Code- Switching as a Language Teaching Strategy Based on the Grammar- Translation Method for Comprehension Enhancement

Aljun Araneta Desoyo

doi:doi:10.11648/j.ijalt.20210701.11

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Code- Switching as a Language Teaching Strategy Based on the Grammar- Translation Method for Comprehension Enhancement

Aljun Araneta Desoyo

Published in International Journal of Applied Linguistics and Translation (Volume 7, Issue 1)

Received: 7 December 2020 Accepted: 24 December 2020 Published: 22 March 2021

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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”.

Published in	International Journal of Applied Linguistics and Translation (Volume 7, Issue 1)
DOI	10.11648/j.ijalt.20210701.11
Page(s)	1-20
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Code- Switching, Mother Tongue, English Only Policy, Language Teaching Strategy, Grammar- Translation Method

References

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Aljun Araneta Desoyo. (2021). Code- Switching as a Language Teaching Strategy Based on the Grammar- Translation Method for Comprehension Enhancement. International Journal of Applied Linguistics and Translation, 7(1), 1-20. https://doi.org/10.11648/j.ijalt.20210701.11

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Aljun Araneta Desoyo. Code- Switching as a Language Teaching Strategy Based on the Grammar- Translation Method for Comprehension Enhancement. Int. J. Appl. Linguist. Transl. 2021, 7(1), 1-20. doi: 10.11648/j.ijalt.20210701.11

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AMA Style

Aljun Araneta Desoyo. Code- Switching as a Language Teaching Strategy Based on the Grammar- Translation Method for Comprehension Enhancement. Int J Appl Linguist Transl. 2021;7(1):1-20. doi: 10.11648/j.ijalt.20210701.11

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@article{10.11648/j.ijalt.20210701.11,
  author = {Aljun Araneta Desoyo},
  title = {Code- Switching as a Language Teaching Strategy Based on the Grammar- Translation Method for Comprehension Enhancement},
  journal = {International Journal of Applied Linguistics and Translation},
  volume = {7},
  number = {1},
  pages = {1-20},
  doi = {10.11648/j.ijalt.20210701.11},
  url = {https://doi.org/10.11648/j.ijalt.20210701.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20210701.11},
  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”.},
 year = {2021}
}

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TY  - JOUR
T1  - Code- Switching as a Language Teaching Strategy Based on the Grammar- Translation Method for Comprehension Enhancement
AU  - Aljun Araneta Desoyo
Y1  - 2021/03/22
PY  - 2021
N1  - https://doi.org/10.11648/j.ijalt.20210701.11
DO  - 10.11648/j.ijalt.20210701.11
T2  - International Journal of Applied Linguistics and Translation
JF  - International Journal of Applied Linguistics and Translation
JO  - International Journal of Applied Linguistics and Translation
SP  - 1
EP  - 20
PB  - Science Publishing Group
SN  - 2472-1271
UR  - https://doi.org/10.11648/j.ijalt.20210701.11
AB  - 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”.
VL  - 7
IS  - 1
ER  -

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Aljun Araneta Desoyo

Department of Education, Faculty of Tanauan School of Craftsmanship and Home Industries, Tanauan, Leyte, Philippines

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Aljun Araneta Desoyo. (2021). Code- Switching as a Language Teaching Strategy Based on the Grammar- Translation Method for Comprehension Enhancement. International Journal of Applied Linguistics and Translation, 7(1), 1-20. https://doi.org/10.11648/j.ijalt.20210701.11

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ACS Style

Aljun Araneta Desoyo. Code- Switching as a Language Teaching Strategy Based on the Grammar- Translation Method for Comprehension Enhancement. Int. J. Appl. Linguist. Transl. 2021, 7(1), 1-20. doi: 10.11648/j.ijalt.20210701.11

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AMA Style

Aljun Araneta Desoyo. Code- Switching as a Language Teaching Strategy Based on the Grammar- Translation Method for Comprehension Enhancement. Int J Appl Linguist Transl. 2021;7(1):1-20. doi: 10.11648/j.ijalt.20210701.11

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@article{10.11648/j.ijalt.20210701.11,
  author = {Aljun Araneta Desoyo},
  title = {Code- Switching as a Language Teaching Strategy Based on the Grammar- Translation Method for Comprehension Enhancement},
  journal = {International Journal of Applied Linguistics and Translation},
  volume = {7},
  number = {1},
  pages = {1-20},
  doi = {10.11648/j.ijalt.20210701.11},
  url = {https://doi.org/10.11648/j.ijalt.20210701.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20210701.11},
  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”.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Code- Switching as a Language Teaching Strategy Based on the Grammar- Translation Method for Comprehension Enhancement
AU  - Aljun Araneta Desoyo
Y1  - 2021/03/22
PY  - 2021
N1  - https://doi.org/10.11648/j.ijalt.20210701.11
DO  - 10.11648/j.ijalt.20210701.11
T2  - International Journal of Applied Linguistics and Translation
JF  - International Journal of Applied Linguistics and Translation
JO  - International Journal of Applied Linguistics and Translation
SP  - 1
EP  - 20
PB  - Science Publishing Group
SN  - 2472-1271
UR  - https://doi.org/10.11648/j.ijalt.20210701.11
AB  - 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”.
VL  - 7
IS  - 1
ER  -

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