THE IMPACT OF CODE-SWITCHING ON THE TEACHING

COMPETENCY AMONG ENGLISH MAJOR

AT BATANGAS STATE UNIVERSITY
ARASOF - NASUGBU

An Undergraduate Thesis
Presented to
the Faculty of the College of Teacher Education
BATANGAS STATE UNIVERSITY-The National Engineering University
ARASOF-Nasugbu
Nasugbu, Batangas

In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SECONDARY EDUCATION
Major in English

by

TRICIA MHAE F. MORALES

KAREN A. DE MAYO

2022
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CHAPTER I

THE PROBLEM

Introduction

In bilingualism and multilingualism, English is one of the languages that is

always included in this kind of modality in terms of learning or studying other

idioms. As bilingualism refers to the fluency of a person or ability to speak two

languages which are their first language, and second language, while in terms of

multilingualism it pertains to individuals who can use, speak, and understand

multiple languages that are generally contrasted to bilingualism. Those people who

have this kind of skill help to acquire a larger understanding of different contexts

and knowledge that is definitely they can objectively or subjectively gain from

others, even if they have a different culture, religion, nation, etc.

Practically, bilingual and multilingual individuals begin in diverse

institutions such as schools where language is one of the fundamental factors for

the learning of the learners. As the goal of education in every nation is to provide

lifelong learning and wisdom that the learners can able to use or apply to real-

world contexts, language supplies the gaps and emits the needs that are essential to

be given to the learners in order to achieve the purpose of the lesson. Thus,

language has a big impact on the progress of the learners because it also becomes

the medium of instruction in education.

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And the English language is one of the languages that is commonly utilized

inside the classroom because it is the medium of language for everyone, and the

standard language utilized in different fields, especially in the field of education.

Hence, educators focus on the English language in order to disseminate to the

learners the importance of it in all aspects, wherein the educators used different

Language Learning Strategies (LLS) to support the learner’s capability to acquire

the English language. According to Dawadi (2017), the usage of LLS in students

can help them to be proficient learners. Moreover, he recommended in his study

that it is essential to expose the learners to LLS, as it provides them several

opportunities to familiarize themselves and recognize the importance of using it in

enriching the target language that the educators want to look at to them after they

leave school. Because through the help of the English language, learners can gain

benefits for their learning process as well as their future. And it may help them to

explore and enhance their skills if they persistently use the English language inside

and outside of the classroom.

However, it becomes one of the challenges of every educator in terms of

persuading their learners to have an eagerness to learn and be proficient in other

languages. The Philippines is one of the countries that encounter this kind of

behavior among young learners. As learners find the English language difficult to

learn and understand in a variety of its features such as vocabulary, grammar,

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spelling, construction, etc. According to Jugo (2020), the Philippines’ official

national language is Filipino, and English is known as to be their second language.

As the English language is the non-exclusive idiom of science and technology that

aims to the excellency of Filipino learners in both Filipino and English language at

the national level. There are still some factors that affect the proficiency of

Filipino learners in the English language, wherein there was evidence that

language anxiety is one of the reasons for the poor fluency of the learners in the

English language. Due to this kind of aspect, Filipino learners’ cognitive abilities,

social skills, and language skills are being affected which leads to their difficulties

in familiarizing the structure of the English language.

In addition, based on Ellis (2015), there are learners who do not feel

confident continuing with a task or even retaining the lesson if they do not

comprehend what their teacher has said. Consequently, some EFL teachers choose

to describe and organize an assignment in the native language of the students as it

is believed that by doing it to deliver the lesson, the lesson's medium-centered

language-related objectives will be more easily achieved (as cited in Flores II &

Balmeo, 2021).

Thus, Code-switching becomes a common occurrence involving the

transition from one language to another. In this setting, both educators and

students swap languages for a variety of teaching and learning objectives. And it is
 5

mainly used inside the classroom as there are only a few learners who are able to

fully master multiple languages or more than two languages which shows that

most of the education in a country only focused on their native, and second official

language as it easily helps the educators to facilitate the learners, and achieve to

increase their language competencies in two different languages.

These difficulties of learners in learning and comprehending the English

language do not only revolve around the primary, and secondary levels. It also

includes the tertiary level or the undergraduate college programs in the Philippines

that demonstrate a serious problem as the learners at this level are the ones who

are going to be the next professionals in the future. One example that can be given

in this matter is the pre-service teachers who took education programs in order to

be language teachers or professional educators. Whereby, learners in this program

are having rigors in using the English language as a medium of communication in

class which tends them to code switch by using their first official language during

speaking English mostly inside the classroom when they are having a recitation,

presentation, and activity as they are not proficient or they feel frightened from

what other people might remark to them. Thus, the researchers thought this kind of

case might cause a dilemma that could affect their teaching competencies and

effectiveness as an educator in the future.

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Generally, this study may contain conformity to other studies as it focused

on the usage of two languages or code-switching in the classroom because this

research demonstrates the factors, attitudes, and impacts of constant usage of code-

switching or utilizing a native language while practicing to be proficient in the

target language. Although, this study only differs from other research studies as it

was conducted at Batangas State University – The National Engineering

University – ARASOF setting, specifically in the Bachelor of Secondary

Education Major in English in the College of Teacher Education. As these

students still experience and encounter problems in using and mastering the

English language.

Consequently, the researchers aimed to study, the impact of code-switching

on the teaching competency among English majors at Batangas State University

ARASOF - Nasugbu. As it seeks to find out the factors that English major students

encountered in using code-switching inside the classroom, the attitudes they have

toward using it, and the impacts of their persistence to acknowledge the code-

switching, and learning materials can be made in order to help the student to be

proficient in using only the target language. In addition, the researchers have

observed that several English Major students are still having difficulties in

acquiring the English Language at a higher level. Thus, this study intended to

contribute a solution to lessen the constant usage of code-switching by Filipino

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learners, especially undergraduate English major learners as their major or target

subject is English.

Therefore, the researchers will conduct this study to expose English Major

students to the impacts of constant code-switching in their field of study. As it can

both affect their education and teaching competencies which they need to solidify

in order to provide a great process of learning to their future students. Moreover,

this study could benefit them as it will give a great contribution in terms of

motivating them to develop their language and showing the essence of learning the

target language that they can apply to their profession. Thus, the researchers deem

it proper to study “The Impact of Code Switching in the Teaching Competency

among English Majors at Batangas State University ARASOF - Nasugbu”.

