of English skill of PH students sought.
INQUIRER.net. https://newsinfo.inquirer.net.
Masrai, A. (2019). Vocabulary and reading comprehension revisited: Evidence for high-, mid-,
and low-frequency vocabulary knowledge. SAGE Open, pp 1-13.
https://doi.org/10.1177%2F2158244019845182.
Mohsen, M. A. (2016). Effects of help options in a multimedia listening environment on
L2 vocabulary acquisition. Computer Assisted Language Learning, 29(7), 1220–
1237. https://doi.org/10.1080/09588221.2016.1210645
OECD (2019). PISA 2018 Results: What Students know and can do, Vol 1. Organisation for
Economic Co-operation and Development. Pangket, W. (2019). Oral English proficiency: factors
affecting the learners’ development.
International Journal of Science and Management Studies 2(2), pp. 88-98. E-ISSN: 2581-5946.
Peters, E. (2018). The effect of out-of-class exposure to English language media on learners’
vocabulary knowledge. Approaches to Learning, Testing, and
Researching L2 Vocabulary, 169(1), 142–168. https://doi.org/10.1075/itl.00010.pet
Riyad, H., Saad, H. & Ahmad, H. (2020). Teachers and students code-switching: The inevitable
evil in EFL classrooms. International Journal of Learning, Teaching and Educational Research
19. pp. 60-78. 10.26803/ijlter.19.2.5.
Rabadi, R. I. (2016). Vocabulary Learning Strategies Employed by Undergraduate EFL Jordanian
Students. English Language and Literature Studies, 6(1), 47. https://doi.org/10.5539/ells.v6n1p47
Sinaga, C.R., & Hutahaean, D.T. (2020). An analysis of code switching used by Reza Arap on
Deddy Corbuzier’s YouTube Channel. Journal of English Teaching as a Foreign Language 6(3).
Slovin Calculator. https://www.hotjar.com/poll-survey-sample-size-calculator/
Soltani, S., & Soori, A. (2015). The Difference between the Effectiveness of Authentic and
Pedagogical Films in Learning Vocabulary among Iranian EFL Students. Advances in Language
_______________________________________________________________________
45
and Literary Studies, 6(1), 199–202.
http://www.journals.aiac.org.au/index.php/alls/article/view/1305
Zhang, P., & Graham, S. (2020). Learning vocabulary through listening: the role of vocabulary
knowledge and listening proficiency. Language Learning, 70(4).
http://centaur.reading.ac.uk/88908/.
APPENDICES A
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47
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48
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49
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50
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51
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52
APPENDICES B
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53
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54
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55
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56
APPENDICES C
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Bulacan State University Meneses Campus TJS, Bulakan, Bulacan Advantages of Code-
Switching in Vocabulary Acquisition through Listening Skills A Research Proposal
submitted in partial fulfillment of the Requirements for the degree of Bachelor of
Secondary Education Major in English Minor in Mandarin Submitted by: NELSON
BORJA PITCHY LUCAÑAS MARK JASON ORTIZ April 2022
_______________________________________________________________________
57
APPROVAL SHEET In partial fulfillment of the requirements for the degree of Bachelor
of Secondary Education, this research paper entitled “ADVANTAGES OF CODE-
SWITCHING IN VOCABULARY ACQUISITION THROUGH LISTENING SKILLS”
has been prepared and submitted for examination. December 2021 _NELSON BORJA
PITCHY LUCAÑAS MARK JASON ORTIZ Researchers _ _ DARWIN S. ENRIQUEZ,
MPA Adviser _ _ DR.
NAME Critic _ DR. NAME Critic _ _ Accepted and approved in partial fulfillment of the
requirements for the degree of Bachelor of Secondary Education.
December 2021 _DR. CHRISTINA DIONISIO VICENCIO Introduction to Research

Professor
CHAPTER 1 THE PROBLEM AND ITS BACKGROUND This chapter will examine
the introduction, the issue statement, the importance of the research, the scope and
limitations of the study pertaining to the effects of code switching on vocabulary
acquisition and listening skill. Additionally, this chapter will discuss the study's context
and objective. Introduction Education plays a significant role in a nation's progress.
The latest educational trend relies much on modern educational and psychological
foundations. Teachers should be adept with teaching pedagogy, educational theories, and
strategies. We live in an exciting time for schools. The disruption caused by the pandemic
drastically changed global education. When the COVID-19 pandemic forced schools to
close prematurely in March 2019, the Duterte Administration mandated the transition
from traditional classroom face to face modality to blended learning modalities.
English is formally taught from elementary to tertiary level. It is not only taught as a
subject, but it is also used as a medium of instruction except in the primary level where
mother tongue is mandated under the new K to 12 policy. However, even though Filipino
learners of the English language are exposed to the English language at schools,
television, and social media, they may still find difficulty in developing their English
language proficiency especially on their oral proficiency.
_______________________________________________________________________
58
The Organization for Economic Cooperation and Development tested around 600,000 15-
year old students in 79 countries through the 2018 Program for International Student
Assessment - PISA.
As a result, Japan's average reading comprehension was 340, which was the lowest
among the countries surveyed. Reading literacy is important in all aspects of student
learning as it is used to read teacher instructions and understand materials. (OECD,
2019). One of the prerequisites for being able to communicate in English is proper
vocabulary. Understanding vocabulary helps learners speak, write, read, and listen to the
language.. Teaching English vocabulary, as an element of language, is an important
factor in increasing the English language especially to learners with insufficient
vocabulary (Masrai, 2019).
According to Yang and Dai (2012), the most important component of learning a mother
tongue or any foreign language is vocabulary. Language acquisition cannot take place
without learning its lexis, which has unlimited shifts in meaning caused by various
contextual variables. Rohmatillah (2017) added that vocabulary is the foundation of any
language. The concept of acquiring a second language asserts that communication in the
second language becomes more difficult if one does not learn the vocabulary. Vocabulary
learning is one of the essential linguistic characteristics of language learning.
It compromises a significant factor for success in language learning because learners

