Chapter I

INTRODUCTION

Background of the study

The purpose of this study is to know the causes of code-switching of students and what

are the effects of code-switching for the researchers to find out how to avoid code-switching.

In the 1987 constitution the National Language of the Philippines is Filipino, and it is

the most widely spoken language in the Philippines while English is the second language.

English came during a period of colonization by the United States in the 1898 at the end of the

Spanish American War. Filipino and English are the official languages of the Philippines. The

Filipinos uses these both languages to have a good communication for both Filipinos and

Foreigners who live in the country. Due to this, without noticing it time to time these both

languages mixed and adapted generation to generation. They didn’t notice that they alternate

Filipino and English language in one statement. According to Esen (2019) “when a speaker

alternates between two or more languages (or dialects or varieties of language) in one

conversation is called code-switching.”

There are two types of code-switching according to Bautista (1999), she labelled the

first type of code-switching as deficiency-driven code switching, that is the person is not fully

competent in the use of one language and therefore had to go back to the other language. In

the second type of code switching, labelled as proficiency-driven code switching, the person

is competent in the two languages and can easily switch from one to the other, for maximum

efficiency or effect.
 She also stated the reason why people using code switching and she called this reason

“communicative efficiency.” switching to the other code provides the fastest, easiest, most

convenient way of saying something with the least waste of time, effort, and resources.

This claim of communicative efficiency was backed up with four pieces of evidence

from the data, 1. Function words 2. Content words 3. Idioms and 4. Linguistic play.

Lastly, according to Thompson (2003) and Bautista (2004), "one of the main reason why

many Filipinos are comfortable in code switching between Filipino and English, because they

had been born and raised in a community where both of these language are mostly used

everywhere as a media of communicate.” This shows that many Filipinos use code switching

because they are comfortable with it. It is also the reason why many students using code

switching in school because they have been using it since they were young. When the student

reciting in the class there’s a tendency that he/she would use code switching to explain his/her

answer because she’s comfortable with it, that’s why many teachers used to translate English

language to Filipino so that students can clearly understand the topic, same way in unfamiliar

Filipino words for the students to understand. But according to Metila (2009) in the research

he conducted, he reveals that teachers code switching confused students and consequently

affected their lesson comprehension. It’s also stated in Aljoundi (2013) study, when the

teachers or students are code switching, they sometimes mix between two language grammars

and this seems like weak point for both languages. The students’ communicative skills affected

because of exposing too much in code switching, especially their English proficiency because

their skills in English language will help them to find a good work in the future because the

language will use in job interview is English that’s why your English skills will test. A lot of

company hired the applicants if he/she is good in speaking English.

 The researchers observed that most of the grade 12 students in Pamantasan ng Lungsod

ng Marikina are using code-switching, that is the reason why the researchers decided to make

a research entitled “Causes of Code-Switching of Grade 12 students in Pamantasan ng Lungsod

ng Marikina: Basis for Communication Skills Enhancement Program to Avoid Code-

Switching.”

The researchers found out that there was a problem when students finish their studies in

senior high which lead them to often use code-switching instead of our own language and the

second language. They will hard to look for a job because when you are applying for a job you

need to pass the interview, so you need to be more knowledgeable of using right English

grammar or if ever in a Filipino Language it will depend upon the interviewer. Because of the

used of code switching they might be having a lack of knowledge for both languages which is

Filipino language and English language and will lead them to cannot speak fluently in one

language.
Statement of the Problem

This research aims to know the causes of code switching of Gr. 12 students at

Pamantasan ng Lungsod ng Marikina San Roque Campus in the year 2018-2019.

Specifically, it seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of the following variables?

a. Strand

b. Gender

2. What causes students to use code-switching?

4. Is there a Significant difference on the perception of students on the causes of code-

switching?
Theoretical Framework

According to Shana Poplack, “Code-Switching (CS) is the alternating of two

languages within a single discourse, sentence or constituent.”

Figure 1:

Note: The following model is an example of Code-Switching done by the English Teacher and

Filipino Student Inside the class.