Statement of the Problem

This study aims to examine the issues of code-switching in the classroom

among the English Major Students at Batangas State University – The National

Engineering University – ARASOF. Specifically, it seeks to answer the following

questions:

1. What is the demographic profile of the respondents in terms of:

1.1 age
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1.2 gender

1.3 type of high school graduated from

2. What are the factors influencing code-switching of the English Major students?

3. What are the attitudes of English Major students toward code-switching?

3.1 Attitudes towards code-switching;

3.2 Attitudes towards peers who employ code-switching in an English

medium classroom;

3.3 Attitudes towards instructors who employ code-switching in an

English medium classroom.

4. Is there a significant difference in the attitudes of the respondents toward code-

switching when grouped according to their demographic profile as to:

4.1 age

4.2 gender

4.3 type of high school graduated from

5. What are the impacts of code-switching among English Major Students on their

teaching competencies?
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6. What learning materials may be developed to improve the teaching

competencies of the English Major students in using the English language?

Scope, Delimitation, and Limitation of the Study

The study is focused on the impact of code-switching on the teaching

competency among English majors at Batangas State University ARASOF -

Nasugbu.

Whereby, the researchers concentrate only on the English Major students as

the respondents of this study in Batangas State University - The National

Engineering University – ARASOF in the batch 2022-2023. As the problem shows

the lack of eagerness of English Major students to practice fluently the utilization

of the English language as their major medium in pedagogy and communication.

Moreover, to identify what could be the factors that are along to their continuous

usage of code-switching in the classroom which is Filipino and English language.

And to also determine what are the attitudes or perspectives that the respondents

set to their minds in order to persistently use it, the impacts it provides to them,

and what learning materials can be done to prevent this kind of issue. As the

researchers want to find out a solution on how to solve this problem for the

proficiency of English Major students in the English language.

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Although, it limits the capability of the researchers to obtain all the answers

of the respondents to the survey questionnaire of the study in a specific period of

time as the participants may not answer it instantly due to some circumstances

such as poor internet connection, lack of gadgets can be used to answer the survey

questionnaire in the google form, and etc.

Significance of the Study

This study could provide beneficial factors for the following:

The University. This study may be used by the whole school and administrators

of Batangas State University - The National Engineering University - ARASOF,

as it provides flexible learning outcomes at all levels, and departments of colleges

that could help to heighten the quality of education of the school.

College of Teacher Education (CTE). This study could provide benefits to the

department of the college of teacher education, as it supplies information regards

to the causes of language students on why they are having difficulties using a

certain language. Whereby, this study will hand out some results and actions that

may be used by the whole CTE personnel.

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Faculty Members. This study is beneficial for the faculty members of CTE

because it shares information that they may use as guidance on how to facilitate

the learners and achieves the required learning outcomes that are given.

College of Teacher Education Students. This study may help every learner

acquire knowledge about the impacts of using two languages which could help

them to prevent the continuous utilization of it, and able them to be more

proficient in using the English language.

Future Researchers. This study may help future researchers to become aware and

more knowledgeable about the attitudes of the learners regarding the use of two

languages in the classroom, and also enables them to recognize its impacts on

learners. Whereby, it may be also used as a future reference for more studies in the

future.
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CHAPTER II

REVIEW OF RELATED LITERATURE & STUDIES

This chapter presents the review of related literature and studies that need

to present in this study. As this part contains some information that will give

knowledge about this research in accordance with the conceptual literature and

research literature accompanied by the discussion and presentation of synthesis,

theoretical framework, conceptual framework, and definition of terms of the study.

Conceptual Literature

The review of conceptual literature includes the following concepts and

ideas from various cited articles and writings: 1) Code Switching, 2) Teaching

Competencies, 3) Learning Materials, and 4) English Major Students.

Code Switching. According to the study of Kumar, Nukapangu, & Hassan (2021),

code-switching (CS), often known as "language mixing," involves the employment

of two languages in conversation. Code-switching, also known as inter-sentential

code-switching or intra-sentential code-switching, can occur both within and

between phrases. Code-switching is a linguistic trait of multilingual civilizations

because they are better able to use many languages. In schools, code-switching is

most prevalent. In the classroom, it is used to interpret complex ideas, translate

questions, seek confirmation, and evaluate pupils' comprehension.

 13

While based on the study of Nurhamidah, Fauziati, & Supriyadi (2018),

code-switching in the classroom is good for both teachers and students. Teachers

can overcome the language proficiency gap in the classroom by employing code-

switching for translation, clarification, comprehension check, process and

instruction provides, classroom management, and learning strategy. Students can

serve as interpreters, clarifiers, replies, and agents of identity sharing. Therefore,

both teachers and students saw code-switching positively as a technique for

enhancing communication during the teaching and learning process.

And according to the study of Jose, Chakravarthi, Suryawanshi, Sherly, &

McCrae (2020), code-switching is common in contemporary communication and

the multilingual community. Combining languages with varying levels of resource

availability in a single text that is sometimes written in a non-native script, code-

switching has increased in social media. There is an increased demand for code-

switched data processing to assist users with a range of natural languages

processing tasks, such as part-of-speech tagging, named entity recognition,

sentiment analysis, conversational systems, and machine translation.

According to Chang, Chuang, and Lee (2019), code-switching is the use of

alternative spoken or written languages. It is difficult to accurately describe the

phenomenon using linguistic rules because it is partially speaker- and domain-

dependent. In contrast to most monolingual activities, code-switching has

 14

problems with a lack of data. They presented an unsupervised method for code-

switching data augmentation to address the problem without the high cost of

human annotation. They generate intra-sentential code-switching sentences from

monolingual utterances using a generative adversarial network.

Code-switching is the process of combining words or sentences from two

different languages when speaking or writing. A language or a dialect is regarded

as a "code" in this context. The changing of terminology and expressions between

two languages is known as code-switching. Code Switching is when two

languages are used in the same sentence. And it defines as the practice of

alternately using two languages and it is also the mixing of words, phrases, and

sentences from two distinct grammatical systems across sentence boundaries

within a speech event.

Additionally, code-switching is frequently seen in classes with pupils who

speak multiple languages. Bilinguals with broad linguistic origins can readily

switch between languages when speaking or writing on a variety of topics. In the

course of daily interactions, people frequently alter their language. Many educated

English speakers routinely alter their language in their interactions by using

English idioms, phrases, or sentences.

Teaching Competencies. Possessing talents is a fundamental requirement for any

profession. As professionals can apply their theoretical knowledge through their

 15

skills and practices. Effective instructors must have the abilities and knowledge

that distinguish them not just from non-professionals, i.e., non-teachers, but also

from ineffective teachers. Since not only effective instructors can achieve things in

the classroom that others cannot, but they also comprehend the relationship

between their actions and the reactions of the students. Appropriate education and

training can produce the necessary number of instructors. The necessary abilities

can be taught, practiced, evaluated, anticipated, and managed. These abilities can

be obtained through education and training (Chaudhary, Nath, & Kamat, 2018).

