SENIOR HIGH SCHOOL

Oral Communication in
Context
Module No. 3
Strategies to Av oid
Communication Bre akdown

Department of Education ● Republic of the Philippines

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Oral Communication in Context
Alternative Delivery Mode
First Edition, 2020

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 SENIOR HIGH SCHOOL

Oral Communication in
Context
Module No. 3
Strategies to Avoid
Communication Breakdown

First Semester
First Quarter
2 hours

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and/or
universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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 TABLE OF CONTENTS

Cover Page
Copyright Page i
Title Page ii
Table of Contents iv
Module Overview 1
General Instruction 2
Module Lesson: Strategies to Avoid Communication Breakdown
What I Need to Know 3
What I know 3
What’s In
4What’s New
Activity 1: Picture Analysis 4
Activity 2: Survey 5
What Is It?
Topic 1: Communication Breakdown 6
Topic 2: Barriers to Communication 7
Topic 3: Effects of Communication Breakdown 13
What’s More
Activity 3: Unscramble and Match 14
Topic 4: Ways to Resolve Communication Breakdown 15
Topic 5: 7Cs of Effective Communication 17

What I Have Learned

Activity 4: Seize the 7Cs 18
Activity 5: Word Hunt 19
What I Can Do
Activity 6: Video Analysis 20
Activity 7: Observe and Resolve 22
Activity 8: Create and Convince 23
Additional Activity
Activity 9: Self - Check 24
Activity 10: Reflect and Answer 25
Let’s Sum Up 26
Post Test 27
Key to Answers 29
References 30

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 OVERVIEW

After having learned the basics in communication

including its models, you are now about to explore ME! I will
help you discover various barriers we may encounter in
communication. Communication, in whatever way and form,
can be hindered by communication barriers. Through this
module, you will be guided on how to solve these barriers as
well as will be introduced to the world of effective
communication where a receiver does not only get the
message but also truly understands it. .

Yes, communication barriers are inevitable; these can be resolved accordingly

when treated correctly. More importantly, as a student, and communicator yourself,
you should know the kind of barriers present in any communication context so that an
appropriate solutions may be provided.

There are three competencies included in this module crafted by the Department
of Education so that aside from simply becoming successful individuals in your field of
interest, you can also become an effective communicator in your locality and
wherever you go.
This module contains the following:

LEARNING COMPETENCIES
 Explains why there is breakdown of communication
EN11/12OC-Ibe-1 1a5
 Uses various strategies in order to avoid communication breakdown
EN11/12OC-Ibe-11a6
 Identifies strategies used by each speaker to convey his / her ideas
effectively EN11/12OC-Ibe-13
 Evaluates the effectiveness of an oral communication activity
EN11/12OC-Ibe-14

Semester: 1st Semester

Quarter: 1st Quarter
Number of Hours: 2 Hours
Here you go, enjoy flipping through the pages and have fun learning!

Your Speech Teacher

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 GENERAL INSTRUCTION

To attain the goals of this module, do the following:

 Do not put some markings on this Module as there are still other students who will
be using it. You will need a separate COMMUNICATION ACTIVITY NOTEBOOK
where you will write all your answers and writing activities of this module. Be sure
to LABEL your work according to the module, lessons, and the date you work on
it.

 Each Module has a brief instruction and followed by a list of objectives. Read
them and follow instructions carefully.

 Before going over the activities, answer the PRETEST first then find out how well
you did by checking your answers given in the self-assessment activity. Each
activity must be according to the objectives of this Module.

 Take note of the skills or strategies you are trying to develop.

 After each activity, you need to go over the items which you think you failed.

 Wait for the teacher’s instruction as to when to take the POST TEST. This is
usually done when you have mastered the previous lessons.

 Always make sure you read the module carefully and all the indicated
instructions.

 Follow the directions and instructions in the activities conscientiously.

 Ensure that all exercises are answered and activities are complied.

 Equip yourself with the necessary vocabulary and terminology in each given
lesson.

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 STRATEGIES TO AVOID
COMMUNICATION BREAKDOWN
“Communication works for those who work at it.” ~John Powell~

WHAT I NEED TO KNOW

By the end of this lesson, you will be able to:
 explain why there is communication breakdown
 use various strategies to avoid communication
breakdown
 identify strategies used by speakers evaluate the
effectiveness of an oral communication strategy.

WHAT I KNOW
Instruction: This is a TRUE or FALSE test about
communication breakdown. Write T if the statement is True
and F if it is False. Write your answers on your
Communication Activity Notebook.

