Republic of the Philippines

Department of Education
Region X-Northern Mindanao
DIVISION OF MISAMIS ORIENTAL
San Juan National High School
San Juan, Misamis Oriental

DETERMINING THE RELATIONSHIP BETWEEN

Submitted by :

GERALDINE S. SITOY
SHS Teacher II
 DETERMINING THE RELATIONSHIP BETWEEN STUDENTS’ ATTITUDES
TOWARD ENGLISH-CEBUANO CODE SWITCHING AND THEIR ENGLISH
ACADEMIC PERFORMANCE

Part I. Situation/Scenario/Setting

English is the international language of the world used between people from different

nations. There are about 1.5 billion people across the globe who speak English and another 1

billion people who are learning it (Lewis, Simons &Fennig, 2016). It is a globally accepted

observation that English is the primary medium to access knowledge and information and

gain advancements in careers and social pursuits. The need to be proficient in the English

language among non-native speakers has become a normal yearning if only to be at par with

the rest of the world.

In the Philippines, English is the second language of the Filipino people. For such

reason, it does not come as a surprise when Filipinos combine English with their native

language —be it in spoken or written discourse, whether consciously or unconsciously. It is a

tendency to switch from one language to another every now and then especially among the

Filipino learners given that Philippines is a highly multilingual society. Resorting to code

switching or the alternate use of English and the native tongue during class discussions and

interactions is a comfortable means for students to express their ideas clearly and

competently (Metila, 2009).

Code switching has become a common linguistic scenario in the Philippine

classrooms. At schools, English is required as one of the mediums of instruction and

communication. In class situations, when students are asked to explain their answers in

English, they answer in combination of English and their native tongue. Code switching in

this situation is used by the students for easier self-expression and for comfortability reason.
 However, no matter how existent is code switching in the classrooms, it remains a

problem to the English teachers who want their students to learn English as the target

language. Code switching to them is an impediment in the teaching-learning process.

It is a common practice that some teachers allow their students to code switch for

them to comprehend the teachers’ input. The comprehensible input also allows the students

to feel less stressful and become more comfortable to learn. Once students are comfortable

with the environment, without any unnecessary anxiety, they are able to focus and participate

in classroom practice and activities. The teachers then facilitate the flow of classroom

instruction better since they do not have to spend so much time trying to explain to the

learners or searching for the simplest words to help clear their understanding.

While classroom code switching is perceived as a natural and expected practice of

students and teachers who share a common first language (Baker, 2006), linguists and

educators have been challenged whether code switching facilitates or impedes the teaching –

learning process.

The researcher was challenged to investigate about the status of code switching

among the grade ten junior high school students in Libertad National High School (LINHS),

Poblacion, Libertad, Misamis Oriental, where English is the medium of instruction for

English, Mathematics, Science, MAPEH (Music, Arts, Physical Education and Health) and

Technology and Livelihood Education (TLE), and whereby the students’ native language is

Cebuano.

In LINHS, it occurs normally that during class discussions and interactions that

require English as medium of instruction, most of the students cannot competently express

themselves in straight English. Many students would ask their teachers if they can

communicate their thoughts and ideas in Cebuano language most of the time and in Filipino
sometimes. It is during these times that the teachers are left with no choice but to give in to

the students’ request. Apart from giving in, teachers also code switch in order for the students

to understand the lesson content with utmost clarity, thus, deviating from the provisions of

the Bilingual Education Policy of our country wherein English is the medium to be used to

teach the subjects English, Mathematics, Science, MAPEH and TLE in the public secondary

high school.

The situation above moved the researcher to study about code switching. Specifically,

this study aimed at determining the attitudes of grade seven students of Libertad National

High School toward English as a second language, toward Cebuano as a native language,

toward English-Cebuano code switching, and the common reasons for code switching and

their relationship to their English academic performance.

The findings of this study are beneficial to the students, who can use the findings of

this study to involve themselves as efficient speakers of the English language. The results of

this study will also help them to get focused and determined to be more dedicated in

practicing the use of the international language inside and outside the classroom setting.