According to the study of Malunes & Dioso (2020), the teaching

competence of educators is widely regarded as the foundation of all educational

endeavors. As a result of the global market's demand for graduates with advanced

skills, educators around the world face a significant challenge to gradually acquire

a more complex set of teaching skills. As a result, the Department of Education

adopted the Philippine Professional Standards for Teachers (PPST) as a quality

assurance instrument for the implementation of the K to 12 Curriculum. The PPST

domains comprised the total competency that guarantees the implementation of the

world's best teaching practices.

Based on the TeachersPro (2022), competency is mainly about knowing

how to handle situations in a professional teaching life in a good way. It includes

the use of skills (know-how), but it also includes other things like knowledge and
 16

attitudes (knowing how to be), as well as other subjective things like intention,

values, professional ethics, etc. So, competency gives a complete answer even

though it has many different parts. Competency, on the other hand, is what makes

it possible to know how to do tasks in unique and different situations as teachers’

competency is shown by how they handle specific, complex situations in the

classroom.

According to Human Resources (2022), the teachers in the Abbotsford

School District always show skills that are important for students to learn where

teaching competencies are the basis for whom they hire, how they evaluate

students, and how they improve. Generally, according to them, there are eight

teaching competencies that teachers should have obtained and those are: 1)

Communication and Interpersonal Skills, 2) Organization and Planning, 3)

Classroom Management, 4) Facilitation and Engagement, 5) Assessment and

Coaching, 6) Collaboration and Teamwork, 7) Caring and Inclusiveness, and 8)

Flexibility and Adaptability.

In Volume 1 of K-12 Blended Teaching, it demonstrated the four

competencies where each competency is shown by a pillar that is built on a solid

foundation of blended attitudes and skills in technology. Any teacher in any

subject area can master the four core blended teaching competencies which are: 1)

Online integration, 2) Data practices, 3) Personalization and 4) Online interaction.

 17

Generally, Online integration focuses on a teacher's ability to make and carry out

decisions about when and how to combine online and in-person learning as part of

core instruction, while Data practices pertain to the teacher's ability to use digital

tools to track student activity and performance so that they can make smart

decisions about interventions and help all students to improve. Moreover,

Personalized instruction focuses on the teacher's ability to create a learning

environment that lets students choose their own learning goals, pace, time, place,

and/or path. It's the process by which teachers shift their attention from the whole

classroom to each student, and Online interaction focuses on how well the teacher

can help students interact online with each other and with them. Wherein, in a

blended classroom, students and teachers have more chances to talk to each other

about their learning when they interact online. Thus, positive attitudes and basic

technology skills are the basis for these competencies. (Graham, Borup, Jensen,

Arnesen, & Short, (2022).

Learning Materials. According to Ecole Globale (2021), the world is evolving at

a quick rate as a result of sophisticated technical progress and an increase in

people's knowledge of key concerns such as education, health, science, etc. This

education awareness has had a significant effect on the method of teaching.

Previously, the teachers used lecture-based learning, which produced poor results.

However, in recent years, things have changed as the teachers of many schools
 18

such as boarding school of Dehradun or girl’s boarding schools in Dehradun are

now developing a class that is more focused on children's learning as the pattern of

teaching is more engaging than ever with the aid of learning materials such as

maps. Due to the following factors, the significance of teaching-learning materials

has increased in recent years.

According to Edutechh (2021), Human and non-human materials used to

help teaching and learning in a physical classroom setting constitute instructional

materials. Utilizing instructional materials is the most efficient technique to assist

a student to learn in a short amount of time. Many of our teachers today are

unaware that the most effective way to teach a child is to incorporate educational

content into regular classroom instruction. And they covered five (5) advantages

of employing instructional materials, which can help students recall information

quickly, make learning real, serve as references for the present and future, and

make learning enjoyable.

According to Jack C. Richards (2022), he discussed the pros and cons of

adopting institutionally derived or teacher-derived materials for a course in which

it is pertinent that resources can be produced that are directly relevant to students

and institutions' requirements and reflect local content, issues, and concerns.

Reputation with its institutionally prepared resources may boost the institution's

reputation by displaying its dedication to delivering materials designed exclusively

 19

for its students. The flexibility that institutionally created materials can be altered

or adapted as necessary. However, there are also possible drawbacks, such as the

cost of quality materials that require time to make and the necessity to dedicate

enough staff time and resources. Generally speaking, teacher-made items will not

have the same design and production standards as commercial ones. Training for

teachers to be adequately prepared for material writing projects, proper training is

required.

According to Radhika Kapur (2020), teaching-learning materials are the

tools utilized by instructors to transfer information to pupils regarding academic

subjects and concepts. These are considered essential not only for enhancing the

teaching-learning processes but also for the efficient operation of educational

institutions as a whole. They are also implemented by students to enhance their

knowledge and comprehension. With the availability of proper teaching-learning

resources, the teaching and learning processes will be able to occur in a structured

manner. Therefore, it is of the utmost importance to make modifications and

enhancements to the teaching-learning materials over time. This study paper

examines the characteristics of teaching-learning materials, the types of teaching-

learning materials, and the advantages of teaching-learning materials.

English Major Students. English is known as the international language of the

world, and it is generally been used in different aspects of the life of an individual.
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According to Pincus, M. (2019), students who choose English as their major for

the degree that they want to hold in the future lead them to several opportunities to

express themselves in various modes or styles of expression. However, there is

basic training included in it, especially for undergraduate-level students as it helps

them to be proficient in the English language and obtain professional degrees in

disciplines that they can carry into their lives such as journalism, business, law,

etc.

In addition, AGCAS Editors (2020) mentioned that English majors can fit

in a wide range of interesting jobs where they could have a chance to become

remarkable writers with great communication skills in the future which actually

can be useful in every sector even if it is public or private. Moreover, it enables

them to gain many traditional talents such as reading and learning to analyze

literature as there are several competencies that an individual can achieve if they

push themselves to take English as their major because it will train them to write

academic writings, and develop their speaking skills which they can utilize in

numerous professional settings (Maryville University, 2022).

According to Roosevelt University (2022) understanding, a college degree

is a substantial investment, and as a person who wants to ensure that the

curriculum chosen will lead to a satisfying career. As an English major, a student

will develop relevant employment skills applicable to future careers. English

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degrees educate students for occupations that need effective communication and

critical thinking. Employers and graduate schools attract English majors due to

their adaptability and breadth of knowledge. Employers desire employees who are

trainable and able to learn on the job, particularly for entry-level roles. A degree in

English will equip you with the abilities essential to select a career that aligns with

your passions.