STATEMENT ANSWER
1. When a person is not physically feeling well, he may not be
able to grasp the message that you are telling him.
2. A man worrying about having lost his rice money due to
gambling may not be able to understand what you have to tell him.
3. As a new teacher with a dialect different to her, Reez had to
learn and understand the accent of her students so it would be easy for
her to reach out to them. What she did was right.
4. Arvin knows the answer to the question but he is too shy to
raise his hand. His shyness can become a barrier to communication.
5. If I allow my own perspectives on things to get in my way to
learning, I am blocking the chance to learn new things from other
people.
6. Distance between two people may also become a barrier to
communication.
7. If a speaker considers the background and needs of the
receiver in delivering the message, barrier to communication can be
avoided.
8. Our prejudices may hinder the smooth flow of communication.
9. Listening attentively to the speaker can help solve
communication breakdown..
10. The sender can also be the cause of communication
breakdown.

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 WHAT’S IN
Previously, we have discussed the various models in
communication. Much of the communicative situations that we
engage may it be at home, in school, in the church, in the
classroom or with your family and friends are actually modeled
after a particular communication model may it be one -way or
two-way street or interactive sharing of common experiences.

1. What significant learning could you easily recall when we talk about models of
communication?

2. Which among the three models of communication you think you usually make use
of it?

Wow! You surely have learned something from your

previous lesson. You are now ready to move to the next
lesson. Let’s get it on!
WHAT’S NEW?
I. Activity 1. Picture Analysis: Look at the image and
answer the questions that follow and write your answers on
your Communication Activity Notebook.

1. What have you observed in the image?

2. Who is the speaker? Who is the receiver?
3. Do you think they have understood each other? Explain your answer.
4. What factors are present in the image that hinders the smooth flow of
communication between the sender and the receiver?
5. Do you think you can be a source of a problem in communication too? Explain
your answer.

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Activity 2: Survey
This survey hopes to determine your capability to be the source of
communication breakdown. Since this will test your strength and weakness as a
communicator, answer the questions as honestly as possible. Indicate how frequently
you engage in the following behaviors when communicating with another person or
persons. Write your answers to your survey on your Communication Activity
Notebook.

Use this scale to describe your behavior.

4 – I always do this.
3 – I often do this.
2 – I sometimes do this.
1 – I seldom do this.
0 – I never do this.
1. I am open and honest when I need to say something
2. I talk with awareness that the words I chose may not mean the
same thing to other people.
3. I know that the message I receive is not the same as the
message I want to send to others.
4. I will ask myself questions about who is the receiver of my
message and how will that affect his/ her reception of my message
before I communicate.
5. I am so sensitive for an indication that I am understood or
misunderstood as I communicate with someone.
6. I make short and concise messages as long as possible.
7. I avoid using jargon with those who can’t understand it.
8. I avoid using slang words and colloquialisms with those who are
disappointed by it.
9. I try not to use words that would trigger an emotional response or
that may upset or distract the receiver.
10. I make sure that how I say it is just as important as what I say.
11. I analyze my style in communicating with others to determine
what nonverbal messages I send and how well they agree to the
meaning I desire to have.
12. I carefully consider that my message is clearly understood by
my receiver in a face-to-face meeting, telephone or in writing,
13. I make an effort to listen to ideas that sometimes I don't agree

14. I look for ways to improve my listening skills.

TOTAL SCORE

Very good! You have just made an assessment of

yourself about whether you are a source of communication
breakdown or not. Now, let us discuss the essence of
communication breakdown.

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 WHAT IS IT?

TOPIC 1: WHAT IS COMMUNICATION BREAKDOWN?

Communication breakdown, as defined by Emily Rodgers

in her online article, “is a failure to exchange information,
resulting in a lack of communication.”

What does “lack of communication” mean? To answer that question let us look at
the examples of communication breakdown in the workplace or in any given
communication scenario as provided by Rodgers .

1. A staff member making a mistake due to miscommunication or not enough

information given in training. In the classroom context, you as a learner, may
make mistake in doing your task because of miscommunication or lack of information

2. Two members of staff doing the same task and not realizing. In the classroom
context, it could be two members in the group make a duplication of activity and leave
out one task undone instead.

3. A colleague not treating a client correctly. A classroom officer showing unfair

treatment to one classmate for his/her attitude/appearance for instance, may cause
misunderstanding among students.
4. Certain vital tasks not being completed either on time or to the highest
standard because no one in the team is giving updates to each other. This
happens most of the time in the classroom when members in a group do not try to
communicate, express themselves, or reach out to one another.

5. An overworked manager sending an email missing vital information to their

team because they’ve got a client on their case about completing work. A group
leader or SSG president, for example, may fail to disseminate important
announcement to the class because he/she is pressured to finish another task.