English Filipino Code

L2
Teacher Student Switching

The English Teacher asks his/her Filipino students to relate his/her life regarding to their topic

responding to the question. Filipino student used code switching while explaining to express himself

clearly.

Figure 2:

Note: The Following model is an example of the possible consequence on using Code-Switching.

Students used Enhancement

Code-Switching Difficulty

The model shows that the students who are used on using Code-Switching will have an

Enhancement Difficulty in the future and will be hard for them to enrich or to improve their fluency in

one language.
 Code-Switching is done by the persons who speak two or more languages in one

sentence or in a conversation. Furthermore, students often use Code-Switching for self-express

and to define something intentionally. In short, Code-Switching can help students to cooperate

inside the class.

However, Using Code-Switching can lack students to enhance their proficiency in

languages. Thus, Code-Switching cannot help students’ skill and potentials to be competently

speaking in one language. This may lead them to speak in a wrong grammar and will take time

for them to analyze what they wanted to say when speaking in a non-Filipino speaker.
 Conceptual Framework

Causes of Code-Switching of Grade 12 Students at PLMar:

Basis for Communication Skills Enhancement Program to
Avoid Code-Switching

Grade 12
Students

Causes Effects

a. What causes students to use

code-switching?
b. Is there a Significant
difference on the
perception of students on
the causes of code-
switching?

The conceptual framework of this study is about causes of code-switching of grade 12 students at

PLMar: basis for communication skills enhancement program to avoid code-switching. The first frame will

seek the second frame which is the "grade 12 students" in the third frame in order to find out the causes of

code-switching and if there a significant difference on the perception of students on the causes of code-

Hypothesis
switching in terms of the questions that you will see in the last frame. The researcher will conduct a survey

on every Grade 12 student in PLMAR, to find out what are the causes of code-switching. After the survey is

done, the researcher will gather all the grade 12 students answers in order to know how can avoid code-

switching.
Hypothesis

Alternative Hypothesis

 Students usually code switch because they express themselves easily especially those

who can't speak fluently in one language.

 There is significant difference on the perception of students on the causes of code-

switching.
Scope and Delimitation
The researchers will investigate by making a study through quantitative method.

The study used a stratified random sampling to randomly select the respondents and to

specify how the researchers conduct the total respondents they used the slovin’s formula for

finding the total number of respondents for the sample in conducting a survey is (240) two

hundred fourty respondents from 3 strands of Grade 12 senior high school in the school of

Pamantasan ng Lungsod ng Marikina.

The main purpose of this study is to know the causes of code-switching of grade 12

students at PLMar. Each respondent will be given the same question to answer.

The study focuses on the current grade 12 students of Pamantasan ng Lungsod ng

Marikina (2018 -2019).

The researchers will take five (5) months to get the study done
Significance of the Study

Teacher. They can have smooth flow of discussion without hesitating on using words

that the student cannot understand they can also improve their language skills in teaching for

their subject.

Students. They can have better communication with the teachers for they can justify

with fluency using a certain language without hesitating what word to use. Also they can

improve the learning system without using code-switching.

Department of Education. They can establish a stronger use of school standard

learning in discussion and learning system with the help of the research about avoiding the use

of code-switching and its effect.

Researchers. They have the understanding and start to be fluent in language to improve

learning skills.

Future Researchers. They can use this as a related study in the effects of code-

switching in their future research.

Linguists. They can improve their language skills and be fluent in the first and second

language.

Family. They can have knowledge and help the family members to practice it and to

be ready in using it on school and academic performances.

Community. They can prove the school's academic standard in learning to help the

community to have a good leaner’s with high intelligence with fluency and linguistic

competence
Definition of Terms

Code-Switching – This is the alternating of two or more languages using by the speaker in

one sentence.

Consequently - Is for result or the consequence of a person committing a certain action.

Enhancement Difficulty - It is the trouble on improving something.

Linguist - A person who studies the different languages.

Linguistic - The study about a certain language.

Proficiency - The level of a person’s learning skill in a certain language.