According to the University of Northern Lowa (2022), English major

students are able to explore English studies in a variety of areas by selecting

courses focused on writing, linguistics, and literature from a variety of eras and

genres. It provides great preparation for graduate or professional study in virtually

any discipline, as well as a vast array of jobs, including writing, editing,

publishing, post-secondary education, and student services, law, library and

museum services, and podcasting. The workplaces of English majors might range

from non-profit organizations and institutions to video game design firms. Many

English majors also choose to minor in creative writing, film studies, or

professional writing, or to earn a literary publishing credential.

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Research Literature

The following studies are somehow related to the study of the researcher.

This part of the second chapter will demonstrate other conducted studies in order

to support the present research as a foundation and source of reference that aims to

add or strengthen the previous results about the constant utilization of two

languages in a classroom among English learners.

The study of Muthusamy, Muniandy, Kandasamy, Hassan, Subramaniam,

and Farashaiyan (2020), aims to know and identify the factors that can potentially

affect code-switching in a college classroom in Malaysia. Based on the findings, it

indicates that a lack of proficiency in the second language is the primary cause of

code flipping in international classroom studies. Aside from not knowing English,

speaking in one's native tongue is easier, draws attention, serves practical

purposes, fills in gaps in conversation, conveys intimacy, prevents

misunderstandings, emphasizes a point, and preserves privacy, among other

things. In light of this, it can be said that code-switching is a common sign among

bilingual foreign students. The study's participants concurred that they switch the

codes for various reasons.

And based on the study of Muthusamy, Muniandy, Kandasamy, Hussin,

Subramaniam, & Farashaiyan (2020), the study is to find out what kinds of things

might affect code-switching in a Malaysian college classroom. Twenty

 23

international students from other countries who were taking an English class in

Malaysia and spoke more than one language took part. The students who took part

were interviewed in a semi-structured way to get the information. The study's

results showed that the main reason students to switched codes were because they

weren't good at the second language. Other reasons for code-switching could be to

keep things private, because speaking the first language is easier than speaking

English, to avoid misunderstandings, or because the person doesn't know how to

say similar words in English. So, it was found that code-switching was an

effective way for students to make their meaning clear and share some knowledge

with other students in the classroom. This study has some implications for people

who are learning English, teaching English, and making English lessons.

Moreover, in accordance with the study of Thao (2021), the study about the

utilization of code-switching by first-year and second-year English-major students

in English-speaking classes at the University of Foreign Languages and

International Studies, Hue University (HUFLIS). A lot of people in countries

that don't speak English as their first language want to learn English. This is

especially true in Vietnam, where the need to communicate is growing. When it

comes to learning how to communicate in English, code-switching (CS) is seen as

a foreign language classroom phenomenon in Vietnam. It has both positive and

negative effects on students' learning quality, which has led to some debate.
 24

And based on the researcher’s findings, there are many reasons why CS

should be used in English classes. As 51.1% and 10.6% of EFL students agreed

and strongly agreed that they often repeated some words in L1 to make sure they

understood what they meant. Also, most students (41.5% and 18.1%) agreed and

strongly agreed that they used CS because they didn't know enough words in L2.

A large number of students also agreed and strongly agreed that they felt freer and

more comfortable using CS to show how they felt. Also, most students use their

first language in a natural way to make their speech smoother and faster and to

quote a well-known phrase.

According to the study of Al-Qaysi (2019), this study looks at how teachers

and students in higher education institutions in Oman feel about CS. People who

speak more than one language have noticed that people often switch between two

phrases when speaking a foreign language. This is called code-switching (CS).

There hasn't been a lot of research on CS in higher education institutions in the

Gulf region yet, which is why we decided to do this study in Oman (one of the

Arab Gulf region countries).

And based on the results of the study of the researcher, it showed that most

of the students agree with the idea that code-switching helps them learn new words

from their teachers while they are switching between English and Arabic. On

average, the students gave this idea a score of 75%. (3.24). Also, the results
 25

showed that the second-highest mean score (3.21), out of all the questions asked,

tends to support the idea that code-switching makes it easier for students to use

new words. It has been seen that the students agree that they code-switch with

their classmates to talk about their classes and exams, practice the second language

they use, and say things they can't say in Arabic, with a reasonable mean score of

(3.19). On the other hand, the item about how code-switching makes students'

communication skills better got the lowest average score of all the questions

(2.89). Also, 81.1% of the students are okay with code-switching in their

conversations, while only 18.9% are not. It's clear that the students are very

interested in the issue of code-switching because they talk about it a lot.

The study of Castillejo, Calizo, & Maguddayao (2018), aimed to determine

the influence of code-switching on the academic performance of students in

English. Based on their results, it demonstrates that students concur with each of

the attitude indicators: [5] Blending Tagalog and English can make expressing

oneself easier and more precise; [6] using both Tagalog and English during class

discussion helps studying English classes easier and quicker; [4] mixing the

vernacular language with English during classroom discussion is a good practice

among students. It also indicates that they agree with the following attitude

indicators: [3] I routinely combine English and my native language in my English

class since my teacher permits it; [7] During group activities, I use a blend of my
 26

dialect and English because my teacher permits it; [2] and in my English class, I

frequently move between my dialect and English. It also indicates that the students

approve of the following attitude indicators: I prefer to use English and Tagalog

when utilizing technical devices at school. I communicate with my friends in

Tagalog and English during casual conversations; the combination of my native

tongue and the English language is natural since it is a linguistic trend practiced by

everyone.

In addition, there is another study that is according to Al-Qaysi (2019), this

study aims to know the students' and educators' attitudes toward the use of code-

switching and its relation to their gender, age, major, degree, academic rank, and

academic experiences. Code-switching is also defined as the occurrence of

switches between two languages in bilinguals' utterances, which can take the form

of a single word, phrase, or sentence, as well as the occurrence of switches both

between and within utterances. Originally, code-switching was the idea of

switching between two languages in the middle of a conversation when both

speakers speak. Additionally, code-switching also refers to the diglossia situations

where bilinguals use different dialects in different situations. On the other hand,

code-switching can take place at sentence borders between two separate languages

rather than between two different kinds in the same conversation.

 27

And according to their findings, the majority of students believed that code-

switching between English and Arabic, while they are in class, helps them learn

new words from the teachers, with a mean score of 3.24. Additionally, the results

showed that the second highest with a mean score of 3.21 of the surveyed items

was likely to support the idea that code-switching helps pupils more effectively

communicate new vocabulary. It has been found that the students agree with the

mean of 3.19, that they are code-switching with their peers to discuss their lectures

and exams, practice the second language they use, and convey the ideas they can't

express in Arabic. Moreover, the data showed that the item with the lowest mean

score (2.89) was related to the issue that code-switching improves students'

communication skills. Additionally, 81.1% of the students use code-switching

positively in their conversations, compared to 18.9% who do not.