6. A junior spreading Chinese whispers about the current state of a project’s

completion because they misheard what their manager was saying. In a
classroom scenario, student A tells student B that Student C may not be able to
graduate but student A is not so sure about it because he/she only overheard a
conversation of her teachers. The act of spreading the “talk” is called gossiping.
Passing on wrong information may result to communication breakdown.

According to Rodgers, communication has a great impact to a team. So if you

expect to have a successful class, a team, a group work - it requires communication
that is “well-oiled machine to individual parts that simply cannot function without each
other” between you and the one you are communicating with or among members of a
the group.

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TOPIC 2: COMMUNICATION BARRIERS

Rodgers (2017) presented key communication barriers that cause communication

breakdowns

1. Lost in translation

Lost in translation occurs across emails

when the receiver perceives the message
differently because of lack of tone. It could
also be a misinterpretation of a message
because of the presence of words that have
double meanings.

Lost in translation is not necessarily

referring to a language barrier but to how the
receiver interprets the words, phrases or
sentences received.

The man in the image can be seen

reading an email but ended up confused.
Confusion comes in when a person does not
understand what he is reading.

He needs clarification at his end by either asking the source what was meant in
the message or by asking someone who has background information of what was
sent. Otherwise, communication breakdown will take place if this is not resolved.

2. The attention span of a gnat

This refers to human attention span which

accordingly, can only listen for 8 seconds
meaning we have less time to remain engaged
to what we have just listened to before switching
off or start thinking of other things, thus missing
important information.

This lack of attention means that information

constantly has to be repeated, which may be
frustrating for the speaker, not to forget how
tiring it is to be repetitive.

In the sample image and which is usually

the scenario in the classroom, the teacher would
repeat, if not recap, the most important details of
the lesson. Repetition catches attention and
ensures retention.

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 3. Too much information
If there is no efficient communication flow
plus the problem of sharing information to wrong
people, overload of information can result to
chaos.
True, there is a plethora of information
around the world. We can only do so much by
giving it to the right people at the right time and
at the right amount because too much of
anything can be dangerous, so to speak.

Knowing a lot of things is good but when too

much information is given and received and yet
this information is sent and received wrongly, it
could lead to tremendous problem.

Effective communication needs wisdom as to what, how much or how little, when
and to whom information is to be given.

4. Under pressure
High-stress jobs or tasks mean
there’s often no time to communicate
properly. If you’re on a tight deadline or
you’re behind on your target, you’re not
going to waste precious minutes
formulating the perfect email, and doing
such practice will result to greater
consequences.

On the same note, if you show

yourself too busy and too preoccupied
with something, your classmate or friend
who is supposed to share with you an
information may opt to back off in
communicating with you for fear of
interrupting you or for fear that they may
be either rejected or scolded.

If the stress in your jobs get in your way

and you allow it to block communication between you and your classmates or group
mates, you are inviting in communication breakdown.

Amidst your stressful tasks, you need to handle yourself properly, manage your
stresses, and carefully plan the tasks to do without jeopardizing the quality of your
work or assignments. Moreover, never sacrifice your relationships with people just
because you are too preoccupied. Take time to relax before doing anything else.

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BARRIERS TO COMMUNICATION
Language Barriers

Language and linguistic differences may become barriers to communication. But

it is not also a guarantee that when two people
speak the same language, they understand
each other because if the receiver still does
not understand the words used in the
message received, the words used may act as
a barrier.
This goes to mean that even if people
speak in the same language, but in different
jargon, still, there is a language barrier.

Jargon is a set of specialized vocabulary

in a certain field. Engineers have their own
jargon that only people in their profession
understand. Doctors of Medicine have their
own jargon that patients may not understand.
To avoid communication breakdown,
engineers, doctors, scientists have to use
layman’s vocabulary of simple words.

The sample image is a conversation between an engineer and a doctor.

Misunderstanding is possible if they will
both use their respective jargon.

3. Psychological Barriers

The psychological condition of the

receiver affects his/her message
reception of the message. For example,
someone who is stressed or anxious will
not be as receptive to the message as
compared to the one who is not
stressed.
When we are at the peak of our
anger, it is easy for us to say things that
we may later regret and we may also
misinterpret what other people are
saying. This anger becomes a
psychological barrier. Thus, there is a need for us to manage our stresses and our
emotions at all costs should we want to avoid communication barrier.

The image above shows an example of psychological barrier when Mario who is
thinking on how to tell his mother about failing grades could not concentrate to what
Lani was saying. Here, he missed relevant information from Lani.

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 4. Physiological Barriers
Physiological barriers may
emanate from the receiver's physical
condition. For example, a receiver
with a defective hearing may not be
able to grasp the entirety of the
spoken words, especially with noisy
surroundings.

