SHS

Oral Communication
in Context
Semester 1 – Quarter 1 - Module 1:
The Function, Nature, and Process of
Communication
Lesson 3:
The Process of Communication
Oral Communication in Context – Grade 11
Semester 1 – Quarter 1
Module 1: The Function, Nature, and Process of Communication
LESSON 3: The Process of Communication

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Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writer: Krismelleh Cassandra Lorenzita D. Belaro-Millare

Editors: Nida D. Bernaldez

Carlita L. Briones

Reviewers: Nida D. Bernaldez

Iriga City Division (headed by Dr. Claudia Marilou S. Marpuri)

Illustrator: Jecer L. Jesoro

Layout Artists: Jaime S. Coralde III

Alexis I. Piñgol
 Oral Communication in Context
Module

MELC 1-Q1. The Function, Nature, and Process of

Communication

First Semester, Module 1

1
 INTRODUCTION

How do you communicate? Have you ever asked yourself this

question? You may think this is a ridiculous question to ask because you do
not usually ask how something ordinary like communication takes place.
While it is true that communication is a simple act of transferring information, it
is fundamental to your very existence. The lesson found in this module will
help you study what happens in the process of communication. Along this,
you will also identify the vital elements involved in the process. Once you
understand better the elements and process of communication, you will likely
be more competent and aware whenever you find yourself communicating
with others.

Welcome to the third lesson for module 1. I know you

are excited to learn new things. So let us now begin by
getting know your objectives.

OBJECTIVES

At the end of this module, you are expected to:

1. identify the elements of communication;
2. explain the process of communication; and
3. create your own model of communication based on the process
discussed.

2
 VOCABULARY LIST

ACTIVITY 1. SOLVE THE PUZZLE (For both average and advanced

learners)
Directions: Answer this crossword puzzle to reveal the key elements of
communication. Be guided with the clues provided.

ACROSS:
1. This refers to the reactions, responses, or information provided by the receiver.
4. This includes the place, the situation, and the people involved in the communication
process.
5. This refers to the information, ideas, or thoughts conveyed by the speaker in words or in
actions.
8. This is the medium or the means, such as personal or non-personal, verbal or nonverbal,
in which the encoded message is conveyed.
9. This is the process of sharing and conveying messages or information from one person to
another within and across channels, contexts, media, and cultures.

DOWN:
2. This is the source of information or message.
3. This is the process of converting the message into words, actions, or other forms that the
speaker understands.
6. This distorts the quality of a signal in a communication situation.
7. This is the process of interpreting the encoded message of the speaker by the receiver.
10. This is the recipient of the message, or someone who decodes the message.

POSSIBLE WORDS TO LOOK FOR:

COMMUNICATION SENDER RECEIVER ENCODING DECODING

FEEDBACK NOISE CONTEXT CHANNEL MESSAGE

3
 PRE-TEST

ACTIVITY 2. GAUGE YOUR KNOWLEDGE

Directions: Choose the letter that corresponds to your answer and write it in
your notebook.

1. What is that type of noise that stems from the body?

A. physical
B. physiological
C. psychological
D. semantic

2. Andrew and Mary discussed via google meet their plans for their
upcoming webinar. In the sample communication situation, what
is the channel used?
A. Andrew
B. five senses
C. google meet
D. webinar

3. Andrew created the link for the google meet and logged in to meet
Mary. As soon as Mary logged in, Andrew laid out his plans for
their upcoming webinar. Who is the source of the message?
A. Andrew
B. Google meet
C. Laptop
D. Mary

4. This refers to the reactions, responses, or information provided by

the receiver.
A. channel
B. feedback
C. message
D. noise

5. This is the process of converting the message into words, actions,

or other forms that the speaker understands.
A. decoding
B. encoding
C. receiving
D. speaking

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 LEARNING AND PROCESS ACTIVITIES

ACTIVITY 3. A CLOSER LOOK TO THE PROCESS OF COMMUNICATION

Directions: Analyze the following situations Answer the questions and
perform the activities asked for each item. Remember to write in sentences
and paragraphs.

1. Due to the Enhanced Community Quarantine, people are not allowed

to go out to prevent the spread of the virus. You have a very urgent
message to give to your teacher. What could be the possible ways for
you to relay the message to your teacher?
2. Supposing you are a police officer and you caught a man in the act of
stealing a car. How would you initiate the arrest?
3. For instance, you are the man caught in the act of stealing a car. How
would you respond to the policeman?
4. Your boss called you on a Saturday afternoon while you were in the
mall to buy some personal stuff. What could be the possible
interferences that may prevent you from understanding the message?
5. The instructions of your teacher were not that clear. What will you do
to help clarify the message?
.

