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Division of La Union
Naguilian Senior High School (Stand Alone)
ZOILA A. MARTINEZ
Principal I
September 27, 2017
Madam:
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.
Noted by:
ZOILA A. MARTINEZ
Principal I
Recommending Approval:
Approved:
Boosting the Oral Communication Skills of Tour Guiding Students Using Group Techniques
An Action Research by
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
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
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
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 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
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
With these contexts, the researcher resolved to undertake the study entitled Boosting the Oral
II. Problem
The study is geared towards boosting the oral communication skills of tour guiding students
1. What are the causes of the low oral communication skills of the student-respondents?
4. What group techniques are effective in boosting the oral communication skills of the student-
respondents?
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)
discussions, (12)
success-storytelling,
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
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
A. Objectives
The study is geared towards boosting the oral communication skills of tour guiding students
1. To identify the causes of the low oral communication skills of the student-respondents.
3. To establish a significant relationship between their scores in the different group techniques
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
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
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 respondents in this study are the 22 tour guiding students of the Naguilian Senior High
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
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
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