1st Indorsement

Division of La Union
Naguilian Senior High School (Stand Alone)

Respectfully forwarded to DR. ROWENA C. BANZON, Schools Division Superintendent, the

herein Action Research Proposal of Jose Herbert L. Delizo this first semester of School Year 2017 –
2018, for your recommending approval.

ZOILA A. MARTINEZ
Principal I
September 27, 2017

DR. ROWENA C. BANZON, CESO V

Schools Division Superintendent
Department of Education
Division of La Union
City of San Fernando, La Union

Madam:

Greetings with peace and love!

In my Tour Guiding class, I have observed that my students need to boost their oral communication
skills aside from the lessons they learn in tour guiding. Since they will communicate face-to-face with
local and foreign tourists, it is necessary that they should speak clearly, fluently and comprehensibly. I
would like to try a variety of group techniques with them and see their improvement afterwards.

May I ask permission from your good office to conduct an action research in our school in relation to
this field.

Attached herewith is my action research proposal.

Very sincerely yours,

JOSE HERBERT L. DELIZO

Teacher III, Naguilian Senior High School (Stand Alone)

Noted by:

ZOILA A. MARTINEZ
Principal I

Recommending Approval:

DR. MARCIANO U. SORIANO

Assistant Schools Division Superintendent

Approved:

DR. ROWENA C. BANZON. CESO V

Schools Division Superintendent
 REPUBLIC OF THE PHILIPPINES
REGION I
DIVISION OF LA UNION
NAGUILIAN SENIOR HIGH SCHOOL
ORTIZ, NAGUILIAN, LA UNION

Boosting the Oral Communication Skills of Tour Guiding Students Using Group Techniques

An Action Research by

JOSE HERBERT L. DELIZO

Teacher III

Naguilian Senior High School

(Stand Alone)

September 2017
I. Situation

Research says that tour guiding contributes a lot to world tourism growth. Tour guiding

increases GDP (Gross Domestic Product) by 9%; it creates one out of 11 jobs; it brought in US$ 1.3

trillion in exports; and it added 6% to world exports and another 6% to exports of least developed

countries (https:slideshare.net/mobile/charliezabala7/tour-guiding-43376353). Travel and tourism will

continue to expand faster than the economy as a whole and faster than comparable industries.

As a tour guide then, it is essential that you possess certain tour guiding characteristics.

Steinberg (2015) identified a set of skills that make tour guides stand out: (1) communication, (2)

memory and storytelling, (3) humor, (4) passion, (5) flexibility, (6) punctuality, and (7) sensitivity. A tour

guide must be articulate and easy to understand, and know how to communicate with large and varying

groups of people. A good guide will not only have the physical capability to command attention and

project their voice clearly, but also have the interpersonal skills necessary to interact with new people

every single day, answer questions, and be approachable. When you run a tour, you’re selling more

than just the sights and sounds; you’re selling knowledge, history, and a story, and your guide must

make all of that information compelling. This means that the guide will need to know more than just the

standard script, and be able to draw from that knowledge in an entertaining and compelling way. The

best tour guides are sensitive too to these international differences, and are able to tailor their deliveries

to respect their guests where possible.

In the Naguilian Senior High School (Stand Alone), the researcher have noticed that in his

tourism class, where 6 are boys and 16 are girls or 13% of the total studentry population, their oral

communication skills seem to be at an incompetent level. They appear withdrawn and reticent when

asked to speak before the class. There were also times that the learners become very anxious during

oral presentations. They show diffidence instead of self-confidence and these are symptoms of

underdeveloped oral communication skills.

 Good speaking techniques, as tested by Clinkscale (2016), can be developed only through

practice. Therefore students must be provided the opportunity to participate in various group processes

that will help them interact with others and at the same time develop speaking skills. The use of a

variety of group techniques will provide students with speaking experience and encourage purposeful

speaking. Group processes involve the communication or mutual exchange of information and ideas

between people. It can also serve many different needs for students as they prepare to communicate in

the business world.

The College Seminar by the University of Notre Dame emphasized that “good listening and

speaking skills are crucial to every field of study and professional endeavor; good speaking skills are

also integral to sustaining a healthy civic discourse and a democratic society”

(http://csem.nd.edu/about-csem/oral-communication-skills/). Therefore, the learners of the researcher’s

tourism class should achieve oral communication competence to become skilled, fluent, and persuasive

speakers. They should showcase the necessary set of skills of a tour guide as mentioned by Steinberg

(2015). Thus, to become effective tour guides in the future, they really have to work on their oral

communication skills since this is their passport to success.

With these contexts, the researcher resolved to undertake the study entitled Boosting the Oral

Communication Skills of Tour Guiding Students Using Group Techniques.

II. Problem

The study is geared towards boosting the oral communication skills of tour guiding students

using group techniques.

Specifically, it ought to address the following sub-problems:

1. What are the causes of the low oral communication skills of the student-respondents?

2. What are their scores in the different group techniques?

 3. Is there a significant relationship between their scores in the different group techniques and the

level of their oral communication skills?

4. What group techniques are effective in boosting the oral communication skills of the student-

respondents?

III. Generation of Alternative Solution

This action research will employ a set of group techniques which include (1) brainstorming, (2)

problem solving, (3) debate, (4) games, (5) lecture forum, (6) open forums, (7) panel discussion, (8)

question and answer

sessions, (9) role

playing, (10) quizzes,

Figure 1: The GT Model
(11) roundtable

discussions, (12)

success-storytelling,

and (13) symposium.