ACTIVITY 4. READ AND LEARN

Lesson 3. PROCESS OF COMMUNICATION

As discussed in lesson 2 of module 1, communication is a process that

begins with the sending of message from a source to a destination who gives
a feedback or a reply. This process is continuous because the moment the
feedback is sent to the original source, the persons involved in the
communication situation constantly exchange roles thereby starting the entire
process all over again. An illustration1 of the said process with a
corresponding sample communication situation is provided in this lesson for
reference.

1Department of Education, Oral Communication in Context (For Senior High School) (839 EDSA, South
Triangle, Quezon City: C & E Publishing, Inc., 2016), p. 5.

5
 The illustration of the process of communication shows that the
communication process begins when the SPEAKER creates an idea and
goes through a process called ENCODING where he or she converts this idea
into words or actions to form the MESSAGE. This means that the speaker
chooses the kind of communication to be used whether it is verbal or
nonverbal. If the speaker chooses verbal communication, he or she uses a
language for speaking or writing about the message. If the speaker decides
to choose nonverbal communication, he or she will have to use nonverbal
means such as gestures, eye contact, and other bodily movements.
After the speaker encodes the message, he or she then sends this
message through a chosen CHANNEL or medium to the destination or the
RECEIVER. There are varieties of possible channels or media to send out a
message. For face-to-face conversation, the five senses are the most
common channels of communication. Nowadays, however, technology has
paved way to communication even in distance. The channels that can be
used for distant communication are the cellular phones, television, written
media forms, radio and the like.
Once the message is sent to the destination or the receiver, the
receiver then performs the process called DECODING where he or she
interprets the message based on the CONTEXT. This context includes the
people, the place, the situation and even the common experiences of the
people involved in the communication process. The context also takes into
consideration so many other factors like the age, position and even the
cultural background of the people involved. The formality of the place and the
situation are also other factors to be considered. And all these
conisderations affect how the receiver decodes the message to make the
appropriate FEEDBACK or response. After the feedback is sent to the
original source of the message, the communication continues.
In the process of communication, NOISE is unavoidable. Infact, noise
is always present in every communication situation. Noise is anything that

6
affects or distorts the message in the communication process. This comes in
different forms namely: physical, physiological, psychological and semantic.
• Physical noise is the most common of all these types of noise. These
are common sounds that distract the communication situation.
Examples of this are the honking of cars along the streets, the buzzing
of the electric fan or the loud voices of people in your surroundings.
• Physiological noise stems from the body and may tend to distract the
people involved to properly perform the encoding and the decoding
processes in communication since they are not feeling well. Some
examples for this type of noise are body aches and sickness.
• Psychological noise can come in the form of worries, problems, and
anxieties. When you are involved in a communication process and you
have any of the examples of psychological noise, you may not be able
to concentrate on the message thereby affecting the entire
communication process.
• Semantic noise comes from the language used in the communication
process. If a language used in communication is not familiar to the
either of the people involved in the process, the communication may
likely fail. For instance, a foreigner is asking for directions from you
and both of you do not understand each other’s language, therefore,
the communication will fail. Another example for this type of noise is
the use of high falutin words or words that are not understandable to
another person involved in the communication process. This will not
make the message clear and will only confuse the destination of the
message.

ACTIVITY 5. VISUALIZE THE COMMUNICATION SITUATION

(For average learners)
Directions: Make a collage of pictures portraying different communication
situations that show the process of communication.

ACTIVITY 6. IDENTIFY THE ELEMENTS OF COMMUNICATION

(For advanced learners)
Directions: In the illustration provided in this lesson that shows the process of
communication, a sample communication situation is provided beside it.
Read it and answer the following questions below:

1. Who is the speaker and what is the message created?

2. What type of communication was chosen by the speaker? Explain
your answer.
3. What is the channel used in the communication process? Explain
your answer.
4. Who is the receiver and what is the feedback given?
5. What types of noise can you identify in the communication process?
What context can you identify?

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 Congratulations! You are done with the
lesson on the process of communication.
Let us now emphasize the important
points in the module.

These are the important points in this module:

• The speaker, generates an idea then encodes or interprets it into
words or actions forming a message. This is then transmitted or
sent through a channel to the receiver who gets the message and
decodes it based on context. The receiver provides feedback and
the communication continues in a cycle. This is also affected by
noise which may be physical, physiological, psychological or
semantic.

