This paper shows that the experimental group who are exposed to DVD Video Lesson that uses code switching language has an average mean score in the pretest of 1.56, and this increased to an average mean of 3.50 in the posttest. The control group that uses DVD Video Lesson that uses purely English language got an average mean of 1.06 in the pretest and increased to 1.53 in the posttest. Based on the results of the performance posttest taken by the two groups, the experimental group has a dramatic increase in scores from the pretest to posttest. Although both groups had increased in their performance scores from pretest to posttest, the experimental group (code switching language) performs well in the posttest than the control group. As revealed in this findings , there is a significant difference in the posttest scores between the experimental group who are exposed to DVD lesson that uses code switching as a medium of instruction and the control group who are exposed to DVD lesson that uses English. The students who are exposed to the Video Lesson that uses code switching perform well than those students who are exposed in DVD video lesson that uses purely English language. DVD Video lesson that uses code switching as a medium of instruction in teaching social dance is the useful approach in teaching Grade 10 Special Program in the Art students. The language used (code switching) is the powerful medium of instruction that enhances the learning outcomes of the students to perform well. This paper could be an eye opener to the Department of Education to inculcate the used of first language/local language or MTB-MLE, not only in Grade I to III but all level in K to 12 programs, since education is a key factor for building a better nation.
If the inline PDF is not rendering correctly, you can download the PDF file here.
Ahmad B. H. & Jusoff K. (2009). Teachers’ code-switching in classroom instructions for low English proficient learners. English Language Teaching 2(2) 49.
Benson C. (2014). Adopting a multilingual habitus: What north and south can learn from each other about the essential role of non-dominant languages in education. In Minority Languages and Multilingual Education (pp. 11-28). Springer Netherlands.
Bühmann D. & Trudell B. (2008). Mother tongue matters: Local language as a key to effective learning. France: UNESCO.
Cruse E. (2011). Using educational video in the classroom: Theory research and practice. Retrieved November.
Darling-Hammond L. (2012). Powerful teacher education: Lessons from exemplary programs. John Wiley & Sons.
Greenhill V. (2010). 21st Century Knowledge and Skills in Educator Preparation. Partnership for 21st Century Skills.
Johnston P. H. (2004). Choice words: How our language affects children's learning. Stenhouse Publishers.
Kay K. & Greenhill V. (2011). Twenty-first century students need 21st century skills. In Bringing schools into the 21st century (pp. 41-65). Springer Netherlands.
Kereluik K. Mishra P. Fahnoe C. & Terry L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education 29(4) 127-140.
Robinson S. R. (2010). 21st Century Knowledge and skills in Educator Preparation. US: Blackboard ETS Intel National Education Association.
Sabri Kocakulah E. U. (2005). The effect of teaching in native and foreign language on students' conceptual understanding in science courses. Asia-Pacific Forum on Science Learning and Teaching 1-2.