Solidarity - the unity or treatment of the speakers to each other as one.

Review of Related Literature

Code-Switching

“Code-switching as the incorporation of lexical elements from one language in the

lexicon of another language." Which means the mixing of words of two particular languages

that helps to deliver a complete thought. The study purposely show the meaning behind the

word code-switching which tells its function and usage why people use this kind of language

behaviour. (Van Dulm, 2015)

“A phenomenon of switching from one language to another in the same discourse."

code switching is a situation where in one person may switch languages to just to express what

he meant to say which fills the lack of vocabulary in his language. The study is purposely is

related to the research which tells the purpose of codes witching for its users and why people

use this behaviour often. (Numan and Carter, 2001)

”Code-switching referred to in popular parlance as the used of Taglish is often blamed

for the deterioration of language skills of Filipino " the usage of code switching such as taglish

may be popular and widely used for communication yet still the person that uses it will never

gain improvement to both languages. In addition, code-switching worsen the language skills

of a person that is why informality is unacceptable for scholar and recognize code switching

as the ideal language behavior. The study is included to the research to purposely to relate to

code-switching, in which obviously seen that code-switching must be avoided because of

disrespect and degradation of languages at is both used in code switching. It is clear for the

researchers that this study gives support to the paper in which is telling that the code switching
must not be tolerable to use because of it negative impact to its user as well as the language

that is involve to code-switching. (Bernardo, 2005)

The Code-Switching is the use of two or more languages in one statement or word.

Code-Switching is one of the easiest way on expressing one’s explanations and self-opinions

to others. It uses two languages in a discourse. One of the best example of Code-Switching is

Taglish, a combination of Tagalog-English Language. Tagalog-English Code-Switching

(TECS) has an increasingly substantial presence in all socioeconomic classes in the

Philippines, (Labitigan, p.7 1.2.3). It was said that the existence of Code-Switching in the

Philippine classes were expanding or growing, it mostly happens in urban classes. This study

helps the researchers to know that the code-switching is the alternating or use of two or more

languages in a discourse or statement. This can lead as a reference for the researchers to get to

know more the code-switching. (Labitigan, 2013)

Cause

"Code-switching can clarify our message during the course of conversation." It showed

that code-switching can avoid ambiguity to the discourse which is easily understood by the

person that you're talking to. (Niazi, 2015)

" Code-switching helps to improve class participation by inducing a relaxed class

atmosphere that allows students to perform much better." It stated here that code-switching

helps students to communicate easily inside the classroom because of the casual type of

communication that is provided by the instructor to let them freely participate because they

can use code-switching as an escape strategy to fill their lack of vocabulary. (Metilla, 2009)

Code-switching may be preserving the meaning of the original statement by

overcoming the lack of suitable words in the second language " Moreover it causes to a

convenient expression and to clarification of what is meant. However, codes-witching can also

emphasize some points in an argument to prevent misunderstandings of both parties. (Baker,

2007)

"Using code-switching brings an authenticity to conversation." It helps the person to

bring his/her specific ideas to understand what he/she is really trying to say when using both

languages. (Sert, 2006)

Thompson (2003) and Bautista (2004) studies cited in this study, Code-switching is

comfortable to use by Filipino because they are raised in a country that studies and uses two

different languages. However, codeswitching helps to provide confidence in speaking because

it is well know in the particular place that is one of the factor that cause the usage of code-

switching. (Go and Gustilo 2013)

 Using code switching made a positive output for low proficiency learners to improve

they performances in class. This study supports the research that using code switching can have

a positive effect in the classroom performance of a student who uses it for academic purposes

such as speaking. Can be use especially for some students who suffer from lack of competence

in language. (Ahmad, 2009)

The complexity of code-switching reveals to cause knowledge about both languages

and reflects on using them appropriately. This study supports the research that using code

switching is a way for a person to learn both languages successfully and not only learning a

certain language such as using bilingual. (Cantone, 2007)

“Both English and Filipino language can be together when communiting because here

in our country, using Taglish is accepted." Using two languages is a strategy for the users of

code-switching because it’s easy to understand. It shows also that code-switching should be

appreciated because Filipinos and foreigners who live in the Philippines often use it. (Bautista,

2004)

“Students use Code-Switching as a strategy to communicate better”.