In this image, Moira’s stomach

ache hinders her from listening to her
teacher’s discussion.

5. Physical Barrier

Physical barriers refer to the geographic

location between the communicators. It is
basically referring to the distance or proximity
between the sender and receiver.
As said, communication is easy when
communicators are within short distances where
there can be many options to use for
communication.
Now that technology is widely used for
communication, it is equally important to know
the best and the most appropriate channel to use
in overcoming communication barriers.

Observe the communicators in this image. Leo is shouting so Mike could hear.
Their distance is keeping them from hearing each other properly.
6. Attitudinal Barriers
Prejudices and other related biases are examples of attitudinal barriers. These
are behaviors or perceptions of any of the communicators that hinder them from
interacting effectively.
Attitudinal barriers to communication may
arise from personality conflicts, poor management,
and reluctance to change, or no motivation.
Effective listeners of messages should attempt to
hurdle their own attitudinal barriers to effect
effective communication. Open-mindedness and
willingness to learn new things are vital in
overcoming barriers.

The sample image is showing a listener’s

prejudiced attitude towards the speaker. This kind
of attitude is a barrier to communication.

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7. Using generalizations and stereotypes

Speakers who make unqualified

generalizations undermine their own clarity
and credibility. Be cautious not to get holed in
the habit of using stereotypes, or making
generalizations about complex systems or
situations.

Another form of generalization is

"polarization" or creating extremes. Try to be
sensitive to the complexities of situations,
rather than viewing the world in black and
white.

The sample image shows how

generalization causes misunderstanding and
if not corrected may lead to communication
breakdown.

8. Jumping to an immediate conclusion

Confusing details with inferences is a
common factor. Do not pretend you know the
reasons behind events, or that certain facts
necessarily have certain meanings.

Make sure you have all the information you

can have, and then talk clearly about the facts
or interpretations you attach to those.

In the sample image, the boy hastily made

a conclusion about why the girl was sweating
profusely which irked the girl. Making
conclusions without proofs will create
problems in communication.

9. Dysfunctional feedbacks

Ignoring or not responding to a suggestion or query quickly undermines effective

communication. Interrupting others while they are talking also creates a poor
atmosphere for communication.

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 In the sample image, a very common classroom scenario, what seems like an
ordinary communication situation often leads to communication breakdown. Even
when a simple query is not addressed, or is being blocked by something or someone
else, or when the sender himself is not sensitive to the reactions, comments,
suggestions or questions of his audience/receiver, chances for communication
breakdown are tremendous

10. Lacking the confidence

Lacking confidence can be a big barrier to effective communication. Being shy,

difficulty being assertive or low self-worth can block your ability to express your
needs and opinions known.
Also, a lack of knowledge of
your own rights and opportunities
in a given situation can prevent
you from telling your needs
openly.

In most cases, bullying and

shaming by peers cause extreme
shyness among individuals which
eventually leads to one’s inability
to express thus, fail to
communicate. Students, be
assertive, know your rights, and
develop your self-esteem!

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TOPIC 3: EFFECTS OF COMMUNICATION BREAKDOWN

 Loss of morale
When you experience communication breakdown, there is a tendency
that your sense of purpose, and enthusiasm towards the task, may also be
affected.

 Demotivation
Communication breakdown results to weakening or even loss of one’s
motivation to do what you are supposed to do.

 Embarrassment
A person who has experienced communication breakdown with his team
or is the cause of the communication barrier will eventually feel guilty and
incompetent over that failure and will feel haunted by that embarrassment.

 Anger
Communication breakdown is so annoying that anyone involved can get
into serious trouble.

 Tension among the team

Everybody in the team gets affected when communication breakdown
strikes. Chances are people will be pointing fingers to one another. The
question here is who’s to be blamed? No one. Everyone in the team is
responsible and is equally important in solving the problem.

 Stress caused to individuals

Communication breakdown does not only affect the one who caused it
but equally, it affects the person who received the message but failed to
understand.

 Loss of clients, business and sales (or friends/relationships)

Communication breakdown is really harmful. It will not only break
relationships, it can even do worse. It means losing people who trust you and
whom you trust. Now, you don’t want that to happen, do you?

 Disorganization
Nothing goes right when a communication breakdown occurs. Things,
situations, relationships just fall apart and for all you know, you are facing
broken pieces. Don’t wait for that to happen. Do something before things got
shattered because of careless communication.

 Gossip
When communication goes out of control, rumors begin to spread like a
virus. Wrong information breaks out and spread faster than the truth that’s
why treat communication with proper care. Communicate properly and
honestly.