The study by Valerio (2015), it aims to know the attitudes toward English

as the second language, the Filipino language, regarding English – Filipino code-

switching, toward code switchers and what are the reasons for code-switching

among students and to know if there’s a significant difference in the attitudes of

the respondents toward code switching and what academic performances in their

two language subjects in academic grade in English and Filipino and relationship

between the respondents’ use of code-switching and their English and Filipino

academic performance. Being multilingual people, Filipinos consider English their

 28

second language. There are multiple varieties of the Filipino language that are

spoken in various parts of the nation. However, in the Philippine context, using

English in both written and spoken communication language becomes a typical

sociolinguistic practice in order to sound more formal and dignified. Code

switchers are speakers who alternate between two languages or dialects in a single

communication It is possible to start a conversation in one language and finish it in

another when speaking to someone in a foreign language, two foreign languages,

or dialects of the same language.

And based on their findings, every respondent had positive views of

English as the second language of Filipinos and due to their province's multiple

dialects, they continued to use code-switching in their English lectures. The

respondents preferred the use of English-Filipino because they believed it would

speed up their ability to learn. They see themselves as code-switchers who value

the vitality of English in its worldwide character since they are multilingual

learners. The majority of respondents in this study stated they preferred code-

switching as a regular practice in classrooms. Moreover, the respondents claim

that they are not fluent English speakers, but they project a positive attitude toward

English. As a result of inherent linguistic differences, the respondents' attitudes

toward code-switching vary from one another. Additionally, some students with

average English academic performance indicate that an English language

 29

intervention program is a possibility for them to achieve "above average" in their

English subjects.

According to the study by Alang and Idris (2018), it aims to investigate

university students' perceptions toward their lecturer’s code-switching practice, the

rationales for practicing code-switching, and whether every student perceives the

lecturer's code-switching practice as influencing their comprehension of the

lesson. Code-switching is a situation when a person swaps languages, usually

one's first and second language interchangeably, for different intentions. Code-

switching is always a debatable subject among educators; while some teaching

approaches regard the benefits of mother-tongue interference, others believe it

should be barred as it may hinder the acquisition of a second language. Code-

switching is still commonly practiced in classrooms all around the world,

especially where a second language, like English, is used as a medium of

classroom instruction.

And in accordance with their findings, code-switching is a

technique used by lecturers to make sure that the lesson is understood by the

pupils. They swap codes when it is appropriate and avoid trying too hard. When it

is known that it is essential, lecturers frequently code-switch because they believe

it can help the learning process. Specifically, when they have to work to

understand the language in order to understand the lesson's topic, it is quite natural
 30

for them to lose interest. Code-switching by lecturers fosters an engaging

environment in the classroom, which motivates students to study. Code-switching

practice is important for reducing learners' anxiety levels and promoting active

participation in class activities. Learners are better able to focus and engage in

practice and activities in the classroom. Therefore, it may be said that students'

opinions of their lecturers' code-switching behavior are favorable.

According to the study of Teklesellassie & Boersma (2019), they want to

find out how content-topic teachers and their freshmen students felt about using a

local language in content classes taught in English at Bahir Dar University (BDU)

in Ethiopia. As numerous studies demonstrated the English language is being

established as a medium of instruction and there are problems included in it such

as the teachers and students mostly utilizing or used to switch their languages

between their mother tongue and foreign language in a certain subject matter in the

classroom because they lacked the potential to speak the language. It leads to

becoming an extreme problem, especially in the Bahir Dar University (BDU) in

Ethiopia where they used their local language (Amharic) in an English content

subject matter that resulted in them having a low proficiency level of using the

English language as they are not been colonized by the British people. Therefore,

English became their least concern in their lives and generally makes learning for

them to be difficult.
 31

And according to their findings, the freshmen students' attitudes toward the

use of Amharic by their subject content teachers at Bahir Dar University (BDU)

were positive. For instance, with a reasonably high mean score of 3.81, the

participants appear to agree that they would like their topic subject lecturers to

speak Amharic while they were explaining concepts and terms. They also appear

to agree that it didn't matter if their content-area teachers or their students utilized

Amharic in class or not (3.83). Additionally, all respondents concurred that they

enjoyed taking classes from content-area instructors who spoke Amharic instead

of English (3.78). On the other hand, the respondents appear to disagree with the

notion that Amharic should not be used in class (2.75). Moreover, some of the

participants, with a mean score of 2.77, likewise rejected the idea that since

English is the primary language of teaching in higher education, content subject

instructors and students should not speak Amharic in class.

Based on the study of Memory, Nkengbeza, and Liswaniso (2018), the

majority of schools in Namibia's Sibbinda Circuit accept students who speak

Silozi, the mother tongue of the area, as well as those who do not. Since most

teachers are natives of the area, they frequently speak it first. Thus, this study

sought to determine how the use of the mother tongue (Silozi) affected the

teaching and learning of the English language because the majority of teachers
 32

utilized code-switching when doing so. As changing between two or more

languages or dialects in a discussion is referred to as "code-switching."

And according to their interviews and observations on facilitators, Teachers

A and B from school X agreed that code-switching is a better tool because it aids

students in understanding what is being taught. Teacher A claimed that because

the student struggles with English, more explanations are necessary for them in

order to understand what is being taught. So, Teacher A thought of it as a benefit

for the students. Moreover, students at this school agreed that code-switching has a

beneficial effect since it aids in their comprehension of complex concepts and

vocabulary. They also added that it aids them to comply with rules based on

certain class assignments and homework. They can still express themselves and

pause inquiries by using words from their mother tongue that they are unfamiliar

with in English.

However, Teacher D at school Y stated that code-switching happens when

students find communicating in English difficult to do. Additionally, it has no

detrimental effects on either teachers or students in order to aid students who don't

fully comprehend the target language to better understand what is being spoken, he

continued to argue that code-switching to the mother tongue in classrooms is

necessary. Students also reported that code-switching aids in their comprehension

of the instruction. Moreover, it enables them to speak freely, especially when they
 33

are unsure of the appropriate English terms to utilize. They continued by saying

that it enables their teachers to use terms that the students can grasp, which enables

them to explain things more thoroughly to the class.

Furthermore, in accordance with the findings of the study of Flores II and

Balmeo (2021), pre-service teachers’ have positive attitudes towards the use of

code-switching in facilitating the learners. As they agreed that code-switching is

essentially needed in instructing the learners and it should be established to ensure

the students’ understanding or learning in various things such as vocabulary,

discussions, etc., especially when it comes to teaching the students at lower levels.