By using the Filipino and English language, students can use Code-switching as a strategy to

communicate to others for better understanding. (Zidouni, 2016)

“Shifting codes may save us sometimes from giving vague expression”. By altering

and shifting languages of Filipino and English, people can correct their grammar and

expressions. (Niazi, 2015)

The location, class, gender and age can be the factors that bring to code switching.

Other factors of code switching are the relationship between the speakers, the message of the
speaker whether formal or informal and social status of the speaker. As a result, code switching

is well-known medium in particular group that is influential to the person that is belong to that

group. A person who code switch interrelates to others in the results of having a bilingual

community. For that, many of them influence to use code switching at all times. (Allatson,

2007)

The study revealed that students uses code-switching to express themselves.

They used it to explain what they want to say especially when they are reciting in class, not

knowing if they are being informal on using it, and that can lead to misunderstanding.

(Borlongan, 2009)
Grade 12 students

Using the Grade 12 student in code switching for they are expected to graduate or finish

language subjects with greater competency and linguistic in the use of a certain language

especially English to address the huge gap between and Filipino language. This study help the

research of research to find out why they need to choose Grade12 as their respondents in the

research. For it tells it’s a new approved curriculum in the Philippines which needs to be

improved. (Dente et al. 2016)

The number one skill expected from graduate students in Search of employment in

Academic and non-academic settings was Communication and Interpersonal Skills. This study

support the researchers study that grade 12 students are the respondents because it will be hard

for them to look for a job because when you are applying for a job you need to pass the

interview, you need to be more knowledgeable of using the right English grammar or if ever

Filipino language, it will depend on interviewer. (Polziehn, 2011)

Strand

This study said, “courses were taught bilingually in Spanish and English” and that can

help the researchers know that in some courses or strand, they teach other languages.

Therefore, there’s a lot of chance that they possibly used code-switching when struggling on

using the other language. This can also help the researchers determine what courses or strand

they may use code-switching oftentimes. (Palmer, 2018)

This study classified code switching as a “linguistic resource” in St. Teresa’s College of

Education, Hoehoe. Code switching and Code mixing are dominantly used at all levels of

education to compromise their activities to be convenient in discourse of teaching and learning

of college student. This study supports that the respondents is important to know what course

or strand who often used code-switching. (Godwin, 2018)

Gender

The use of code switching by women and men is different from how they use code

switching. It includes that the use of males students in code switching is based on what they

say something humorous, while the females students they use code switching with relevant

stuff just in class when they do not know the equivalent or how they will say it, they will use

code switching to understand and express properly what they want to express. This study can

help to know the individual perceptions on using code-switching. Every gender has a different

reason on using code switching. The gender is include in demographic profile of respondents

to know what is their reason to use code switching and who often use code-switching. (Rahimi

and Jafari, 2011)

The observation that the evidence of acquiring dominant language behaviour of boys

are absent compare to girls." Since code-switching are commonly use by boys in this

observation its already proven that the girls are often seen to be dominant in their language

behaviour. In this study the researcher’s related to gender in which tells that boys often used

CS as their language behaviour rather than girls. In this research it supports the demographic

profile which is the gender in the statement of the problem. (Normann, 2003)

The use of code switching by women and men is different from how they use code

switching. It includes that the use of males students in code switching is based on what they

say something humorous, while the females students they use code switching with relevant

stuff just in class when they do not know the equivalent or how they will say it, they will use

code switching to understand and express properly what they want to express. This study

support the gender in the statement of the problem. This study can help to know the individual

perceptions on using code switching . Every gender has a different reason on using code
switching. The gender is include in demographic profile of respondents to know what is their

reason to use code switching and who often use code switching. This research can support the

researcher study. (Rahimi and Jafari, 2011)