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 WHAT’S MORE?
Activity 3: Unscramble and Match. Before proceeding to
the discussion, let us pause a bit and do a little recap on the
topics discussed earlier. Unscramble the words in Column A
then match the word with the concepts in column B. Write
your answers on your Communication Activity Notebook.

Column A Column B
1. NJORAG A. Geographical Location

2. ARBIRER B. Prejudices

3. SLYPAHIC C. Bodily condition

4. GLOCSHAPLICYO D. Self-esteem

5. TAINITADULT E. polarization

6. LAGIPYSOLICHO F. Inferences

7. GALENUGA G. Specialized vocabulary

8. NOUNCSOLIC H. Obstruction

9. NETIGLAZENAIRO I. Emotional

_
10. EFCDICNONE J. Words or phrases

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 TOPIC 4: 5 WAYS TO RESOLVE A COMMUNICATION BREAKDOWN
(Rodgers)

These are simple things to do to ensure communication is never a problem

1. Observe
Take the time to observe how each member of your team works, talk to them in
regular one-to-ones, and discuss how best they like to receive information, relating to
their job role, and then how they feel they can best use this information for others.

2. Options
Whether giving your team another computer-based tool, introducing more
huddles and meetings, encouraging them to pick up the phone more, or urging them
to physically walk round to a person’s desk, giving them communicative options will
help them feel less trapped in the restrictive vices of the email world.

3. Sharing is caring
Updates, updates, updates! Site-wide updates are vital for keeping everyone in
the know. This is within reason. Don’t rely on email for this. Meeting and discussion
with the team are important.. Your team members deserve transparency.

4. Practice makes perfect

Providing consistent training sessions on how and why we communicate, the best
way to write an email, communicating with everyone or with the whole class or team
and how to give feedback in the most effective way will lift communication
breakdowns the more you do them. Training are also a great way to bring groups/
class together who may not already be in direct contact with each other, building
morale through one shared goal.

5. One team, one dream

If you resolve a communication breakdown and teach your team the value of
communication, the benefits abound. Good communication builds a strong team that
people want to engage in, it streamlines work processes, it equips individuals with the
tools to take on anything that’s thrown at them and ultimately makes whatever you
are doing, a success.

Those mentioned above are generally found in the following strategies in

communication on how to overcome barriers:

1. Active Listening

Active listening is a skill that can be acquired and improved with practice.
However, this skill can be difficult to achieve and will, therefore, take time and delay.
'Active listening' means actively listening or fully focusing on what is being said rather
than just 'hearing' the message of the speaker.

Active listening involves listening with all senses. There are both verbal and
non-verbal indicators that convey active listening. Non-verbal signs include smiling (if
appropriate), making eye contact, nodding at appropriate times, and avoiding

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interruptions. These non-verbal cues relay the message that you are interested in
what the speaker has to say, and that your attention is fully invested. Giving verbal
signs of active listening can also be meaningful. Paraphrasing involves looking for
slightly different terms to repeat the main idea of the speaker and is also a great way
to show active listening.

2. Use Common Language

It is important to consider the audience that you are speaking to and use
language that can be easily understood. Avoid using unfamiliar terminology or jargon
when speaking to clients and their families. An important tool to use when speaking is
to stop occasionally and ask questions to ensure that your message is being
understood as intended.

3. Give Constructive Response

While the response that you give the speaker/sender may occasionally be
negative, it is important that it be constructive in nature. The goal of the feedback
should be to further the abilities of the speaker. This will bond the interpersonal
relationship, and enhance future communications.

3. Focus on the issue, not the speaker

Try not to take all personally, and similarly, express your own wants and opinions
in terms of the job at hand. Solve problems rather than attempt to manipulate others.

5. Be genuine rather than control.

Be yourself, openly, and honestly. Be honest with yourself, and center on
working well with the persons around you, and acting with integrity.

6. Empathize rather than remain alone.

Although professional relationships entail some borders when it comes to
interaction with colleagues, it is important to show sensitivity and to really care about
the people you work with. If you don't care about them, it will be difficult for them to
care about you when it comes to being together.

7. Be patient towards others.

Allow for other points of view, and be liberated to other ways of doing things.
Diversity affects creativity and innovation.

8. You have to promote yourself and your own experiences.

Be strong about your own rights and needs. Undervaluing yourself motivates
others to undervalue you, too.

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1. Completeness
It is very important that that receiver
gets to hear everything so that proper
responses, reactions, evaluation or
feedback could be done. That is what
complete communication is.
2. Conciseness
To be concise basically means,
getting straight to the point. There
should be no beating around the bush.
Thus, irrelevant or redundant
information should be eliminated within
the communication process.