In general, code-switching makes it easier for pre-service instructors to clarify

topics in the classroom owing to any uncertainty that may develop throughout the

conversation and can also aid in the teaching of children with multiple

intelligences. In general, pre-service teachers used it in order to gain the student’s

interest, and able to manage the class with ease. In addition, there are three main

reasons that are supported by the study of Mattson and Burenhult why pre-service

teachers used to code-switch in classrooms: (a) topic switch, where students'

attention is drawn to new information by using code-switching and speaking in

their native tongue accordingly, (b) affective function, where the teacher uses

code-switching to forge close bonds with the students, and (c) repetitive function,

where teachers use code-switching to clarify concepts.

 34

They also found out that pre-service teachers utilized code-switching

because they are comfortable in terms of expressing themselves in their native

language and their former facilitators, especially in college encouraged them to

use code-switching in teaching. However, the respondents still consider that they

need to set a limitation when they are using code-switching such as they are going

to use it only if the students are not participating and listening inside of the class.

Since they believed that too much code-switching in class can lead to the student’s

incompetency to utilize their second language.

In addition, the study of Boquerfo (2015), seeks to examine the types and

functions of code-switching in the discourse utterances of twenty-four pre-service

secondary teachers in English, Math, and Science in classroom instruction, as well

as the participants' diverse perspectives on the use of code-switching in classroom

instruction. In agreement with their findings, it demonstrates the positive

perspectives of pre-secondary instructors by extracting main themes from core

concepts. Interpersonal communication enhancer is one of the primary themes that

arose from the participants' responses. In the favorable answers of the participants,

code-switching was considered as an effective means of fostering an intimate

relationship between the teacher and the students. They also regarded code-

switching as a mediator between teachers and students, as it develops rapport to

 35

bring teachers closer to students and eliminates students' fear, motivating and

arousing their interest in participation.

Furthermore, based on the study of Hazaymeh (2022), aimed to investigate

teachers' opinions of code-switching functions and effects in English as a second

language classrooms. The study included a descriptive survey approach and an

interview to evaluate the roles and consequences of code-switching in English as a

foreign language (EFL) classrooms. The survey questionnaire regarding code-

switching functions and their impact on the classroom received 46 responses.

Seven educators took part in the group interview. The results of the interviews

revealed six functions and four consequences of code-switching. According to the

results of the poll, the majority of teachers approved the use of code-switching in

their classrooms since it facilitated the teaching and learning of English. Teachers

believed that code-switching had a good effect on instruction and language

development in EFL classrooms by fostering a social atmosphere. It was also

shown that codeswitching was effective in EFL courses and had a significant role

in English learning and instruction.

 36

Synthesis

The review of related literature supplies multiple sources that can

strengthen the study of the researchers about “The Attitude of English Major

Students Towards the Constant Utilization of Two Languages and Its Impact on

their Teaching Abilities in Batangas State University – The National Engineering

University – ARASOF”. It demonstrated that some various concepts and ideas

show similarities and differences between the indicated references. Wherein, the

cited articles, studies, and other written concepts are all connected and related to

the present study because they represent the factors and impacts that most learners

in the English program are experiencing nowadays.

One of the studies that can represent similarities and differences with each

other is the study of Teklesellassie & Boersma (2019) entitled “Attitudes Towards

Code-switching in an English-medium Content Classroom” where they found out

that at Bahir Dar University (BDU), the attitudes of the freshmen students toward

the employment of Amharic or their native language by their subject topic teachers

were favorable. Although, it still seems that some of the respondents do not agree

with this kind of matter as the medium of instruction in their subjects should be

not neglected, especially since they are in the tertiary level of education. However,

the research of Flores II and Balmeo (2021) entitled “Code Switching in

Instruction: Pre-Service Teachers’ Lived Experiences”, shows that code-switching

 37

is used to facilitate learning, and pre-service teachers have favorable sentiments

regarding it as. They concurred that code-switching should be implemented in

order to ensure that students can understand or learn in a variety of areas, such as

vocabulary, discussions, and other topics, especially when teaching students at

lower levels. Due to any doubt that may arise during the dialogue, code-switching

often makes it simpler for pre-service teachers to clarify things in the classroom. It

can also be helpful when educating children with multiple intelligences.

Furthermore, the researchers that are mentioned in the study proved the

ideas and findings that they presented by conducting such procedures to obtain a

reliable outcome regarding the attitudes and experiences of undergraduate learners

in the constant usage of two languages in a classroom. Nevertheless, the present

study will not only focus on those two aspects, but also on the factors, and impacts

of using two languages in the classroom of English major students. The research

results and answers varied, as was to be expected given that diverse learner

populations may have various experiences and difficulties. With this in mind, the

current study attempted to add more proof and specific information on the writing

process that students should have in order to advance and even have a favorable

impact on pedagogical improvements.

 38

Theoretical Framework

The present study is anchored on the Monitor Hypothesis of Stephen

Krashen’s Theory of second language acquisition, and the Fourteen Functions of

Code Switching Theory by Koziol.

Monitor Hypothesis. The Monitor Hypothesis of Stephen Krashen’s theory

of second language acquisition demonstrates the reason why the acquisition of

language by children is being delayed. According to the Monitor Hypothesis,

people have the propensity to always keep an eye on or correct their language use

based on the language norms and principles they have learned. And to keep an eye

on their output, learners must pay attention, take their time, and be familiar with

the grammar rules. However, it might result in numerous pauses and an increasing

tendency to self-correct which inevitably results in unnaturalness in the speech of

an individual (Krashen 1970, as cited in EBC, 2022). Thus, in accordance with the

researcher’s study of code-switching, children tend to switch codes as they are not

really that familiar with their second language since they focus more on the

construction and grammar usage of English. Wherein, the researchers can

conclude that constantly monitoring the language used may result in sudden code-

switching of languages of the children from their practice to utilize the second

language to the first language.

 39

In addition, Koziol (2000) Function of Code Switching Theory, identified

fourteen functions of code-switching and those are: 1) personalization that makes

the listener feel more at ease, 2) reiteration in order to re-emphasize or expand on,

3) designation to naming or calling a specific person, 4) substitution so that the

speaker can give an equal qualification/identification, 5) emphasis in order to

show the importance of the message, 6) objectification, so that, the listener who

doesn’t the speaker’s other language will make the listener feel left out, 7)

aggravating message in order to put more pressure on the message, 8)

untranslatability to have nothing that works as well, 9) mitigating message in order

to put less pressure on the message, 10) interjection, so that, the speakers can get

the attention of the listeners, 11) parenthesis to give additional information, 12)

quotation in order to quote the words of someone, and 13) topic shift or to change

the topic. And these functions are the reason or the way why some non-native

English speakers switch codes to their native language in order for them to easily

express or demonstrate what they want to share with other people.