cannot use the target language effectively without adequate knowledge of words and their
meaning. Since most language learners strive to develop excellent communication and
literacy skills, they must first learn enough words and know how to use these words
correctly.
The pursuance of this study is to look forward to the effects of code switching on
students' vocabulary learning.
Statement of the Problem This study aims to analyze the advantage utilizing code
switching on Junior High and Senior High School students’ vocabulary knowledge as
well as their listening proficiency in English subject. The researchers will seek answers to
the following questions: How may the vocabulary knowledge and listening proficiency
between the control group and the experimental group be described terms of: mean; and
dispersion (standard deviation)? How significant is the difference between the control
group and experimental group? What intervention plan or material can be proposed based
on the findings of the study? Significance of the Study The findings of this study aim to
measure the effects of code switching on English vocabulary development of Junior High
and Senior High School students. The outcome of this study may provide importance to
the following: Students. Code-switching may enhance academic achievement. It will aid
them in grasping new vocabulary.
It may help them improve ways to answer questions or even pose a question. Code-
switching may also eliminate the isolated feelings of learners and may help bridge
cultural differences.
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59
School Administrators. The school administrators may help balance the utilization of
code-switching to ensure a balance between the intended language to be learned and the
language which the students prefer to speak. Teacher. In terms of code-switching, there
are several aspects that may benefit the teachers. The language barrier may be lessened
because code switching may create an opportunity for teachers to meet the learners’ level
and needs.
Teachers may be able to teach their class to the extent where they will be motivated to
learn. An explanation of a particular subject may require certain words or sentences in
another language which may help learners understand the concept. Parents. For them to
be aware of the helpful strategy and resources, their children can use in their learning
exercise. Young children first learn to communicate at home by listening and speaking
with their parents. Parents can help in the process of gathering some new words and
teaching them to their children. In this case, parents may help their children to develop
their communication skills. Future Researchers.
This study serves as helpful reference material as a basis for a successful research
outcome. The findings and recommendations of this study may shed new insights that
may be used by future researchers in case they endeavor to prove or disprove the findings
of this study. They may also employ other strategies that the researchers were not able to
formulate thereby limiting the scope of the study.
Scope and Delimitation The study focused on the analysis of the effect of code-switching
on students' vocabulary acquisition through listening skills. The study utilized the
quantitative type of research in evaluating the vocabulary acquisition and listening skills
of the respondents. The study was conducted in the schools of Tarik Suliman High
School, Cabuyao Laguna State University, Immaculate Conception International, and
Tanong National High School. The researchers specifically chose the school for the
implementation of the study.
This enabled the researchers to test the hypothesis testing into consideration of the
observance of safety which is in accordance with the Inter-Agency Task Force for the
Management of Emerging Infectious Diseases safety protocols.
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60
CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES This chapter
discusses the different literature and studies that are related to the study. Relevant
Theories Hoffman’s theory of code-switching (Sinaga & Hutahaean, 2020) argues that
the most general description of code-switching is that it involves the alternate use of two
languages or linguistic varieties within the same conversation.
Code-switching is utterances drawn to differing extents on items that come from more
than one language, and which are combined in different ways. It is a conversational
strategy used to establish, cross or destroy group boundaries, to create, evoke or change
interpersonal relations with their rights and obligations. It is a conversation between the
speaker’s turns or within a single speaker’s turn which occurs between sentences or
within a single sentence.
Code-switching can arise from individual choice or be used as a major identity marker for
a group of speakers who must deal with more than one language in their common
pursuits. Code-switching occurs when a speaker requires a particular code, to switch one
code to another and even create a new code in the process. Code-switching changes over
sentences and can occur during the same conversation. Hoffman (Sinaga & Hutahaean,
2020) explains that code-switching can occur quite frequently in an informal
conversation among people who are familiar and have a shared educational, ethnic, and
socio-economic background.
It is avoided in a formal speech situation among people especially to those who have little
in common factors in terms of social status, language loyalty, and formality. There are
four types of code-switching. Intra- sentential switches, inter-sentential switches,
establishing continuity switches, and emblematic switching. The social meaning of code-
switching, the alternation between codes is the norm rather than the exception in many
communities around the world today. Alternating codes among the local people were
both patterned and predictable.
Situational switching occurs when participants redefine each other’s rights and
obligations. For example, teachers deliver formal lectures in the standard dialect, but if
they want to encourage open discussion, then they will shift to the local dialect. It
assumes a direct relationship between the social situation and code choice. Metaphorical
switching is triggered by changes in the topic rather than the social situation. In clerk-
resident exchanges at the community administration office, greetings and inquiries about
family affairs took place, conversations about the business transaction occurred in the
standard dialect.
Related Literature Vocabulary is the most important part of the language that takes place
in all concepts and ideas in all subjects. People often use vocabulary as a word in their
conversation. Most of the previous studies emphasized that code-switching facilitates the
process of learning the language and motivates students to realize the value of those
pedagogical tools in improving their limited vocabulary and language skills. The
following literature reviews contain variables that are included in this study.
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61
Switching between two languages in foreign language settings is considered a beneficial
communicative strategy for bilingual students and supports the educators in transferring
and clarifying the meanings to the learners. Code-switching occurs when a speaker shifts
from one language or a variety into another in the course of a text or a conversation. It
functions as a significant medium of social interaction to link the linguistic incompetence
gaps that occur between the mother tongue and the target language for clarification and
communication purposes.
Switching between two languages in foreign language settings is considered a beneficial

communicative strategy for bilingual learners (Al-Qaysi, 2018). Educators conceive
code- switching as a supporting communication tool for transferring and clarifying
meanings to students during classroom instruction to avoid their misunderstanding
problems. Utilizing the native language in learning and teaching settings serves three
functions including the construction of engaging learners in interactions, the
establishment of inter-subjectivity, and maintenance of privacy.
The functions of code-switching in English as Foreign Language classrooms provide

opportunities for knowledge improvement, confidence promotion as well as cultural and
social identity development. The teacher's code-switching is relatively related to learners'
effective support along with their educational success (Al-Qaysi, 2021). Equivalent
comprehension, instructional procedures, cognition assurance, and socializing effects are
the main functions of code- switching.
Bilgin and Rahimi (2013) found that code-switching is unconsciously applied in most of
the language learning environments by teachers to serve some beneficial basic functions
on topic switching, effective, and repetitive functions. In topic switch cases,
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62
teachers switch between languages based on the discussion topic. This can be mostly
observed in grammar instruction since bilingual teachers use the native language while
providing grammatical rules of the target language about dealing with grammatical
points.
Consequently, the learners’ attention will be directed to the new knowledge to facilitate
comprehension, build solidarity and ensure a relaxing learning environment. Another
explanation for the functionality of code-switching is its effective function to express
emotions. In this respect, bilingual teachers use code-switching in order to build intimate
relations with students and to create a supportive language environment. In addition to
the topic switching and affective functions, code-switching also carries a repetitive
function. Code-switching is utilized by educators to convey the necessary knowledge to
the learners to clarify meaning. There are four types of code-switching.
Intra-sentential switches, inter-sentential switches, establishing continuity switches, and