3. Consideration 4. Concreteness
There is a need for the speaker to When information sent by the
consider the receiver’s mood, status, sender to the receiver is supported by
background, preferences, needs and facts, figures, or real-life examples and
the like to build rapport him/her. Once situations, effective communication
rapport is established, effective takes place.
communication is possible.

5. Courtesy
Respecting the culture and beliefs
of the receiver creates a positive impact
in the communication process.
6. Clearness
The use of simple, specific word in
expressing ideas ensures clarity in
communication. This signifies when the
speaker focuses on a single objective to
avoid confusing the audience.

7. Correctness
Credibility and effectiveness of the
message can be achieved by
eliminating grammatical errors in the
communication process. This implies
that correctness in grammar creates a
positive impact on the audience.

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 WHAT I HAVE LEARNED

Activity 4. Seize the 7Cs. Write the correct “C” word in the
space provided. Write your answers on your Communication
Activity Notebook.
STATEMENTS Which C is it?
1. Grammar errors should be avoided to achieve effective
communication
2. Respect for others’ culture

3. Regard for the receiver’s needs and background

4. Give real-life examples.

5. The Receiver should hear everything to give proper

responses.
6. Use simple and specific words.

7. Get straight to the point.

8. Provide real-life situations.

9. Avoid beating around the bush.

10. Preferences, mood, etc of the receiver must be regarded.

WOW! You have just mastered the 7Cs

of Effective Communication. Always
remember that by applying these tips in our
communication experiences everyday, we
are avoiding communication breakdown. You
can’t afford to become the cause of
communication breakdown, can you?

Again, always bear in mind the 7Cs for

Effective Communication: Completeness,
Conciseness, Consideration, Concreteness,
Courtesy, Clearness, and correctness!

Why don’t we have another mind-booster

activity?

18
 Activity 5: Word Hunt
Look for the 20 communication-related vocabularies hidden in this word puzzle.
Circle the words. They are either spelled downward, upward, or arranged diagonally,
horizontally, or vertically. Check the words below once found. A copy of the word
hunting puzzle will be handed out to you. Do the instruction and Paste your answered
puzzle on your Communication Activity Notebook then write the words you can find
below the puzzle.

V I W E X C H A N G I N G A C
E E R H T O T M O S L E D O M
R L S O J M J A R G O N M S E
B A E I Y M I E K R G M A E N
S B P L O U D R Y I U P T N O
L R L E N N A H C N F O T W I
N E I R E I C T R F Y R I O S
O V N S E C O C E O H T T D S
N X E S M A U U V R A N U K I
V D A E O T R Z I M M U D A M
E L R C I I T S E A D I I E S
R A S O Y O E E C T S W N R N
B I N R Z N S R E I R R A B A
A A W P L Y Y E R O K T L S R
L A N O I T C A S N A R T U T

1. IDEAS
2. COURTESY
3. COMMUNICATION
4. MODELS
5. CHANNEL
6. NOISE
7. SENDER
8. RECEIVER
9. PROCESS
10. TRANSACTIONAL
11. LINEAR
12. TRANSMISSION
13. BARRIER
14. JARGON
15. ATTITUDINAL
16. BREAKDOWN
17. VERBAL
18. NON VERBAL
19. INFORMATION
20. EXCHANGING

19
 WHAT I CAN DO

Activity6. Video Analysis. Watch the video and analyze the

communication problem. Then answer the questions posed
below.
(If Video is not available, proceed to next page to read the video transcription). Write
your answers on your Communication Activity Notebook.

Click image to watch video:

..\..\..\..\My Files\IMPORTANT
FROM

1. What are the barriers to communication observed in the video?

2. Who do you think has the problem in this communication process?

3. Why do you think this happened?

4. What strategies discussed in the class would you recommend to resolve the
problem?

5. Do you think problems like this can be avoided? How?

20
VIDEO TRANSCRIPT

21
Activity7. Observe and resolve

Observe 3 of the following environments listed below and identify at least 2

barriers to communication present in each environment then provide solution. Write
your answers on your Communication Activity Notebook.

Environment:

At home online classroom Facebook

In school in a jeepney bank transaction
In the neighborhood at a store / mall Phone Conversation

Environment 1:
Barrier 1:
Scenario:

Solution:

Barrier 2:
Scenario:

Solution:

Environment 2:
Barrier 1:
Scenario:

Solution:

Barrier 2:
Scenario:

Solution:

Environment 3:
Barrier 1:
Scenario:

Solution:

Barrier 2:
Scenario:

Solution:

22
Activity8. Create and convince. Create a video on encouraging the youth to be
“MAKERS NOT BREAKERS OF COMMUNICATION.” Write the rubrics on your
Communication Activity Notebook for scoring purposes.