The results of this study can also lead to the English teachers’ evaluation of

themselves on how they could serve as models to their students through adhering to the use

of English as well as their practices in speaking the second language. Teachers can work

harder at being sensitive to the needs of the students who are the primary factors to be

considered in creating worthwhile communication and learning activities.

Further, the findings of the study would serve as baseline data that would guide them

in designingand implementing the English programs that would help students become better

speakers in the future.

accept the demands and challenge of speaking English. The results of this study will

necessitate them to embrace the issues of the code switching and lessen their antagonistic

perception of the international language. Through the results of this research, the community

will extend their positive support toward their children’s enlightenment about the benefits of

learning the international language.

Part II. Findings and Insights

This study reveals that while the respondents of the study acknowledged that English

is vital to everyone and thus, must be given importance, they also admitted that it is a

difficult subject which requires much self-confidence. It is then understandable why they

disagreed to the statement that they are fluent speakers of English, and strongly disagreed

about always speaking English while in school. Further, the respondents admitted to having

an inkling that a student who speaks purely in English is a boastful one. Note, however, that

they do not discredit the importance of a high school student being fluent in English.

Numerous studies have factored attitudes of the students towards the English

language that can affect their performance in English. A negative attitude toward English is

the most affective and psychological factor that results in the students’ poor performance in

the subject (Abidin, 2011). A positive attitude towards English language reflects a positive

emotional disposition in relation to the subject (Kara, 2009).

This study also discloses that student-respondents are generally comfortable speaking

the Cebuano language and prefer using it even in the classrooms. Using Cebuano allows

them to express their ideas in the class clearly because of their rich reservoir of vocabulary in
it. To these students, understanding the lessons in the class becomes easier when delivered in

their native language. It is then inevitable for them to speak in the language that they are

most comfortable and competent. This implies that well developed language of instruction

skills from students is equally important in the success of their academic performance as their

understanding in the subjects’ field. Manganye (2007) states that the student’s ability to

participate in content subjects such as English, Mathematics and Science is dependent on

their language ability in the four skills: speaking, listening, reading and writing.

This study, further, reveals that the student-respondents favor the use of English-

Cebuano code switching during classroom discussions. Switching from the English language

to the native language and vice versa has become a normal practice among them. As a

routine, students code switch from time to time because their teacher allows them.

Combining English and Cebuano is a means more expressing one’s self more accurately.

This finding is in consonance to the findings of the study of Simon (2001)) which expressed

that code switching is a common linguistic practice for teachers and students. Code switching

strategically helps in achieving the pedagogical aims and thus aids the teaching-learning

process. Contextually, code switching in the class paves the way for the students to

understand the learning context easier.

Additionally, this study reveals that there is a significant difference on the attitudes of

the grade seven students toward English-Cebuano code switching when grouped according to

their gender. Notably, both the male and female student-respondents have an average

favorable attitudes toward English-Cebuano code switching. However, there is an obvious

distinctive code switching pattern between the two genders; this could be seen from the fact

female speakers tend to code switch more than the male speakers. Hence, the female students
obtained the highest mean of 4.05 while male students obtained only 3.53. Clearly, the

respondents’ gender matters in determining the attitudes towards English-Cebuano code

switching. This finding is corroborated by the Normative Framework (Scotton,1993) which

explains that male and female have different language patterns affected by the individual or

group motivations as male speakers are conscious in speaking while female speakers are

more relaxed.

Specifically, the students prefer significantly on the following statements: I converse

with my friends using Cebuano and English during our casual conversation; In my English

subject, I speak my own Cebuano language and switch to English from time to time; As a

routine, I mix English and my native language in my English subject because my teacher

allows me; During classroom discussions, mixing the native language and English language

is a normal practice among students; Combining Cebuano and English can be a means of

expressing oneself easier and more accurately; Using both Cebuano and English during class

discussions makes the learning of English lessons easier and faster; During group activities, I

use the combination of Cebuano and English because it is allowed by my teacher; Combining

Cebuano and English is just natural because it is a linguistic trend being practiced by

everyone; Without so much thought, code switching in the class is something I normally do;

and Code switching in the class helps facilitate the teaching-learning process.