emblematic switching. Intra-sentential switches contain the switch that occurs within a
clause or sentence boundary, where each clause or sentence is in one or another language.
Inter-sentential switches contain the switch that occurs between a clause or sentence
boundary where each clause or sentence is in one or another language.
Establishing continuity switches occurs to continue the utterance of the previous speaker,
for example when one English speaker speaks in Spain, and then the other speaker tries to
respond in Spain as well. Emblematic switching refers to a kind of code-switching, tags,
exclamation, and a certain set of phrases in one language are inserted into an utterance
otherwise in another. There are some causes of people using code-switching. They are
being more informative and conveying the speaker’s attitude to the listener. People may
select a particular variety of codes to make the conversation easier to discuss a particular
topic, regardless of where they are speaking.
In addition, speakers use language to locate themselves in relation to the people they are
talking to and also in relation to the people they are talking about. Because the
fundamental sections of the grammatical system in some languages are dedicated to this
crucial social role, it's important to keep these languages in mind as a counterpoint to the
concept that language's main purpose is to efficiently deliver messages. The speaker
frequently employed code-switching to convey their attitude to the listener in order to
engage the listener in the conversation. (Sinaga & Hutahaean, 2020). Related Studies
Code switching.
There are variations the code allows speakers of a particular language not only one
language but also can communicate with several languages, dialects, or verbal treasures
in a multilingual society, the use of these language variations is determined by some
factors. Through a sociological approach, it is found that there is an institutional context
called the domain as a determinant for language choices used when communicating. The
domain is a constellation of factors such as location, topic, and participants. Sometimes
there are many people that used code-switching without knowing the context.
_______________________________________________________________________
63
Code-switching is a variation of code in communication or speech in a society that causes
the speakers to produce several choices of speech code based on the situation and
knowledge communicative speaker to the interlocutor (Eliya & Zulaeha, 2017). Teachers
and Students Code-Switching. According to Riyad, Saad and Ahmad (2020), one
problem with code-switching functional analysis is that switches may have different
functions or be interpreted. It is not easy to classify a switch within one category or
another. The functions may cause some problems in analyzing code-switching in
functional terms is that many switches may be either multi-functional or open to different
functional interpretations.
The researchers consulted with some experts and English language teachers to check
whether the switches were listed under the right category and provide any necessary
modifications. Factors affecting code-switching. Blom and Gumperz (Sinaga &
Hutahaean, 2020) also introduced three types of social constraints that presumably affect
the code choices of speakers: (1) setting, (2) social situation, and (3) social event. The
physical environment in which speakers' social lives take place is referred to as setting.
The social scenario is described as a collection of speakers assembled in certain locations
for a specific activity over a period of time.
Finally, social events are a particular definition of the same social situation at a particular
point in time. The clerk resident interaction's code switching for metaphorical switching
mirrors Erving Goffman's conceptions of front stage and backstage. While the standard
dialect is the process of changing codes, dialects, and even styles, as well as the prosodic
features of language and stereotypes, as an implicit path of semantic transmission as part
of the interaction between speakers. Speakers in the institutional context of the city may
superficially share a common common language, while speakers with different ethnic or
social class backgrounds have common contextual clues in conversational exchange.
Often lacking, can be misleading.
_______________________________________________________________________
64
These misunderstandings are seen by those in charge of the institutions as indicators of
personal traits, and hence as objective grounds for rejecting and devaluing persons
seeking access to material resources This happens in bilingual classrooms when teachers
criticize bilingual students' use of code-switching as a discourse strategy. According to
Auer's sequential approach to code-switching, any theory of conversational code-
alternation will fail if it fails to account for the fact that the meaning of code-alternation is
inextricably linked to its sequential environment.
The meaning of code-switching needs to be interpreted in relation to the preceding and

following utterances. The social meaning of bilingual conversation is relatively
independent of its sequential embeddedness of meaning. Blom and Gumperz's research is
significant because it attempts to describe social meaning as a product of individual
interactions to the extent that it is formed and negotiated locally. (Sinaga & Hutahaean,
2020). Conceptual Framework The reviewed studies, both foreign and local, have led the
researchers to develop both the theoretical and conceptual framework.
This study draws theoretical support from Hoffman’s theory on code switching and the
social meaning of code switching. The researchers employed code switching in
presenting the lesson measured by administration of a 15-item test. The researchers
believe that code-switching improves the learners’ vocabulary acquisition. Code-
switching is one of the many effective strategies teachers employ in teaching English. It
is expected that the learner’s exposure has a positive effect both on the vocabulary
acquisition and the listening skills of Junior High School students. IV DV Figure 1.
Conceptual Model of the Study Figure 1 shows the conceptual model of the study.
The first frame contains independent variable wherein the researchers employed code
switching. The second frame contains the dependent variable which are vocabulary
acquisition and listening skills. The researchers assumed that the use of code-switching as
a teaching strategy has a positive effect on the vocabulary acquisition as well as the
listening skills of the learners.
_______________________________________________________________________
65
It is expected that the utilization of code-switching will have a positive effect on the
vocabulary learning of the respondents. Results will be measured through the test scores
utilizing mean, standard deviation, and test for interpreting the results.
The Hypothesis of the Study The study tested the following hypotheses below at a .05
level of significance. Ho: Code-switching does not significantly affect the students’
vocabulary acquisition and listening proficiency. H1: Code-switching significantly
affects the students’ vocabulary acquisition and listening proficiency. Definition of
Terms The following terms are defined conceptually and operationally to enhance clarity.
Control Group. Conceptually defined, a control group is utilized to establish a cause-and-
effect relationship by isolating the effect of an independent variable.
In other words, a control group is a statistically sizable portion of participants in an

experiment that are shielded from exposure to variables. Operationally defined, the
control group is composed of Junior High and Senior High School students wherein a test
was administered after the conduct of the lesson in pure English. The isolated
independent variable was code- switching; therefore, the control group was not
administered with code-switching. Experimental Group.
Conceptually defined an experimental group refers to the group of participants who are
exposed to the independent variable. These participants were exposed to the treatment
variable. Operationally defined the experimental group is composed of Junior High and
Senior High School students wherein a test was administered after the conduct of the
lesson utilizing code-switching. The isolated independent variable was code-switching;
therefore, the experimental group was administered with code- switching. Listening Skill.
Listening ability is described as the ability to receive and interpret signals accurately
during the communication process. All good communication begins with listening. and
the absence of listening skills leads to misunderstanding of the real messages. Listening is
one of the most important skills you can have. Operationally defined, the listening skill of
the respondents was measured by the administration of the test. Vocabulary Acquisition.
Conceptually defined vocabulary acquisition is one of the essential linguistic
characteristics of language learning.
It is a significant factor for success in language learning because learners cannot use the
target language effectively without adequate knowledge of words and their meaning.
Operationally defined, the vocabulary acquisition of the respondents was measured by the
administration of the test.
_______________________________________________________________________
66
CHAPTER III METHODS OF RESEARCH This chapter contains the methods and
techniques of the study, the population and sample of the study, the sampling design, the
formulation of the research instrument, data gathering procedures, the inclusion of ethical
considerations, and finally the data analysis. Methods and Techniques of the Study The
study utilized the quantitative type of research in evaluating the vocabulary acquisition
and listening skills of the respondents.
An experimental group design is a type of research design that is most often utilized by
behavioral researchers to determine the effect of an intervention on a given sample
(Allen, 2017). The test scores of the students administered with pure English were
compared to the learning of the students' test scores administered with code-switching.
Differences attributed to the experimental treatment application were evaluated by
comparing the test scores (Ary et al., 2010). In this study, watching code-switching was
applied as a teaching strategy through intervention to the participants.
To measure the learning of the students in vocabulary, a researcher-made test was utilized
to compare pure English with code-switching.
Population and Sample of the Study The study was conducted in the schools of Tarik
Suliman High School, Cabuyao Laguna State University, Immaculate Conception
International, and Tanong National High School. The researchers specifically chose the
school for the implementation of the study.
This enabled the researchers to test the hypothesis testing into consideration of the
observance of safety which is in accordance with the Inter-Agency Task Force for the
Management of Emerging Infectious Diseases safety protocols. Table 1 presents the
respondents of the study. Table 1 The Respondents of the Study School _Control Group
_Experimental Group _ _Tarik Suliman High School (Junior High) _6 _6 _ _Cabuyao
Laguna State University (Senior High) _14 _14 _ _Immaculate Conception International
(Senior High) _6 _6 _ _Tanong National High School (Senior High) _4 _4 _ _Total _30
_30 _ _ Sampling Design Convenience sampling was employed by the researchers.
Due to the health risk posed by the pandemic, conducting research during COVID19
brought limitations such as a lack of access to digital technologies by some respondents
and being socio-economically deprived. The total respondent students are 60 coming
from four schools. The participating schools are Tarik Suliman High School, Cabuyao
Laguna State University, Immaculate Conception International, and Tanong National
High School. The respondents were assigned as the control group and experimental group
coming from heterogeneous sections. Internet connection is essential, so the respondents
were able to participate in the online class and able to access the online questionnaire.
Research Instrument To analyze the effects of code-switching on students’ vocabulary