Thus, from the mentioned theory above, the researchers gained concepts

and ideas that there are factors to the constant utilization of the learners in code-

switching, especially in terms of communication and presenting their cognitive

abilities. Moreover, these theories can also contribute something that can solidify
 40

the study of the researchers which could provide reliable and credible results for

the previous studies

 41

Conceptual Framework

Based on the basic principles of “The Impact of Code Switching in the

Teaching Competency Among English Major at Batangas State University

ARASOF - Nasugbu” the researchers portrayed the framework to present the

study.
INPUT PROCESS OUTPUT

1. The demographic profile of the  Formulating the Proposed Learning

respondents in terms of: age, gender, survey materials to improve
and type of high school graduated  Distribution of the the teaching
from survey questionnaire competencies of
2. The factors influencing code  Retrieval of the English Major students
switching of the English Major survey questionnaire in using the English
students  Collection of data language
3. The attitudes of English Major  Tallying of the data
students toward: code switching, peers  Analysis and
and instructors who employ code interpretation of the
switching in an English medium data
classroom.
4. The significant difference in the
attitudes of the respondents toward
code switching when grouped
according to their demographic profile
as to: age, gender, and type of high
school graduated from
5. The impacts of code switching
among English Major Students on
their teaching competencies

FIGURE 2.1

Conceptual Framework of “The Impact of Code Switching in the Teaching

Competency Among English Major at Batangas State
University ARASOF - Nasugbu”
 42

Figure 1: In this chart, it shows the conceptual framework of the study "

The Impact of Code Switching in the Teaching Competency Among English

Major at Batangas State University ARASOF - Nasugbu" presenting the input,

process, and output as a framework for evaluation/presentation.

Frame 1: This is the input of the study where " The Impact of Code

Switching in the Teaching Competency Among English Major at Batangas State

University ARASOF - Nasugbu" which aims to investigate the English major

students and shows what might be the factors influencing them to constantly used

two languages; attitudes of English major students toward the constant utilization

of two languages; impacts of constant utilization of two languages among English

major students on their teaching abilities; the importance of preventing constant

utilization of two languages among English Major students in accordance with

their teaching in the future; and the action can be made to improve the proficiency

and teaching abilities of the English major students in using the English language.

Frame 2: This represents the process of the study on how to conduct this

research by using survey questionnaires for data gathering, graphing the results,

interpreting, and presenting the findings of the study.

Frame 3: This is the output of the study which presents the problem that

needs to solve in this research, which is being studied for " The Impact of Code
 43

Switching in the Teaching Competency Among English Major at Batangas State

University ARASOF - Nasugbu".

Definition of terms

The following terms are conceptually and operationally defined:

Attitudes. In psychology, this term is a collection of feelings, beliefs, and

behaviors toward a specific item, person, or event. Frequently, it is the product of

past experiences or upbringing. They can have a significant impact on behavior

and how individuals respond in various situations. Although attitudes are durable,

they can also evolve (Cherry, 2022). Operationally, this term is used in the study

to know what is the opinion, ways of thinking, and set of behaviors of the

respondents about code-switching.

Code Switching. According to Nordquist (2019), this term refers to the process of

alternating between two languages or two dialects or registers of the same

language. Operationally, this term is one of the common phenomena that happens

specifically in education, and the researchers want to know the factors behind the

constant utilization of the students about it.

Teaching Competencies. Teaching competencies are the abilities and knowledge

that contribute to a teacher's success in the classroom (teachmint@wp, 2022).

Operationally, the researchers used this term in order to know the various direct
 44

and indirect actions taken by teachers to improve the learning environment for

their students in relation to the utilization of code-switching in the classroom.

Language. Based on the Dictionary (2022), this word refers to the collection of

words and the rules for their usage that are shared by people of the same

community, nation, geographic region, or cultural heritage. Operationally, it is one

of the mediums that every living person uses in order to have the ability to

communicate, share, and express their thoughts, feelings, ideas, information and

etc. with others.

Bilingualism. This term is about the ability to speak two different languages. This

can be done by an individual or a group (Boanerges, 2018). Operationally, it refers

to the fluency of a person or ability to speak two languages which are their first

language and second language, thus, it is related to the study of the researchers as

the respondents included in the study have something to do about code-switching.

Multilingualism. According to Bordonaro (2017), this term is usually understood

to mean knowing more than your native language. It's a word for knowing more

than two languages. It goes beyond monolingualism and bilingualism.

Operationally, this term is used by researchers as it pertains to individuals who can

use, speak, and understand multiple languages that are generally contrasted to

bilingualism and is also commonly used in code-switching.

 45

Native Language. This term refers to the first language of a person, usually

referred to as the mother tongue or home language. Contrast this with a second

language, which is a language learned in addition to one's native tongue

(NardicTrans, 2022). Operationally, it refers to the first language or mother tongue

of a person which they started to learn in their early stage at their homes and is

mostly used in the area where they live which the people commonly integrate

when they are using code-switching.

 46

CHAPTER III

RESEARCH METHOD AND PROCEDURE

This chapter provides a discussion of the research method that will be used

to answer the research questions and achieve the goal of the study. It includes the

research design, subjects of the study, data gathering instrument, data gathering

procedure, and statistical treatment of data which will support the study to acquire

reliable data and results.

Research Design

The type of research that will be used in the study is quantitative research

because, in natural sciences and social sciences, quantitative research is the

systematic empirical investigation of observable phenomena. Quantitative data is

any data that is in numerical form such as statistics, percentages, etc. Quantitative

research involves the collection and interpretation of numerical data. It can be used

to identify patterns and averages, make predictions, examine causal linkages, and

extrapolate results to larger populations (Bhandari, 2020). The researchers analyze

the data with the help of statistics and hope the numbers will yield an unbiased

result that can be generalized with the help of a huge population.

Through descriptive research design, the researchers are able to describe the

characteristics of the population or phenomenon being studied and because it is

 47

known as statistical research, the main goal is to study frequencies, averages, and

other statistical calculations. Although the research is highly accurate, it does not

gather the causes behind the situation as descriptive research is mainly done when

a researcher wants a better understanding topic. The objective of descriptive

research is to precisely and methodically describe a population, situation, or

phenomenon. It can answer queries about what, where, when, and how, but not

why (McCombes, 2019). Moreover, the researcher collected the comprehensive

interpretation of the respondents as objective evidence in this study through this

design, and this method will be used in the study since it intended to determine the

attitude of English major students towards the constant utilization of two

languages and its impact on their teaching abilities.

Subjects of the Study

The participants of the study are the English Major Students of Batangas

State University- The National Engineering University-ARASOF. The researchers

chose these respondents because they believed that they would provide sufficient

information for the study. Furthermore, getting in touch with them is easy since

the researchers and the respondents are in the same department.