1. Your video must contain about a 2-minute speech

2. Your speech must be encouraging and inviting to the youth by showing the
advantages of effective communication.
3. Be creative. You can add effects to your video.
4. Videos may be submitted via online classroom prescribed by your teacher

Rubric for Evaluating Speech Presentation

Criteria VGE GE SE LE N
(5) (4) (3) (2) (1)
1. The ideas in the presentation are organized.
2. The message is expressed clearly.
3. There are sufficient supporting ideas.
4. The choice of words is appropriate for the
audience.
5. Biases are avoided.
6. Speech is free from grammatical mistakes.
7. Ideas are communicated vividly and
meaningfully.
8. Non-verbal cues are appropriate.
TOTAL
GRAND TOTAL /40
Legend: Scoring:
VGE-To a very great extent; VGE-33-40;
GE-To a great extent; GE-25-32;
SE-To some extent; SE-17-24;
LE-To a little extent; LE-9-16; N-8
N-Not at all

NOTE TO THE TEACHER

Your role as a teacher is very vital in ensuring that quality learning is

achieved by your learners. Hence, you need to allot time for your students
to justify and discuss their answers verbally especially on activities that
require follow-up discussion such as activities with open-ended questions,
observation and video analysis. This is one way of enhancing their
communicative and oral skills. Thank you and more power.

Let us always remember the saying that goes, “a great teacher takes a
hand, opens a mind, touches a hearts and shapes the future” so, let us
continue to TEACH more to BE MORE!

23
 SELF-CHECK!
Activity 9: Self-checking
Great job! You have completed the lesson successfully!
Before going to the next lesson, check the icon that best
shows your learning experience.

I have understood the lesson well and I can even teach

what I learned to others.

I have understood the lesson but there are still other things
that I need to review and relearn.

I need to do additional work to be able to master the

lesson. I
need help in some tasks.

f you checked the first icon, you are ready for

module 4. If you have checked the second icon, you
need to review the things that you need to relearn. If you
have checked the third icon, it would be best if you read
more from the links given above and ask help from your
teacher, parents or peers in clarifying the lessons that
you find difficult. Be honest so that you will truly…?

24
Activity 10: Reflect and Answer. Write your reflection on your Communication Activity
Notebook.

Hi there, learner! Here is something

to reflect on. There are many instances of
broken relationships, conflicts,
misunderstanding, and the like that are
actually results of communication
breakdown. But learning the strategies on
how to avoid communication breakdown
is truly invigorating! These strategies
teach us how to avoid communication
breakdowns from happening and if ever it
occurs, at least we now have the idea of
how to resolve the problem.

25
LET’S SUM UP!
Here are the key points tackled in Module 3:

 Communication breakdown, as defined by Emily Rodgers “is a failure to

exchange information, resulting in a lack of communication.”

 According to Rodgers,a successful class requires communication that is “well-

oiled machine to individual parts that simply cannot function without each other”
between you and the one you are communicating with or among members of a
group.

 Key communication barriers that cause communication breakdowns: Lost in

translation; the attention span of a gnat (teacher repeating instruction, student
listening attentively; too much information; and under pressure on high-stress
jobs.

 Moreover, the following are the identified barriers: language, psychological,

physiological, physical, attitudinal, using generalizations and stereotypes,
jumping to an immediate conclusion, dysfunctional feedbacks, and lacking the
confidence.

 The effects of communication breakdown are: loss of morale; demotivation;

embarrassment; anger; tension among the team; stress caused to
individuals; ;loss of clients, business and sales (or friends / relationships);
disorganization; gossip; and higher employee turnover/lack of retention (for
business).

 There are 5 simple ways to resolve communication breakdown: observe, take

options, sharing, practice, and team work.

 There are strategies in overcoming barriers in communication and these are:

active Listening; use of common language; giving constructive response;
focusing on the issue, not the speaker; being genuine rather than controlling;
empathizing rather than remaining alone; being patient towards other; and
promoting yourself and your own experiences.

 Effective communication has the following 7Cs features: completeness,

conciseness, consideration, concreteness, concreteness, clearness, and
correctness in grammar.

Congratulations for a job well

done! It’s about time to check
how much you have learned
from this module, by taking the
Post Test. God bless you!

26
 POST TEST:

II. This test is taken from the topics covered in this lesson.
Read each statement and write your answers on your
Communication Activity Notebook.