acquisition, a researcher-made test was utilized. The instrument was submitted to face
validity. The test is composed of 15 item vocabulary tests to measure the students’
knowledge. Through careful consultations with the researchers’ professor in the Research
subject and adviser, the instrument was revised, finalized, validated, and distributed. Data
_______________________________________________________________________
67
Gathering Procedures In this research, the relevant data were gathered through the
following procedures: A letter of permission submitted to the school principal of Tarik
Suliman High School, Cabuyao Laguna State University, Immaculate Conception
International, and Tanong National High School through Google Forms was secured for
the conduct of the study. Informed consent of the respondents was also secured by the
researchers.
The researchers conducted lesson in Pure English on the control group while code
switching was administered exclusively to the experimental group. The same test was
administered on both the control group and the experimental group to evaluate the
vocabulary acquisition and listening skills of the participants. Ethical Considerations The
level of attention on ethical conduct during this research endeavor was highly observed in
response to the community’s expectation of greater accountability and in accordance with
the provisions of RA 10173 (Data Privacy Act of 2012). The participants were fully
informed of what will be asked of them, how the data will be used, and what
consequences there could be.
The participants provided explicit consent in taking part in the research, including
understanding their rights to access to their information. Data Analysis In this research,
the relevant data were gathered through the following procedures: Before the
intervention, the researchers provided orientations to the respondent students about the
study using online platforms primarily Google Meet. Other video conferencing platforms
were employed like FB Messenger, Zoom, and other platforms as the need arises.
The control group was not administered with code-switching while the experimental
group was administered with code-switching using Google Meet at the safety of their
own residence.
_______________________________________________________________________
68
The test was given both on the control group and the experimental group via Google
Forms at the safety of the respective respondent’s residence. The data collected were
tabulated and processed using Statistical Packages for Social Sciences (SPSS). To
analyze and interpret the data gathered, the following statistical tools were utilized in the
data analyses: Mean. The mean of a dataset is the sum of all values divided by the total
number of values.
It is the most used measure of central tendency and is often referred to as the average.
The mean was used to interpret the mastery of the learners' vocabulary acquisition and
listening skill. Standard Deviation. A standard deviation is a measure of the data's
distribution in relation to the mean. Data are clustered around the mean when the
standard deviation is low, and data are spread out when the standard deviation is high.
The standard deviation was also utilized to assess the learners' mastery of vocabulary
acquisition and listening ability. The Independent Samples t-Test.
This statistical tool analyzes the means of two independent groups to see if statistical
evidence exists that the corresponding population means differ considerably. The
Independent Samples t-Test was utilized to determine whether there is statistical evidence
that the control group means, and the experimental group means are significantly
different. In this research, when the computed t value exceeds the critical value, the
means are significantly different therefore rejecting the null hypothesis.
If the computed t value is less than the critical value, the means are not significantly
different thereby accepting the null hypothesis. Looking at the probability value (p), if the
computed p-value is less than .05 the means are significantly different therefore rejecting
the null hypothesis. If the computed p- value is greater than .05 the means are not
significantly different thereby the null hypothesis should be accepted.
_______________________________________________________________________
69
CHAPTER IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents, analyses, and interprets the data collected from the respondent
students.
Statistical Packages for the Social Science (SPSS) were used as Statistical tools to answer
the statement of the problem. The data were presented in tabular form along with their
corresponding textual interpretation. Vocabulary Knowledge and Listening Proficiency
Between the Control Group and the Experimental Group Table 2 Vocabulary Knowledge
and Listening Proficiency _N _Mean _Std. Deviation _ _Control Group 1 _6 _6.67 _2.66
_ _Experimental Group 1 _6 _11.33 _2.07 _ _Control Group 2 _14 _6.36 _0.74 _
_Experimental Group 2 _14 _8.21 _0.70 _ _Control Group 3 _6 _4.83 _1.72 _
_Experimental Group 3 _6 _9.50 _1.22 _ _Control Group 4 _4 _7.75 _2.63 _
_Experimental Group 4 _4 _9.75 _0.50 _ _ Table 2 presents the level of vocabulary
knowledge and listening proficiency between the control group and the experimental
group. The researchers employed four schools with two sections each school.
The control group is composed of Junior High and Senior High School administered with
lesson on pure English while the experimental group was administered with lesson
utilizing code-switching. The control group 1 and the experimental group 1 have a total
of 12 participants. The control group 2 and the experimental group 2 have a total of 28
participants. The control group 3 and the experimental group 3 have a total of 12
participants. And finally, the control group 4 and the experimental group 4 have a total of
8 participants. Data shows that the mean of experimental group 1 (11.33) is higher
compared to the mean of the control group 1 (6.67).
This means that the administration of code- switching at lesson is better as compared with
pure English. The standard deviation of experimental group 1 is 2.07 while the standard
deviation of the control group 1 is 2.66. Since the standard deviation of the experimental
group 1 is lower (2.07 < 2.66), this implies that the scores of the experimental group 1 is
clustered around the mean. The closer the standard deviation to the mean, the more
reliable the scores. Data also shows that the mean of experimental group 2 (8.21) is
higher compared to the mean of the control group 2 (6.36). This means that the
administration of code- switching at lesson is better as compared with pure English.
The standard deviation of experimental group 2 is 0.70 while the standard deviation of
the control group 2 is 0.74. Since the standard deviation of the experimental group 2 is
lower (0.70 < 0.74), this implies that the scores of the experimental group 2 is clustered
close to the mean. The closer the standard deviation to the mean, the more reliable the
test scores.
_______________________________________________________________________
70
Data also shows that the mean of experimental group 3 (9.50) is higher compared to the
mean of the control group 3 (4.83). This means that the administration of code- switching
at lesson is better as compared with pure English. The standard deviation of experimental
group 3 is 1.22 while the standard deviation of the control group 3 is 1.72. Since the
standard deviation of the experimental group 3 is lower (1.22 < 1.72), this implies that the
scores of the experimental group 3 is clustered around the mean.
The closer the standard deviation to the mean, the more reliable the test scores. Data also
shows that the mean of experimental group 4 is 9.75 which is higher compared to the
mean of the control group 4 which is only 7.75. This means that the administration of
code-switching at lesson is better as compared with pure English. The standard deviation
of experimental group 4 is 0.50 while the standard deviation of the control group 4 is
2.63. Since the standard deviation of the experimental group 4 is lower (0.50 < 2.63), this
implies that the scores of the experimental group 4 is clustered close to the mean. The
closer the standard deviation to the mean, the more reliable the test scores.
Significant Difference Between the Control Groups and the Experimental Groups Table 3
t test result for Group 1 Group _n _Mean _SD _t _cv _df _p _Decision _ _Control Group
1 _6 _6.67 _2.66 _3.395 _1.977 _9.42 _.001 _Reject _ _Experimental Group 1 _6 _11.33
_2.07 _ _ _ _ _ _ _ An independent sample t test was conducted to determine whether the
mean scores of the control group 1 differ from the mean scores of the experimental group
1. The two groups differ significantly, t(2.228) = 3.395, p = .001 with 95% confidence
level. The mean scores for control group 1 (M = 6.67, SD = 2.66) were significantly
different from the experimental group 1 (M = 11.33, SD = 2.07).
Since the computed t value (3.395) exceeds the critical value (2.228), df = 9.42) the
means are significantly different therefore rejecting the null hypothesis. Looking at the
probability value (p), since the computed p value (.001) is less than .05 the means are
significantly different therefore rejecting the null hypothesis. These findings support the
idea that using code switching in teaching English is effective. Table 4 t test result for
Group 2 Group _n _Mean _SD _t _cv _df _p _Decision _ _Control Group 2 _14 _6.36
_0.74 _6.801 _2.056 _25.90 _.000 _Reject _ _Experimental Group 2 _14 _8.21 _0.70 _ _
_____
_______________________________________________________________________
71
An independent sample t test was conducted to determine whether the mean scores of the
control group 2 differ from the mean scores of the experimental group 2. The two groups
differ significantly, t(2.056) = 6.801, p = .001 with 95% confidence level. The mean
scores for control group 2 (M = 6.67, SD = 2.66) were significantly different from the
experimental group 2 (M = 11.33, SD = 2.07). Since the computed t value (6.801)
exceeds the critical value (2.056), df = 25.90) the means are significantly different
therefore rejecting the null hypothesis. Looking at the probability value (p), since the
computed p value (.000) is less than .05 the means are significantly different therefore
rejecting the null hypothesis.
These findings support the idea that using code switching in teaching English is effective.
Table 5 t test result for Group 3 Group _n _Mean _SD _t _cv _df _p _Decision _
_Control Group 3 _6 _4.83 _1.72 _5.409 _1.977 _9.03 _.000 _Reject _ _Experimental
Group 3 _6 _9.50 _1.22 _ _ _ _ _ _ _ An independent sample t test was conducted to
determine whether the mean scores of the control group 3 differ from the mean scores of
the experimental group 3. The two groups differ significantly, t(1.977) = 5.409, p = .000
with 95% confidence level. The mean scores for control group 3 (M = 4.83, SD = 1.72)
were significantly different from the experimental group 3 (M = 9.50, SD = 1.22).
Since the computed t value (5.409) exceeds the critical value (1.977), df = 9.03) the
means are significantly different therefore rejecting the null hypothesis.
Looking at the probability value (p), since the computed p value (.000) is less than the
means are significantly different therefore rejecting the null hypothesis. These findings
support the idea that using code switching in teaching English is effective. Table 6 t test
result for Group 4 Group _n _Mean _SD _t _cv _df _p _Decision _ _Control Group 4 _4
_7.75 _2.63 _1.494 _2.447 _3.22 _0.226 _Accept _ _Experimental Group 4 _4 _9.75
_0.50 _ _ _ _ _ _ _ An independent sample t test was conducted to determine whether the
mean scores of the control group 4 differ from the mean scores of the experimental group
4. The two groups do not differ significantly, t(2.447) = 1.494, p = .226 with 95%
significantly different from the experimental group 4 (M = 9.75, SD = 0.50). Since the
computed t value (1.494) does not exceed the critical value (2.477), df = 3.22) the means
are not significantly different therefore accepting the null hypothesis. Looking at the
probability value (p), since the computed p value (.226) is greater than .05 the means are
not significantly different therefore accepting the null hypothesis. These findings do not
support the idea that using code switching in teaching English is effective.
_______________________________________________________________________
72
CHAPTER V SUMMARY OF FINDINGS, CONCLUSION, AND
RECOMMENDATIONS This chapter presents the summary of findings presented in
orderly fashion followed by conclusions and recommendations. Summary of Findings
This study aims to analyze the advantage utilizing code switching on Junior High and
Senior High School students’ vocabulary knowledge as well as their listening proficiency
in English subject. The researchers sought answers to the following questions: How may
the vocabulary knowledge and listening proficiency between the control group and the
experimental group be described terms of: mean; and dispersion (standard deviation)?
How significant is the difference between the control group and experimental group?
What intervention plan or material can be proposed based on the findings of the study?
Vocabulary Knowledge and Listening Proficiency Between the Control Group and the
Experimental Group The means of experimental groups 1 to 4 (11.33, 8.21, 9.50, 9.75)
respectively, is higher compared to the means of the control groups 1 to 4 (6.67, 6.36,
4.83, 7.75) respectively.
Using descriptive statistics, the administration of code-switching at lesson is better as