Moreover, this study discloses that there is a significant difference on the attitudes of

the grade seven students toward English-Cebuano code switching when grouped according to

type of school they graduated from. Although both genders expressed an average favorable

attitude English- Cebuano code switching, the students who graduated from public

elementary school obtained a higher mean of 4.05 which means they tend to code switch

more than those who graduated from private elementary school with only 3.56 mean. Thus,
the type of elementary school the respondents graduated from matters in determining the

attitudes towards English-Cebuano code switching. The finding of the study is in consonance

to the study of Durano (2009) which aimed to investigate attitudes towards English and Fil-

English code switching among 280 public and private schools. Based on the findings, the

study exposed that a higher number of students who graduated from private elementary

schools have a neutral stand towards code switching compared to those who graduated from

public elementary schools.

As to the students’ attitudes toward English-Cebuano code switching when grouped

according to the type of elementary school they graduated from, they prefer significantly on

the following statements: I converse with my friends using Cebuano and English during our

casual conversation; In my English subject, I speak my own Cebuano language and switch

to English from time to time; As a routine, I mix English and my native language in my

English subject because my teacher allows me; During classroom discussions, mixing the

native language and English language is a normal practice among students; Combining

Cebuano and English can be a means of expressing oneself easier and more accurately; Using

both Cebuano and English during class discussions makes the learning of English lessons

easier and faster; During group activities, I use the combination of Cebuano and English

because it is allowed by my teacher; Combining Cebuano and English is just natural because

it is a linguistic trend being practiced by everyone; Without so much thought, code switching

in the class is something I normally do; and Code switching in the class helps facilitate the

teaching-learning process.

As to the reasons why students engage in Enlish-Cebuano code switching, the

findings of this study are corroborated by the results of the students’ language preference as

surveyed by Metila (2009) on the predominant reasons for code switching. The reasons cited
include (1) Easier self-expression; (2) loss of words (e.g. translation problems, not knowing

the right words; (3) influences of people around; (4) natural already (habit); (5) exposure to

two languages; (6) fluency in speaking both languages; and (7) to make the speakers feel

more comfortable. Moreover, code switching performs various functions in its naturally

occurring context. Speakers code switch to manipulate or influence or define situation as they

wish, and to convey nuances of meaning and personal intention (Sert, 2005).

Thus, English academic performance is significantly affected by English-Cebuano

code switching. This implies that the use of English-Cebuano code switching affects the

English academic performance of the students evident among the majority of grade ten

students at 50.4% who rated only fairly satisfactory or with grades ranging from 75 to 79.

This finding can be a strong point where code switching is viewed as a form of resistance to

globalization, which commands the competent use of English being the international

language. The hope here is that educators become aware of such implication so that they do

not dismiss the out-of-hand Cebuano-English code switching as an instance of random,

irregular mixing of languages that results from imperfect control of either language.

There is a wide understanding that code switching is inevitable in a classroom where

the teacher and the student share the same language. Sert (2005) in his research mentions that

in English Language Teaching (ELT), classroom code switching comes in for use either in

the teachers` or the learners` discourse, but highlights, that it is not favored by many

educators. One, therefore, should have at least an understanding of the functions of switching

between native language and the foreign language and the underlying reasons to manage

efficiently the issue of code switching.

This study aimed at determining the attitudes of grade ten students of Libertad

National High School toward English as a second language, toward Cebuano as a native

language, toward English-Cebuano code switching, and the common reasons for code

switching and their relationship to their English academic performance.

The findings of the study reveal that majority of the grade ten students of Libertad

National High School have fairly satisfactory English academic performance. Moreover, the

students exhibit low favorable attitudes toward English as a second language, average

favorable attitudes towards Cebuano as a native language and average favorable attitudes

towards English-Cebuano code switching.

Results of the study further show that the English academic performance of the

students is affected by English- Cebuano code switching: majority of the respondents who

viewed it positively rated fairly satisfactory only in their English academic performance.

Thus, code switching should not be encouraged in the classrooms to ensure that teaching and

learning English, the target language, is given the prominence it requires.

Thus, this study concludes that in any English language learning environment, the

application of the code switching should be minimal to ensure that teaching and learning of

the target language- English language is given the prominence it requires. Code switching

should not be encouraged in the classrooms particularly in English classes as it does not

significantly improve the English academic performance of the students.