“The genders of the participants are another facet to take into consideration.” He also

stated, The preference of the participant on his study reflects the type of code-switching in the

Metro Manila Region. This study supports the researcher study that the gender of respondents

is important because the gender of the person can affect why they used code-switching. Also,

to know what type of code-switching they used and who often used code switching according

to their gender. (Lesada, 2017)

Synthesis of Review of Related Literature

The researcher gathered related literature that has relevance to the researcher study that

will give understandable information to the topic. The researchers study discussed the using of

code switching and its causes to students. For instance, students and teachers have been

influenced to use code switching. Some related literature review that we conducted states that

code switching used to be positive. The existence of code-switching is popularized in our

country which has a great contribution to education which widely occured in most schools. CS

provides the fastest, easiest and the most convenient way of communication with less time,

effort and resources. But aside from positive literature about code switching there are negative

literature that tells about the disadvantage of committing code switching. These literature

shows the negative effects of code-switching which helps to support our basis that is enough

reason to avoid code-switching. Code-switching will lead to poor justification and will also be

an interruption for improving communication skills. Code-switching confuses the users in

language usage which is clearly intolerable to use because of the detoriation of the laguage it

causes. The related literature that is gather will help to support as well will be serve as a guide

for the researcher to their studies. Code-switching in different courses are proven to be used in

discussion and able to interact easily in classroom. All these strengthens the studies and

literature of our research.

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 CHAPTER II

METHODOLOGY

In this chapter the researchers discussed the research methods, the research design,

sampling design, research respondents, research instrument and explain the data gathering

procedures, data analysis and statistical treatment that were used in the study.

Research Design

To purposely know the causes of code-switching of grade 12 students at Pamantasan

ng Lungsod ng Marikina in their discourse, the researchers used Quantitative method and

Descriptive method. There are many types of descriptive research, but the researchers chose

descriptive survey research design.

The researchers used descriptive method to describe the gathered data and information.

Survey research method is a tool to gather data and information about specific individuals. It

is the most commonly used method for collecting information about the population of

respondents.

Sampling Design

This study used Stratified random sampling in determining the samples of the study.

The researcher decided to divide the entire population of grade 12 students at Pamantasan ng

Lungsod ng Marikina according to their strand. The researchers will separate the grade 12

students into different subgroups then randomly selects the final subject proportionally from

the different strata.

 Stratified random sampling is a method of sampling that involves the division of a

population into smaller groups known as strata. The strata are formed based on members'

shared attributes or characteristics.

Research Respondents

The researchers chose the Grade 12 students taking ABM, HUMSS and STEM strand

at Pamantasan ng Lungsod ng Marikina SHS San Roque Campus with a total of five hundred

ninety-four (594) population. In five hundred ninety-four (594), only two hundred thirty-nine

(239) was chosen as their respondents. eighty (80) in ABM, eighty (80) in HUMSS, and eighty

(80) in STEM.

They are the respondents of this study who are chosen by the researchers to know what

causes students to use code switching, so the researchers can find out how to avoid using code-

switching because it has a bad effect especially they are senior high school graduating students.

Some of them will continue to study at college and others will stop schooling to find job, so

they need to avoid using code-switching because it is an informal language that they should

not use in college especially in job interviews.

Research Instrument

This section discussed the data instrument that is used to gather information. A survey

questionnaire was used in the study for the grade 12 students in all strands at Pamantasan ng

Lungsod ng Marikina. Survey instrument is a tool for implementing a scientific protocol for

obtaining data from respondents (hekter and schmidr, 2007). The Survey questionnaire include

questions that address specific study objectives in determining the causes of code-switching.

It may be also be used to collect demographic information for calculating survey weighs.
 Using this research instrument, the researchers get information that is needed in the

completion of the study. The questionnaire focused on the perceptions of the students on the

use of code-switching and the causes on using it.