I knew you had fun learning about the process

of communication as well answering the
activities. You are now going to apply what
you have learned by performing the activity that
follows.

ACTIVITY 7. MAKE YOUR OWN MODEL

Directions: Based on the lesson in this module, create your own model of
the process of communication by highlighting all the elements. Be guided by
the rubric provided.

Rubric for the Model of Communication

Criteria 5 4 3 2 1
The model includes all the elements of communication.
The process is clearly depicted in the model.
The model is creatively done.
The model is original.
Total

After all the discussions and activities

that you had under this module, it is time
to reflect on what you have learned.

8
ACTIVITY 8. WONDER AND PONDER
Directions: Share your insights about the lesson by completing the following
sentence prompts:

What I knew about communication process before:

______________________________________________________________
______________________________________________________________

What I now know about the communication process:

______________________________________________________________
______________________________________________________________

You have reached the end of this module. You

did very well in all the activities found here.
Answer the remaining activities to finally assess
what you have learned. Good luck!

POST TEST

ACTIVITY 9. ASSESS WHAT YOU HAVE LEARNED

Directions: Choose the letter that corresponds to your answer. Write it in
your notebook.

1. Mary decided to choose the virtual classes instead of the face-to-

face modality. She and her classmates meet her teacher through
google meet. What is the channel used in their communication?
A. Andrew
B. five senses
C. google meet
D. webinar

2. This refers to the idea, thought or information shared in the

communication process.
A. channel
B. feedback
C. message
D. noise

3. During Mary’s first virtual class, the teacher oriented them about
the rules in the conduct of virtual classes. Who is the receiver of
the message.
A. google meet
B. laptop
C. students
D. teacher

4. This type of noise is found in the language used.

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 A. physical
B. physiological
C. psychological
D. semantic

5. This is the is the process of interpreting the message in order to

give an appropriate feedback.
a. decoding
b. encoding
c. receiving
d. speaking

Want to learn more? Check out some extra

challenge below!

ASSIGNMENT

A FAILURE TO COMMUNICATE
Directions: Watch this video from this link:
https://www.youtube.com/watch?v=8Ox5LhIJSBE. Write at least a paragraph
to explain why there was a failure to communicate in the communication
situation shown in the video. You may also include your own suggestions as
to how the communication may likely succeed

If you cannot access the link, please read this:

The video shows two women in a train station. The Muslim woman,
wearing a hijab that covers half of her face, tried to ask for the direction of
her destination from another woman who was buying tickets from a
machine. However, the woman did not bother responding to the Muslim.
When the Muslim tried to get the other woman’s attention, the woman took
out her device, similar to a cellular phone, that converts text to speech.
She explained through the device that she is deaf-mute and the only way
for her to understand another person is by reading the lips. So she tried to
use the device to convert the message of the Muslim to text. In their first
attempt, the train passed and the only sound heard was the loud sound of
the train. Their second attempt was also interrupted by the loud voice of
the announcer from the speakers. In their third attempt, the device lost its
battery. They finally decided to use gestures to try to communicate. This
time, they were successful but as a result, the deaf-mute woman missed
her train.

Congratulations for finishing this module!

Keep up the good work in your studies.
Until next time!

10
 11
2016.
School). 839 EDSA, South Triangle, Quezon City: C & E Publishing, Inc.,
Department of Education. Oral Communication in Context (For Senior High
REFERENCE
This part is for the teacher’s eyes only.
Vocabulary List
ACTIVITY 1. SOLVE THE PUZZLE Pre-Test
1. feedback ACTIVITY 2. GAUGE YOUR
2. speaker KNOWLEDGE
3. encoding 1. B
4. context 2. C
5. message 3. A
6. noise 4. B
7. decoding 5. B
8. channel
9. communication
10. receiver
Learning and Process Activities
ACTIVITY 3. A CLOSER LOOK TO THE PROCESS OF COMMUNICATION
Answers may vary.
ACTIVITY 4. READ AND LEARN
ACTIVITY 5. VISUALIZE THE COMMUNICATION SITUATION
Answers may vary.
ACTIVITY 6. IDENTIFY THE ELEMENTS OF COMMUNICATION
Answers may vary.
ACTIVITY 7. MAKE YOUR OWN MODEL
Answers may vary.
ACTIVITY 8. WONDER AND PONDER
Answers may vary.
Post Test
ACTIVITY 9. ASSESS WHAT YOU HAVE LEARNED
1. C
2. C
3. B
4. D
5 A
ANSWER KEY