compared with pure English.
The standard deviation of experimental groups 1 to 4 are 2.07, 0.70, 1.22, and 0.50
respectively, while the standard deviation of the control groups 1 to 4 are 2.66, 0.74, 1.72,
and 2.63 respectively. Since the standard deviation of the experimental groups 1 to 4 are
lower. Using descriptive statistics, the implication is that the scores of the experimental
groups 1 to 4 are clustered around the mean. The closer the standard deviation to the
mean, the more reliable the scores.
Significant Difference Between the Control Groups and the Experimental Groups There
is a significant difference between control group 1 and experimental group 1 since the
computed t value (3.395) exceeds the critical value (2.228), df = 9.42) the means are
significantly different therefore rejecting the null hypothesis. There is a significant
difference between control group 2 and experimental group 2 since the computed t value
(6.801) exceeds the critical value (2.056), df = 25.90) the means are significantly
different therefore rejecting the null hypothesis. There is a significant difference between
control group 3 and experimental group 3 since the computed t value (5.409) exceeds the
critical value (1.977), df = 9.03) the means are significantly different therefore rejecting
the null hypothesis There is no significant difference between control group 4 and
experimental group 4 since the computed t value (1.494) does not exceed the critical
value (2.477), df = 3.22) the means are not significantly different therefore accepting the
null hypothesis. Conclusions The means of the four experimental groups are higher
compared to the means of the four control groups.
_______________________________________________________________________
73
The standard deviation of the four experimental groups is comparatively lower compared
to the standard deviation of the four control groups. Significant differences were found
between control groups 1 to 3 and experimental groups 1 to 3 therefore rejecting the null
hypothesis. There is no significant difference between control group 4 and experimental
group 4 therefore accepting the null hypothesis. Recommendations
INTERNET SOURCES:
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<1% - www.facebook.com › BulSUMC
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<1% - journals.kln.ac.lk › jhu › media
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<1% - www.researchgate.net › publication › 328404254_The
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Republic of the Philippines
TJS, Matungao, Bulakan, Bulacan
March 11, 2022
Dr. Nova B. Santiago