These group

techniques shall be

engaged in by the 22

tour guiding student-respondents of the Naguilian Senior High School (Stand Alone). The data to be

used in this study will be the scores of the respondents in the 13 different group techniques.

After identifying the root causes of the low oral communication skills of the student-

respondents, the researcher will engage the learners in these group techniques. Their tasks will be

recorded for future reference. Their scores will be recorded and interpreted. After correlating it with their

oral communication skills, it is expected that the result will suffice in boosting their oral communication

skills thus preparing them to be excellent tour guides in the future.

 Group projects can help students develop a host of skills that are increasingly important in the

professional world (Caruso & Woolley, 2008; Mannix & Neale, 2005). Positive group experiences,

moreover, have been shown to contribute to student learning, retention and overall college success

(Astin, 1997; Tinto, 1998; National Survey of Student Engagement, 2006).

IV. Plan of Action

A. Objectives

The study is geared towards boosting the oral communication skills of tour guiding students

using group techniques.

Specifically, it ought to satisfy the following:

1. To identify the causes of the low oral communication skills of the student-respondents.

2. To enlist their scores in the different group techniques.

3. To establish a significant relationship between their scores in the different group techniques

and the level of their oral communication skills.

4. To enumerate group techniques which are effective in boosting the oral communication skills of

the student-respondents.

B. Time Frame

This study shall be conducted during the second semester of School Year 2017 – 2018.

C. Target Subjects

The respondents in this study are the 22 tour guiding students of the Naguilian Senior High

School (Stand Alone) where 6 are boys and 16 are girls or 13% of the total studentry population.

D. Activities to be Undertaken

TARGET STUDENTS TEACHER INVOLVED ACTIVITIES EXPECTED RESULTS

22 tour guiding 1. The teacher- 1. Enlisted the 22 tour
students of the researcher shall identify guiding students of the
Naguilian Senior High the respondents for the Naguilian Senior High
School (Stand Alone) Jose Herbert L. Delizo study. School (Stand Alone)
(6 boys and 16 girls or where are 6 boys and
13% of the total 16 are girls or 13% of
studentry population) the total studentry
population.
2. Identify the root 2. Have identified the
causes of their low oral root causes of their low
communication skills. oral communication
skills.
3. Engage the 3. Engaged the
respondents in group respondents in group
techniques. techniques.
4. Record their scores. 4. Recorded their
scores.
5. Interpret scores. 5. Interpreted and
discussed scores.
6. Correlate their 6. Correlated their
scores in group scores in group
techniques with the techniques with the
level of their oral level of their oral
communication skills. communication skills
using Pearson Product
Moment Correlation.
7. Present results. 7. Presented significant
results.
8. Graph and interpret 8. Graphed and
results. interpreted results.
Cited supporting
literature.
9. Draw conclusions 9. Have drawn
and recommend GT for conclusions and
boosting oral recommended GT for
communication skills. boosting oral
communication skills.
10. Enumerate the 10. Have enumerated
group techniques that the group techniques
are tested to be that are tested to be
effective in boosting effective in boosting the
oral communication oral communication
skills. skills of the tour guiding
students.

To complete this action research, first the teacher-researcher will enlist the 22 tour guiding

students of the Naguilian Senior High School (Stand Alone) where are 6 boys and 16 are girls or 13%

of the total studentry population. He will identify the root causes of their low oral communication skills.

He will also engage the respondents in group techniques. After that, their scores will be recorded,

interpreted, and discussed. Then the researcher will correlate their scores in group techniques with the
level of their oral communication skills using Pearson Product Moment Correlation. Significant results

will be presented, graphed and interpreted and will be supported using relevant literature. Finally, he

can draw conclusions, recommend the group techniques, and enumerate the group techniques that are

tested to be effective in boosting the oral communication skills of the tour guiding students.

Evaluation Criteria

Identified the 22 student-respondents who will be engaged in 13 group techniques. The

significant relationship between their scores in the group techniques and their level of oral

communication shall prove that GT have boosted their oral communication skills. Evidences are the

recorded results of group processes, attached activities, pictures and other documentation.

E. Research Design

The study will employ a correlational research design. This design aims to determine the

relationship of two variables (X and Y) whether the relationship is perfect, very high, high, marked or

moderate, slight or negligible (Calmorin et. al., 2008). In this study, the two variables are the scores in

the different tasks and the grades of the learner-respondents.

The respondents in this study are the 22 tour guiding students of the Naguilian Senior High

School (Stand Alone) during the SY 2017 – 2018.

The study shall employ documentary analyses of learners’ scores obtained from the group

techniques they engaged in. The primary data for this research will be gathered from their scores.

These data shall be treated using descriptive and inferential statistics. Problems 1 and 2 shall be

treated using Means, Averages, and Percentages. After engaging them in GT, Problem 3 shall be

answered using Pearson product moment of correlation (Excel or online calculator). The computed

value of the r coefficient shall validate the results. Problem 4 will be answered basing on the result of

the r coefficient. Finally, the outcome shall validate these group techniques to be effective in boosting

the oral communication skills of the tour guiding students.

References:

https:slideshare.net/mobile/charliezabala7/tour-guiding-43376353

Mia Steinberg. August 24, 2015. What makes a top-notch tour guide?

https://www.checkfront.com/what-makes-a-top-notch-tour-guide

College Seminar. University of Notre Dame. http://csem.nd.edu/about-csem/oral-communication-skills/

https://www.rapidlln.com.au/articles/measure-individuals-performance-oral-communication-skill/

Thirteen Strategies to Improve Oral Communication Skills. Clinkscale, Bella G. ABCA Bulletin, v42 n3

p11-14 Sep 1979