Chapter 1

THE PROBLEM

Background of the Study

One of the major booming industries in the whole world is

tourism industry. Philippines is one of the countries who

participated in these trends especially in the Cordillera

Administrative Region because of its majestic natural resources

that attracts people not just locals but rather foreigners as

well.

Tourism is not just merely for the welfare of a certain

community but rather it is integrated to the totality of a

certain tribe, province, region and the country itself. Through

these activities, promotion of God- given majestic tourist

spots, may it be natural, historical, cultural, and human

resources are being established. This leads Philippines to be

well-known in the whole world.

Somehow, there are factors that hinder tourist guides to

meet such objective and one major problem is the language. As

observed, everybody can be a guide as long as he is well-versed

with the location and information about the place but there must

be more of that because people are not just merely for the

economic growth of the community. Giving the fair service for

them to be satisfied must be considered.

Furthermore, language has a vital role in such industry,

communicating the right information properly and can be

understood accordingly. If people know how to use the English

Language appropriately, exchanging of ideas is freely, narrating

stories is comfortable, and explaining information is easier.

This leads each one to captivate other countries to visit

Philippines because people are able to communicate well with

other nations. Tourist guides are not just promoting a certain

place but each one is representing the Philippines.

The research aims to identify the English Oral Proficiency

by measuring their oral proficiency and considering the factors

affecting it.

According to Ushakov (2014), every day toward the ASEAN

Economic Community (AEC) in the end of 2015 is a vital step for

each ASEAN nation, especially in the area of tourism industry.

Employees in this area need to improve their communication

skills, especially in English communication, because tourism

industry is a major source of foreign currency. There are many

obstacles that ASEAN member countries may not be able to take

advantages of this vital economic opportunity (Rujiwant, 2012).

Therefore, it is necessary that human resources must be enhanced

in order to take full advantage of the single market of AEC

(Wongleedee 2012). In fact, tourism industry, which is a major

source of foreign revenues, contributed to at least 4.6 percent

of ASEAN country's GDP and about 3.2 percent of the job in ASEAN

countries (Ministry of Tourism and Sport, 2008).

Tourism as a development industry can create recreational

uses for the natural and man-made amenity resources of a rural

community and convert these into income producing assets (Siehl,

1990; Willits, 1992). Tourism relies on the development and

utilization of natural, historical, cultural, and human

resources in the local environment as attractions and

destinations (Burr, 1995). A critical challenge is to make such

development and accompanying use of sustainable resources in

order to not degrade environment resource nor negatively exploit

local human and cultural resources, and insure that such

resources are maintained for present and future use (Inskeep,

1991).

Communication is central to human life. It is pervasive,

essential, and complex. Since communication is irrevocably

entwined with human life, any study involving people should

touch on communication (Littlejohn, 2002. The focus of a great

deal of communication research has been competent communication,

or the ability of a person to communicate effectively and

appropriately. Spitzberg and Hurt (1987), contend that it is

"axiomatic that interpersonal communication competence is

crucial to academic, occupational, personal and social success".

Considering the crucial and ubiquitous nature of communication

competence, it is a worthwhile and timely area of study in many

contexts.

Based from DEPED K-12 English Curriculum Guide, language is

the basis of all communication and the primary instrument of

thought. Thinking, learning, and language are interrelated.

Language is governed by rules and systems (language conventions)

which are used to explore and communicate meaning. It defines

culture which is essential in understanding oneself (personal

identity), forming interpersonal relationships (socialization),

extending experiences, reflecting on thought and action, and

contributing to a better society. Language, therefore, is

central to the peoples' intellectual, social and emotional

development and has an essential role in all key learning areas.

The curriculum emphasizes that an effective language arts

and multiliteracies satisfies the following principles:

1. develops thinking and language through interactive learning;

2. develops communicative competence and critical literacy;

3. draws on literature in order to develop students'

understanding of their literary heritage; 4. draws on

informational texts and multimedia in order to build academic

vocabulary and strong content knowledge; 5. develops students'

oral language and literacy through appropriately challenging

learning; 6. emphasizes writing arguments, explanatory/

informative texts and narratives; 7. provides explicit skill

instruction in reading and writing; 8. builds on the language,

experiences, knowledge and interests that students bring to

school; 9. nurtures students' sense of their common ground in

using language/s for communication as present or future global

citizens to prepare them to participate in school and in civic

life, and; 10. Assesses and reflects the students' ability to

interpret and/or communicate in the target language. This leads

the students to already master the basic skills of the English

language in whatever course they will take and this helps them

to improve the needed skills for them to apply the

language accordingly.

As cited by Simion (2012), the fast development of the

tourism and hospitality industry can directly influence the

English language, which is the most widely used in international

tourism. Employees who work in the tourism and hospitality

industry are aware of its importance and need to have a good

command of English in their workplace. For this reason, English

for tourism and hospitality has been categorized under English

for specific purposes (ESP), and is an important and dynamic

area of specialization within the field of English language

teaching and learning.