School Principal IV
City of Malolos Intergrated School
Dear Ma’am,
Greeting of Peace!
The undersigned are undergraduate students of Bachelor of Secondary Education Major in
English Minor in Mandarin at Bulacan State University Meneses Campus. In partial fulfillment of
the requirements for our subject Introduction to Research, we are conducting a research study
entitled “Advantages of Code-Switching in Vocabulary Acquisition through Listening
Skills.”
In connection with this, we would like to ask your good office to allow us to conduct our research
study in your school on March 14-18 2022.Rest assured that the data gathered will remain
confidential and will be utilized exclusively for this study.
We believe that you are with us in our enthusiasm to finish the requirements as compliance for
our subject and to develop our well-being. We hope for your positive response regarding this
matter.
Your approval to conduct this study will be greatly appreciated.
Respectfully yours,
The Researchers
NELSON BORJA PITCHY LUCAÑAS MARK JASON ORTIZ
DARWIN S. ENRIQUEZ, MPA DR. CHRISTINA DIONISIO VICENCIO

Thesis Adviser Introduction to Research Professor
Approved:
_______________________________________________________________________
76
Dr. Nova B Santiago
School Principal IV
Republic of the Philippines

March 17, 2022
Dr. Mardy P. Ocampo

School Principal
Tanong National High School
Dear Ma’am,
Greeting of Peace!
The undersigned are undergraduate students of Bachelor of Secondary Education Major in
English Minor in Mandarin at Bulacan State University Meneses Campus. In partial fulfillment of
the requirements for our subject Introduction to Research, we are conducting a research study
entitled “Advantages of Code-Switching in Vocabulary Acquisition through Listening
Skills.”
In connection with this, we would like to ask your good office to allow us to conduct our research
study in your school on March 24-25 2022.Rest assured that the data gathered will remain
confidential and will be utilized exclusively for this study.
We believe that you are with us in our enthusiasm to finish the requirements as compliance for
our subject and to develop our well-being. We hope for your positive response regarding this
matter.
Your approval to conduct this study will be greatly appreciated.
Respectfully yours,
The Researchers
NELSON BORJA PITCHY LUCAÑAS MARK JASON ORTIZ
DARWIN S. ENRIQUEZ, MPA DR. CHRISTINA DIONISIO VICENCIO
_______________________________________________________________________
77
Thesis Adviser Introduction to Research Professor
Approved:
Dr. Tanong P. Ocampo

School Principal
Jonel G. Hernandez, LPT

Adviser
Jennifer M.
Lardizabal, LPT
Adviser
Address: Brgy. Poblacion, San Juan, Batangas

Sd
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78
MENESES CAMPUS
Detailed Lesson Plan in Wedding Dance
Objectives
A .Identify the components of the story
B. Appreciate the story entitled " Wedding Dance"
C. Make/build a story map for wedding dance
Subject Matter
Language : Elements of short story
Reading : Wedding Dance by Amador Daguio
Materials : charts, pictures book
References: English Communication Arts and Skills
Trough World Literature p. 217-18
K-12 Book
www.google.com
Procedure;
Teacher’s Activity
( One student will lead the prayer )
Before we start , let us pray first
( Students raise their hand and say present as the

Checking of Attendance teacher call their names)
A. Review
● Ma’am our last topic that we discussed
● What was our last topic na pinag aralan yesterday was all about punctuation
natin ● Punctuation is the use of certain marks
● So what is punctuation again ? in writing to make the writers meanings
clear
● Very good! How about the marks of ● Ma’am the marks of punctuation are
punctuation ? period comma, and semi-colon
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79
B. Motivation
“Class, What is your favorite short

story at bakit mo itlo gusto ?” “Beauty and the beast.”
“Because it has a moral story”
C. Lesson Presentation
teacher will now connect the answer

to the topic .
● What do you mean by a short story ● Ma’am a short story is an invented prose
narrative shorter than a novel usually
dealing with a few characters
● Tama! When we say short story. It is
a prose narrative shorter length that a
novel that concentrate sa isang tema
at umiikot ito sa mga karakter sa
istorya
There are Five Elements of Short story
First element of the story is Character na siya/sila

ang gumaganap sa istorya
There are two kinds of character first is

Protagonist = The Main Character o Ang
Bida
And the other one is the

Antagonist = Opposite of main character o ang
Kontra Bida
So the next element of a short story is the

Settings is the time and location of the story
kung saan naganap ang kwento
The third element of the short story is the Plot,

Plot is the sequence of events in a story
5 parts of the Plot
Intro- The beginning of the story where the

characters and setting are represent
Rising Action- This is where the events in the

story become complicated
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80
Climax- The highest point of interest in the story o
kung saan mas kapana panabik na ang kwento
Falling Action- The Problem begin to resolve

kung saan nagiging maayos na ang kwento
Denouement- The final outcome of the story ang

huling bahagi ng kwento
Conflict- The central struggle of the story
Ngayon naman ating alamin ang story na

Wedding dance by Amador Daguio
Lets watch the Video at pakinggan ang kwento
Teacher will play the video
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81
Bulacan State University
Meneses Campus
Triple Junction, Matungao Bulakan
Bulacan Bulacan
Detailed Lesson Plan for Teaching in English 7

I. Objectives
At the end of the lesson the students should able to:
a. generate thoughts and ideas through comprehension questions;
b. perform differentiated group activities; and,
c. value the importance of preserving the good qualities and characteristics of Filipinos.
II. Content
Topic: A selection entitled, “Pliant Like the Bamboo” by I.V. Mallari
III. Learning Resources
Reference: English Learner’s Materials, pp. 304-308
Materials: PowerPoint Presentation
IV. Procedure
Teacher’s Activities Students’ Activities
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82
A. Before the lesson
1. Preliminary Activities
● Prayer
Please stand and let’s have a short The student will lead the prayer.
prayer to be led by Katherine.
● Greetings
Good morning everyone! Good Morning Sir!
● Classroom management
Before you take your seat kindly pick
up the pieces of paper under your chair.
● Checking of attendance
Mr. Secretary is there any absentee today?
Nice! I am glad that everyone is present. None ma’am, everybody is present
today!
2. Motivation
Task 1: What’s on your mind?
To begin our lesson, you are going to play a
fun-learning game entitled, “What’s on Your
Mind?”
Hahatiin ko ang klase sa limang grupo upang

mag tulong-tulong sa pag sagot sa mga litratong
aking ipapakita.
Note that I will provide some clues in every

picture. Use your illustration board and chalk to
write your answer.
Remember that in every correct answer you will

earn one star which is equivalent to one point.
The highest pointer will be declared as winner.
Naiintindihan ba?
So, let’s start!
Opo Sir!
H__________
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83
Magaling Kilala tayong mga Pilipino sa pagiging
hospitality tama ba? Hospitable/Hospitality
Opo Sir!
R____ t_ E_____ Respectful to elders
S____ f_____ t___

