Abstract
This study aimed to determine the effectiveness of code- switching as a language strategy anchored on the grammar- translation method for comprehension enhancement to the grade seven junior high school students at Tanauan School of Craftsmanship and Home Industries, Tanauan, Leyte. It lasted for four (4) weeks from February 12 to March 12, 2019 using the 60 grade 7 students enrolled during the school year 2018-2019. The 60 students comprised the four sections belonging in the heterogeneous group and were then divided into comparable groups of 15 students per section: the control group and experimental group. The control group was exposed to the English-only-policy method while the experimental group was exposed to the code- switching strategy taught by the English teachers. To find the effectiveness of the code- switching strategy, the true-experimental design was used, employing the pre-test and post-test scheme. Since the experiment aimed to investigate the effectiveness of code- switching, in comparison with the English-only-policy approach, there was a need to measure achievement through fifty (50) item pre- test and post- test. Mean ratings of the students in both groups in the achievement test were analyzed. The findings showed that the achievement of the control and experimental group was the same in the pre-test; teaching capitalization was satisfactory, teaching punctuation, grammar and sentence structure was fairly satisfactory, and teaching word usage was satisfactory. The computed t- values were all not significant. The performance of both groups in the evaluations was very satisfactory but the experimental group showed a better performance than the control group. The results of the post-test of the control group were teaching capitalization was very satisfactory; teaching punctuation was very good; teaching grammar, teaching sentence structure and teaching word usage were very satisfactory; and the combination was very satisfactory. In the experimental group: teaching capitalization, teaching punctuation and teaching grammar were outstanding; teaching sentence structure and teaching word usage were very satisfactory; and the combination was outstanding. The computed t-values in teaching word usage was not significant, teaching capitalization, punctuation, grammar, and sentence structure were significant, while the combination was also significant at 0.05 level of significance. The performance of both groups in the pre-and post-tests along the five language competencies tested is found to be “significant”.
Highlights
The English language has become a fundamental part in the society as it is considered the international language that is used among non-native speakers around the globe
This study investigated the effectiveness of code-switching as a language teaching strategy based on the grammartranslation method for comprehension enhancement
To ensure the validity of the test, a 70-item test on language competencies was constructed by the researcher based on the Table of Specifications prepared by the researcher using Bloom’s Taxonomy of Objectives to determine the effectiveness of code-switching as a language teaching strategy based on the grammar-translation method for comprehension enhancement
Summary
The English language has become a fundamental part in the society as it is considered the international language that is used among non-native speakers around the globe. The ability of learning the language has been held as one of the most important competencies needed by the Philippines to reach its goal of being able to compete effectively with other nations. In the Philippine Educational Setting, the Department of Education further enriched and deepened student’s learning through the Enhance Basic Curriculum of 2013 or Republic Act No 10533 which denotes that:. “The State shall establish, maintain, and support a complete, adequate and integrated system of education relevant to the needs of the people, the country, and the. Aljun Araneta Desoyo: Code- Switching as a Language Teaching Strategy Based on the Grammar-
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