Questionnaire for the Students is consists of two (2) parts:

Part 1. The first part of the questionnaire deals with the demographic profile of

information of the respondents in terms of name(optional), strand and gender that will give the

researchers more understanding about the prospective respondents

Part 2. The second part of the questionnaire deals with the question practically on the

causes of code-switching. Furthermore, the answers will be rated that based in the scale as the

researcher`s basis:

4 - Strongly Agree

3 - Agree

2 - Disagree

1 – Strongly Disagree

Data Gathering Procedure

 The researcher collected the data by using survey questionnaire. The researcher went

in every classroom of Grade 12 at Pamantasan ng Lungsod ng Marikina to distribute the

research instrument properly. The survey questionnaire is consists of two parts. The

respondents were given 10 minutes to answer the questionnaire properly and sincerely because

their answer is really important. After the questionnaire have been accomplished the results

were tallied and tabulated and these data became the bases of analysis and interpretation.

Data Analysis

A Likert scale is a commonly used method to develop a principle of measuring of

attitude for statistical purposes. It is mainly used for surveys and evaluation. Usually the Likert

scale has the potential of (strongly agree, agree, disagree and strongly disagree) it is a four (4)

point scale but sometimes exceed to 10 or more. A numerical is assign to each point that

distinguish the different levels of opinion in each point (corresponding item). The scale is

namely after the US organization behavior psychologist Dr.Rensis Likert ( 1903- 81).

In answering the questionnaire proper, the respondents who asked to rate each of the

statement using a four (4) point rating scale namely: 4 for strongly agree (SA), 3 for agree (A),

2 disagree (D) and 1 strongly disagree (SD).

VERBAL SCALE RANGE

Strongly Agree 4 (3.01 – 4.00)

Agree 3 (2.01 – 3.00)

Disagree 2 (1.01 – 2.00)

Strongly Disagree 1 (0.01 – 1.00)

In ascertaining the level of responses provides by the respondents the likert scale is

used. Likert distinguished the difference in each degree item which become known in

determining the corresponding level of agreement to the statement that is provided which

correspond to the score along the range.

 1

Statistical Treatment

In presenting, interpreting and analyzing data that were gathered by the researchers,

statistical tool and techniques was used. First, to present gathered data clearly and concretely,

the researchers used the following formulas that were properly labeled.

The researchers used Slovin`s formula, Frequency and Percentage distribution,

Weighted mean and Pearson correlation coefficient to be interpreted, presented and analyze

in the statistical treatment of the study.

1. The researchers used Slovin`s formula for taking a small part or quantity of something

as sample of analysis.

Slovin`s formula is used to determine the ideal sample size for a population. It is a

formula that relates to statistics it is used to calculate a sample size from a population. Sample

size is the number of observation used for calculating estimates of a given population.

N
𝑛=
l + Ne2

Slovin`s formula

Where:

n= Sample size

N= Population size

e= Margin of error
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2. The researchers used Frequency and Percentage to determine the magnitude of the

responses of the grade 12 students at Pamantasan ng Lungsod ng Marikina.

𝐅
Percentage (%) = 𝐱 𝟏𝟎𝟎
𝐧

Where:

%= Percentage

F= Observe Frequency in number of respondents

n= Total number of respondents

3. The researchers used Weighted mean. This formula was used by the researchers to

determine the average number of responses.

Weighted Mean is the kind of average. Instead of each data point contributing equally

to the final mean, some data points contribute more “weight” than other. If all the weighted

mean equals the arithmetic mean (the regular “average” you`re used to)

N(5)+N(4)+N(3)+N(2)+N (1)
Weighted mean formula =
n
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4. The researchers used Pearson Correlation Coefficient to determine whether there is

really a significance between respondents and topic’s variable in the study.

Pearson Correlation Coefficient Formula

The Pearson correlation coefficient is a very helpful statistical formula that measures

the strength between variables and relationships. In the field of statistics, this formula is often

referred to as the Pearson R test. When conducting a statistical test between two variables, it is

a good idea to conduct a Pearson correlation coefficient value to determine just how strong

that relationship is between those two variables. It helped the researchers to know the

relationship between the respondents and causes of code-switching and how related they are

to each other.