 48

Moreover, the type of sampling method used in the study is Purposive

Sampling or also known as judgment sampling as it allows the researcher to select

respondents that are most useful to the purposes of the research. According to

(Nikolopoulou, 2022), purposive sampling refers to a collection of non-probability

sampling approaches in which units are picked because they possess the desired

features. In other words, in purposive sampling units are chosen "on purpose."

Furthermore, the researchers utilized this to gain detailed knowledge about the

specific phenomenon.

Table 3.1 Frequency Distribution of the Respondents to the Survey

Questionnaire

Respondents Number of Respondents

BSED- ENGLISH (1st Year) 71

BSED- ENGLISH (2nd Year) 106

BSED- ENGLISH (3rd Year) 73

BSED- ENGLISH (4th Year) 84

TOTAL 334
 49

Table 3.1 shows the distribution of the respondents who answered the

survey questionnaires, specifically to the three-hundred and thirty-four (334)

English major students of Batangas State University- The National Engineering

University- ARASOF.

Data Gathering Instrument

This study will use a survey questionnaire as the data-gathering instrument.

It offers an efficient means of gathering information from the respondents. The

survey questionnaire ensures that the information and respondent answers gathered

will be confidential and will not be used without formal permission.

Questionnaire. An instrument in a research study that consists of a series of

questions for gathering data from respondents through conducting a survey or

statistical study method.

Construction of the Questionnaire. The variables indicated in the study will be

measured and observed by using survey questionnaires with the help of adapted

modified questionnaires from other studies in order to collect necessary

information about the attitudes of English major students towards the constant

utilization of two languages and its impact on their teaching abilities. Furthermore,
 50

the survey questionnaires created by the researchers are in the form of a Likert

Scale consisting of six parts: The first part focused on the respondents’ profile in

terms of their age, name, and sections. Second, identifying the factors influencing

the constant usage of two languages by English major students, second is

recognizing the attitudes of English major students toward the constant utilization

of two languages, third knowing the impacts of constant utilization of two

languages among English major students on their teaching abilities, fourth is

determining the importance of preventing constant utilization of two languages

among English major students in accordance with their teaching in the future, and

lastly finding out the learning materials can be made to improve the proficiency

and teaching abilities of the English major students in using the English language.

Adaptive Modified Questionnaire.

Administration of the Questionnaire. The researchers themselves composed a

letter requesting the distribution of the survey questionnaires in order to guarantee

that the process of running the questionnaires is credible and also to request the

support of the department heads and respondents' cooperation.

Scoring Responses. The researchers measured the scores of the survey

questionnaires according to the response of the respondents by using the Likert

Scale as guidance for the researchers in interpreting the respondents' answers.

 51

The following ranges were used as a scale of measurement to interpret the

rating of the respondent’s answers:

Scale Value Range Verbal Interpretation

5 4.51-5.00 Strongly Agree

4 3.51-4.50 Agree

3 2.51-3.50 Moderately Agree

2 1.51-2.50 Disagree

1 1.00-1.50 Strongly Disagree

Table 3.2 Likert Scale

Data Gathering Procedure

The researchers wrote letters requesting the Dean of the College of Teacher

Education for permission to conduct the study’s data-gathering procedure in order

to know if the results are reliable and valid. The researchers performed further

readings regarding the study to make sure that all necessary items regarding the

present study will be included in the questionnaire. And before constructing the

survey questionnaire, the researchers read different references such as articles,

 52

journals, textbooks, etc. in order to gain background information about the

construction of survey questionnaires. Then, the questionnaire was modified

appropriately based on the statement of the problem of the study. Afterward, the

researchers submitted the first draft of the questionnaire to the adviser for

comments and suggestions to ensure that the items would be relevant to the study.

Furthermore, in the construction of the questionnaire, the researchers asked for the

approval of professors, validators, and monitoring advisers in order to prepare the

distribution and administration of the improved questionnaire. After the approval,

the researchers will start to disseminate the survey questionnaires. It was

distributed to the selected group of respondents which is the English major

students of Batangas State University - The National Engineering - ARASOF.

Then after completing the survey, the researchers will tally and tabulate all of the

answers, and interpret the gathered data using the appropriate statistical tool and

methods.

Statistical Treatment of Data

The researchers tabulated and statistically analyzed the data gathered. The

following statistical tools were used for data analysis of the frequency, ranking,
 53

and weighted mean that is included in finding out the result of the study in “The

Impact of Code Switching in the Teaching Competency Among English Major at

Batangas State University ARASOF - Nasugbu”.

Frequency. This was used to show the typicality of responses on the number of

respondents.

Ranking. This was used to assess the order of responses to items from the needs

assessment questionnaire with rank 5 as the highest. It requires the respondents to

rank their response options in order to distinguish the factors that the respondents

experience and feel about each response option.

Weighted Mean. This was used in determining the responses shown from the

five-point scale options of the respondent’s survey questionnaires. Apart from that,

this was used to establish the respondents’ mean score, and determine the student

respondents' perception and comprehension level.

BIBLIOGRAPHY

A. THESES AND DISSERTATIONS

 54

Alang, N. & Idris S. L. (2018). STUDENTS’ PERCEPTION TOWARDS THE

USE OF CODE-SWITCHING INTEACHING AND LEARNING.

Academia. Retrieved November 06, 2022, from

https://www.academia.edu/73801075/Students_Perception_Towards_the_U

se_of_Code_Switching_in_Teaching_and_Learning

Almashi, I. (2019). Language and linguistics. ResearchGate. Retrieved October

15, 2022, from

https://www.researchgate.net/publication/331454003_Language_and_lingui

stics

Kapur, R. (2020). The Usage of Language in Enhancing Communication

Processes. ResearchGate. Retrieved October 15, 2022, from

https://www.researchgate.net/publication/344469756_The_Usage_of_Lang

uage_in_Enhancing_Communication_Processes

Liza, K. & Andriyanti, E. (2020). Digital literacy scale of English pre-service

teachers and their perceived readiness toward the application of digital

technologies. Journal of Education and Learning (EduLearn). Retrieved

November 06, 2022, from https://files.eric.ed.gov/fulltext/EJ1270878.pdf

 55

McGovern, K. (2019, March 19). Why did English become the ‘global language’?.

Medium. https://medium.com/english-language-faq/why-did-english-

become-the-global-language-9bbc14b532cd

Memory, N. D., Nkengbeza, D. & Liswaniso, C. M. (2018). THE EFFECTS OF

CODE SWITCHING ON ENGLISH LANGUAGE TEACHING AND

LEARNING AT TWO SCHOOLS IN SIBBINDA CIRCUIT. International

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