Strong family ties
I_________
Industrious
S_________ Solidarity/Bayanihan Spirit
F_______ Faithful/Faith in God
R_________ Resourceful/Creative
Ngayon bilangin natin ang mga puntos na inyong nakuha.
Group no. ___ is our winner.
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84
Bigyan natin sila ng masigabong palakpakan.
After that, the teacher will ask the following motive

questions:
Motive Questions:
1. Ano ang masasabi niyo sa picture na inyong
nakita?
Sir, ang mga litrato po na inyong

2. Sa inyong palagay ang pag-uugali ba ng mga ipinakita ang isang halimbawa ng
Pilipino ay inyo pang naoobserbahan sa pag-uugali ng mga pilipino.
panhon natin ngayon?
Class, some of these traits are reflected on the The students will give their opinions.
selection that you will read today, but before that,
let us unlock some unfamiliar words.
Task 2: Unlocking of Difficulties

Direction: Complete the missing letters to identify the
given word using context clues.
1.F_ _ k _ o_ e
- traditional customs, belief and saying
2. _ o_us_
-strong and healthy
3. st_r_y 1. Folklore
- strong and healty
4. v_ g_ r_u_ 2. Robust
- done with great force and energy
5. r_ _il_e_t 3. Sturdy
-able to become strong, healthy, or successful again
after something bad happens.
4. Vigorous
B. During the lesson

5. Resilient
Task 3: Author’s Background
The selection that you will read is “Pliant like the
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85
Bamboo” by I.V. Mallari.
Here are some important information about the author
of the text:
Ismael V. Mallari
(1912-1941)
-He was one of the early Filipino writers in
English.
-He was primarily an essayist
-from his hometown Malabon in Rizal
province, he went to the Philippine Normal
School in Manila.
-His wife is Natividad “nati” Dolores Quidato
Sanglap of San Joaquin, Ilo-ilo
-their daughter name is, Vita Arcelli
Sanglap Mallari.
-Some of his works are the

following:
The Stranger
Pliant like the Bamboo
When I was a Little Boy
Values
Tales from the Mountain

Province
Task 4: Chunking Reading Activity
Task 4: Reading Chunking Activity

Each group will be assigned to read a paragraph
from There
the text.
is a story in Philippine folklore
about a mango tree and a bamboo tree. Not
beingBe informed
able to agreethat
as toafter reading,
which one question
the stronger
will be asked and it will be answered
of the two was, they called upon the wind by the
to other
group.
make the decision. The wind blew its
hardest. The mango tree stood fast. It would
not yield. It knew it was strong and sturdy. It
would not sway. It was too proud. It was too
sure of itself. But finally, its roots gave way,
and it stumbled down.
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86
Group 1: If you will become one of
the trees in the story, who will you
choose to be? Why?
(Other group will answer.)
Group 2: As a Filipino, will you

consider yourself like the bamboo?
Why or Why not?
Group 3: Do you agree with the

writer’s description of the
Filipinos? Why or Why not?
Group 4: What specific Filipino

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87
characteristics are you proud of?
Why?
Do you understand the selection? Group 5: What is the message of the

text?
Now, we will proceed to our next activity.
C. After the lesson

Task 5: Watch and Learn Yes, Sir!.
Meron akong inihandang video na inyong panoorin.

Maging magaling sa pag susuri upang
magkaroon ng puntos .
(Source:https://www.youtube.com/watch?
v4FPvtF1ll) The students will watch the video
clip.
Kumuha ng ballpen o kaya lapis na pwede
niyong gamitin bilang pang sulat sa mga
kaugalian ng mga Pilipino na inyong makikita sa
video..
Now class, can you enumerate the other traits

and characteristics of Filipinos based on the
video.
The students will answer:
1. Pakikisama or getting
along with others
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88
2. Flexibility/Joyful
3. Respectful
4. Faithful
5. Strong family ties/family

oriented
6. Hardworking
7. Thrifty
8. Resourceful
9. Hospitality
Task 6: Small Group Differentiated Activities
(SGDA) 10. Helpfulness
I will divide the class into three groups.
Each group will be assigned to do the task below.
The Artistic Group: Make a poster that

shows the best trait of Filipinos and
suggest ways to strengthen it.
The Shakespearian Group: Make a

three-stanza poem about the unique
characteristics of Filipinos.
The Clasher Group: Compose a song

that reflects how proud you are as
Filipinos. Note that you may use the
tune of any nationalistic song.
Task 7: Presentation of the Lesson

Some students will be asked to share their work in
front of the class and will be graded accordingly
based on the following rubrics:
POEM WRITING:
Creativity- 5 pts.
Focused on Assigned Topic- 5 pts.
Spelling and Punctuation- 5 pts.
Imagery- 5 pts.
TOTAL- 20 pts.
POSTER MAKING: The students will present their work.
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89
Graphics- 5 pts.
Graphics-Originality- 5 pts.
Required Elements- 5 pts.
Attractiveness- 5 pts.
TOTAL- 20 pts.
SONG MAKING:
Lyrics- 5 pts.
Creativity- 5 pts.
Organization- 5 pts.
Mechanics- 5 pts.
TOTAL- 20 pts.
V. Assignment
1. Sumulat ng dalawang talata pa tungkol sa paksa nasa ibaba:
Topic: As a student, how will you preserve the good traits and characteristics that we
inherit from our Filipino ancestors?
2. Guhitan ang mga pandiwa/verb ginamit sa pangungusap.
Prepared by:
Borja, Nelson M.
Checked by:
Sir Darwin Santos Enriquez
\
Bulacan State University
MENESES CAMPUS
Education Department
English Language Education
Matungao, Bulakan, Bulacan
Subject Title the word is an apple
Year and SectionBSED English 3A
_______________________________________________________________________
90
Subject Teacher Mr. Mark Jason Ortiz
Date Jan 2021
Duration 30 mins
At the End of the lesson the students shall be able to:

Objectives/Layunin: Know the story of the World is an Apple
including the elements of it’s story
Learn the importance of the story to
Philippine Literature
Able to relate the story and apply it’s
Content
lesson to their daily life
Topic: The World is an apple By Alberto S Florentino
Reference/shttps://ischoolsericsonalieto.wordpress.com/2012/03/23/the-world-is-an-
apple-by-alberto-s-florentino/
Instructional Materials Powerpoint,Laptop
Procedure
A. Pre-Activities
Teacher’s Activity Learners’ Activity
Greetings: Good evening class Im Good Evening Sir JAson
teacher Jason I am your teacher for
tonight
Prayer
Before we start let us first have a The students will pray
prayer. Please lead the prayer
Classroom Arrangement
Before we start I have some Noted sir
reminders:
First turn on your camera during our
discussion
Secondly turn off your microphone
during discussion to avoid any
interruption and always click the
raise hand button if you want to
answer and want to tell something
Attendance
Let us have the Attendance
The students will now type their
Write your name in the chat box
name
together with the date today
Review:
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91
Before we proceed to our discussion Our previous story is about the
what is our previous story. martini effect.
Motivation
As we start our discussion let’s first have a motivation.the title
of our motivation is Hulaan mo Baby
!. Ano sa tingin Ninyo ang nasa picture class
Working-class po Sir
You’re right it’s working class. Dahil ang ating society ay

binubuo ng working at ruling class
How about the second Picture
Informal settlers po Sir
You’re right it is happen when there is so much people in one

place Poverty
And the last picture what is this
Great job now let us proceed to our topic for today
B. Lesson Presentation
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92
Teacher”s Activity Learners” Activity
Discussion
Now let us proceed to our topic for
today it is The world is an Apple Byh 1. Alberto S. Florentino was
Alberto S Florentino born on July 28, 1931 in
the Philippines When he was
Can you please read the first slide 23 years old wrote a play
called, "The World is an
Apple" for which he won a
Palanca Award. He gave up
accounting to become a writer
Great job thank you alberto Florentino and has been very successful..
is not a writer by profession but an In college he was majoring in
accountant kung makikita nyo accounting.
malayong malayo hindi ba
Please read the next slide
(All students raise their hands )
Bert passed away on Saturday morning,

September 22, 2018.
Thank you for participation. Bert passed His wife Eva, who wants Bert
away but not in his own native land but Florentino to be remembered as a
in foreign country like the United gentle, kind, and honest person
States.
Now let us proceed to our discussion for

today will present a video presentation
in order for you to better understand the The students are watching the clip
Story
2. Analysis
Now that we watched the video lets
have some questions
1. WHAT DO YOU THINK IS THE The theme of the story is the mans basic
THEME OF THE STORY instinct that drive him toward his
Great your right the man has a basic instinct survival.
to survive but unlike animals we have The major problem in the story is that
the ability to think what is right or Mario lost his job that drives him to do
what is wrong
bad things again to sustain his family..
2. Ano sa ingin Ninyo ang
problema sa ating kwento
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93
1. Generalization
Teacher’s activity Learners’Activity
Great job now let’s have some reviews

1. Who is the antagonist in the story The antagonist in the story is pablo
2. What is the name of the daughter The name of the daughter of mario is
of mario tita
C. Post-Activities
Teacher’s Activity Learners activity
1. Application
⃞ Aside from the problem that The students are sharing their thoughts
Mario experienced like being
terminated to his work without
due process what do you think
is the other problem that
workers are facing now
2. Evaluation
Ngayon naman ay dumako tayo sa ating

ebalwasyon We learned that life is no fair po sir
1. Ano sa tingin Ninyo ang aral ng aing Mag aral ng Mabuti sir
kwento
2. Ano sa tingin Ninyo ang dapat gawin Hindi po sir dahil a wrong will not become
upang umasenso sa buhay right even it is chooses by the majority
3. Kung kayo ang nasa posiyon ni
mario gagawa ba kayo ng masama
para lang magka pera
3. Assignment
In your assignment
After Mario choose to go back to his previous
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94
works like robbery and other bad things what do
you think is the ending of the story
The students are copying their assignment
Thank you sir Jason
ABOUT THE RESEARCHER
Ortiz Mark Jason

Is a college student at Bulacan State University –
Meneses Campus. He is taking Bachelor of Secondary Education
Major ni English. He live in Panginay, Balagtas, Bulacan.
Contact no: 09291328515
Ortizmarkjason924@gmail.com
_______________________________________________________________________
95
Pitchy Locañas
Major ni English. She live in Bulakan, Balagtas, Bulacan.
Pitchy.Locañas@gmail.com
Nelson Borja
Major ni English. He live in Malolos, Balagtas, Bulacan.
Nelson.Borja@gmail.com
_______________________________________________________________________
96

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BULACAN STATE UNIVERSITY

DARWIN S. ENRIQUEZ, MPA

Approved in partial fulfillment of the requirements for the degree of Bachelor of

LADISLAO MARCELO Ed. D

RAYMOND VILLAFANE M. A ed CHRISTOPHER VICENCIO

Accepted in partial fulfillment of the requirements for the degree of Bachelor

Date: _May 2022_____. _ ALBERTO J. VALENZUELA, Ed.D.

This is to certify that the thesis titled

“CODE-SWITCHING STRATEGIES IN VOCABULARY LEARNING

MARK JASON ORTIZ

has been edited for grammar and composition.

DARWIN S. ENRIQUEZ, MPA

BULACAN STATE UNIVERSITY, MENESES CAMPUS

May 10, 2022

CERTIFICATE OF STATISTICAL TREATMENT

This is to certify that the thesis titled

“CODE-SWITCHING STRATEGIES IN VOCABULARY LEARNING

MARK JASON ORTIZ

has undergone statistical treatment.

DARWIN S. ENRIQUEZ, MPA

BULACAN STATE UNIVERSITY, MENESES CAMPUS

May 10, 2022

BULACAN STATE UNIVERSITY

through an anti-plagiarism software. We are attaching a copy of the originality report

in the Appendices section.

MARK JASON ORTIZ

CODE-SWITCHING STRATEGIES IN VOCABULARY LEARNING

students to better understand their lessons. When the pandemic comes in an

language settings is considered a beneficial communicative strategy for bilingual

learners. Educators conceive code-switching as a supporting communication tool

for transferring and clarifying meanings to students during classroom instruction to

Tarik Suliman High School, Cabuyao Laguna State University, Immaculate

Conception International, and Tanong National High School. The researchers

researchers to test the hypothesis testing into consideration of the observance of

Management of Emerging Infectious Diseases safety protocols. Data shows that

means that the administration of code- switching at lesson is better as compared

and experimental group 4 therefore accepting the null hypothesis.

Thank you and to God be the Glory.

Certificate of Editing iii

Certificate of Statistical Treatment iv

CHAPTER I – THE PROBLEM AND ITS BACKGROUND

Statement of the Problem 12

Significance of the Study 13

Scope and Delimitation 15

CHAPTER II – REVIEW OF RELATED LITERATURE AND STUDIES

Hypothesis of the Study 24

CHAPTER III – METHODS OF RESEARCH #

Population and Sample of the Study 27

CHAPTER IV – PRESENTATION, ANALYSIS, AND INTERPRETATION OF

the Experimental Group 31

CHAPTER V – SUMMARY OF FINDINGS, CONCLUSIONS, AND

ABOUT THE RESEARCHERS 94

Appendix B. Letter of Request to Conduct the Study 75

Appendix D. Research Instrument (Questionnaire) 78

THE PROBLEM AND ITS BACKGROUND

Education plays a significant role in a nation's progress. The latest educational

trend relies much on modern educational and psychological foundations. Teachers