1. It is a set of specialized vocabulary used by specific people in a certain field

a) Layman’s Term c) language barrier
b) Jargon d) words
2. It is referring to the simple words or vocabulary used to make the message easy to
understand.
a) Words c) layman’s term
b) Language barrier d) Jargon
3. It is a skill that can be acquired and improved by fully focusing on what is being
said rather than just 'hearing' the message of the speaker.
a) Active Listening c) constructive response
b) Patience towards others d) use common language
4. To resolve communication breakdown, you should avoid using unfamiliar
terminology or jargon when speaking to clients and their families. It means:
a) Active Listening c) constructive response
b) Patience towards others d) use common language
5. To enhance interpersonal future communications, feedback given by the receiver
should ensure furthering the abilities of the speaker. It encourages the use of:
a) Active Listening c) constructive response
b) Patience towards others d) use common language
6. Even if people speak in the same language, but in different jargon,still, there is this
barrier called:
a) Physiological c) linguistic
b) Attitudinal c) physical
7. When two people communicate but can barely hear and understand each other
because of their distance, this barrier is called:
a) Physiological c) linguistic
b) Attitudinal c) physical
8. To avoid communication breakdown, communicators should allow the points of
view of others. This suggests that communicators should:
a) Be genuine rather than control c) be actively listening
b) Focus on the issue , not the speaker d) be patient towards others
9. These are considered as disturbances or noise that hinder the smooth flow of
communication.
a) Language c) The speaker himself
b) Jargon d) barriers
10. A disturbance in a communicator wherein attention is distracted due to emotional
baggage, worries or anxiety.
a) Attitudinal c) psychological
b) Physical d) physiological

27
11. A kind of barrier that refers to the discomfort in the bodily condition of a receiver.
a) Attitudinal c) psychological
b) Physical d) physiological
12. This barrier pertains to a recipient’s reluctance to change.
a) Attitudinal c) psychological
b) Physical d) physiological
13. Low self-esteem can block one’s ability to express his / her needs and opinions.
This barrier to communication is called:
a) Dysfunctional feedback c) using stereotypes
b) Jumping into conclusion d) lack the confidence
14. Another form of generalization which is creating extremes and is a barrier to
communication is called:
a) jargon c) polarization
b) Jumping into conclusion d) Dysfunctional feedback
15. Interrupting others while they are talking also creates a poor atmosphere for
communication. This is a considered a barrier to communication known as:
a) Dysfunctional feedback c) using stereotypes
b) Jumping into conclusion d) lack the confidence
16. This is one of the 7Cs of Effective Communication which refers to eliminating
irrelevant information within the communication process to achieve smooth flow of
communication.
a) Concreteness c) Clearness
b) Conciseness d) Courtesy
17. Another consideration that has to be done in effective communication is to
respect the cultures and beliefs of others.
a) Concreteness c) Clearness
b) Conciseness d) Courtesy
18. When information sent by the sender to the receiver is supported by facts, figures,
or real-life examples and situations, effective communication takes place.
a) Concreteness c) Clearness
b) Conciseness d) Courtesy
19. Of the 7Cs of Effective Communication, this one refers to looking into the needs,
background, status, education, etc. of the receiver
a) Conciseness c) Consideration
b) Courtesy d) Correctness
20. This C in the 7Cs of Effective Communication is particularly concerned on the
receiver getting to hear everything so that proper responses, reactions, evaluation or
feedback could be done.
a) Completeness c) Correctness
b) Clearness d) Courtesy

28
29
 REFERENCES:

Baraceros, Esther L. and Lintao, Rachelle, B. (2010). English 4: Oral

Communication in Context (First Edition). Quezon City: Rex
Bookstore, Inc.

Dapat, Jose Rizal O., Sadorra, Bryan Eli B., and Lumabi, Bethany Marie C.
(2016). Oral Communication in Focus. Quezon City: Lormar
Publishing, Inc.

Diaz, Rafaela Hernandez. (2014). Speech and Oral Communication for College
Students, Revised Edition. Quezon City: National Bookstore

Flores, C and Lopez E (). Effective Speech Communication 5th Edition.

National Bookstore: Philippines.

Galero-Tejero, E. () Doorways to English Language Proficiency: A self

improvement program. National Bookstore: Philippines

Sipacio, P.J.F. & Balgos, A.R.G. Oral Communication in Context for Senior
High School. Types of Speech Styles. p35. 2016. C&E Publishing Inc.
Quezon City, Philippines.

Internet Links:

https://www.perkbox.com/uk/resources/blog/solving-a-communication-breakdown-5-
steps Date Retrieved May 22, 2020

,
https://www.youtube.com/watch?v=D3a3fgUkw6c Date Retrieved May 25, 2020

30
For inquiries or feedback, please write or call:
Department of Education - Alternative Delivery Mode (DepEd-ADM)
Office Address: Masterson Avenue, Upper Balulang, Zone 1,
Cagayan de
Oro City, Cagayan de Oro, Lalawigan ng Misamis Oriental
Telefax:
E-mail Address:
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