English is considered the lingua franca of the twenty-first

century. Everyone needs to have a good command of English today,

and the importance of English instruction for professional uses

and particularly in the field of tourism is undeniable. English

proficiency is required in all professional areas, but it

becomes essential in the tourism industry because of its

specific characteristics. The English language has played an

important role in the development of tourism and has also been

used widely for travel, as well as in client contact. English

for tourism is one of the most attractive areas of English for

Specific Purposes (ESP) because, after all, all of us are

tourists on various occasions nowadays.

Thus, this study may benefit the following: teachers,

students, tourist guides, future researchers and educational

administrators.

First, teachers may be highly challenged to identify and

understand the needs of students for them to effectively

communicate in a more proficient way and to successfully improve

their oral skills.

Second, the students may help themselves identify their

strengths and weaknesses in oral proficiency. With the students'

instinctive knowledge about oral proficiency concern and the

teacher's expert intervention and guidance, effective learning

can certainly be successful.

Third, the tourist guides will continually learn and

understand the essence of their work that English oral

proficiency is imperative and should not be neglected. Third,

the future researchers may explore the relationships of others

like how conceptually-oriented teaching methods affect oral

proficiency of tourist guides.

Finally, the findings of this research may help educational

administrators at different levels to consider the needs of

students in the administration's educational planning which is

geared to achieving oral proficiencies. Also, these findings may

be used as a source of information for curriculum developers to

meet the needs of students in curriculum planning.

Theoretical / Conceptual Framework

This portion of the study provides relevant theories and

concepts that will support the study of the oral proficiency of

tourist guides.

The following were theories and concepts that enabled the

researcher to understand the importance of English oral

proficiency of tourist guides and the factors affecting it.

Innateness Theory

According to Chomsky's innateness theory (2019)that

children have an inborn or innate faculty for language

acquisition that is biologically determined. Chomsky believes

that language competence is somewhat innate, and that our

children are born with a language acquisition device (LAD), or

language competence, which fit children for language learning.

LAD is supposed to consist of three elements: a hypothesis-

maker, linguistic universal, and an evaluation procedure.

Chomsky further put out a new theory, -generative grammar. By

this, he simply means -a system of rules that in some explicit

and well-defined way assigns structural descriptions to sentence

(Hu, 2002, p. 724). That is Chomsky believes that every child of

a language is proficient in and internalized a kind of

generative grammar that proves his knowledge of his first

language. And the theory of generative grammar experience

altogether five periods from the beginning until the later

theories, which has really brought life to structuralism in the

later half of last century, helped it to go on. But the theory

itself has been very much controversial. Some scholars

completely accept it. Some agree that it is a kind of

breakthrough of structuralism but do not agree with all of it.

Some totally reject it. Among them, there are even his students.

Yang (2006) also believes that children also initially possess,

then subsequently develop an innate understanding or hypothesis

about grammar regardless of where they are raised.

Five Hypotheses

According to Krashen's (1981) five hypotheses such as

acquisition - learning hypothesis, monitor hypothesis, nature

order hypothesis, input hypothesis and effective filter

hypothesis reiterate that study of the structure of the language

can have general educational advantages and values that high

schools and colleges may want to include in their language

programs. It should be clear, however, that examining

irregularity, formulating rules and teaching complex facts about

the target language is not language teaching, but rather is

"language appreciation" or linguistics.

The only example in which the teaching of grammar can

result in language acquisition (and proficiency) is when the

learners are involved in the subject and the target language is

used as a medium of instruction. When this occurs, both teachers

and students are influenced that the study of formal grammar is

essential for second language acquisition, and the teacher is

dexterous enough to present explanations in the target language

so that the students understand. Moreover, the teacher talk

meets the requirements for comprehensible input and perhaps with

the students" participation the classroom becomes an environment

suitable for acquisition. Also, the filter is low in regard to

the language of explanation, as the students" conscious efforts

are usually on the subject matter, on what is being talked

about, and not the medium.

The result will be both teachers and learners are deceiving

themselves. They believe that it is the subject matter itself,

the study of grammar, that is responsible for the students

rogress, but in reality their progress is coming from the medium

and not the message. Any subject matter that held their interest

would do just as well.

Cognitive Theory

Piaget (2019) emphasizes cognitive development theory for

children, which included the development of language. However,

children do not think like adults and so before they can begin

to develop language they must first actively construct their own

understanding of the world through their interactions with their

environment. A child has to understand a concept before he or

she can acquire the particular language which expresses that

concept.

Theory of Sociocultural Influences

Vygotsky's (2019) theory of sociocultural influences,

believes that children's sociocultural environment plays an

important role in how they develop cognitively. In Vygotsky's

view, the acquisition of language is a crucial part of cognitive

development. After children acquire language, they don't just go

through a set series of stages. Rather, their cognitive

development depends on interactions with adults, cultural norms,

and their environmental circumstances.

Concepts of common underlying proficiency

Cummins's (1979) conc9pts of common underlying proficiency

argues that a bilingual child has common underlying proficiency

(CUP). What a child has learned about language and literacy in

Ll shares some commonalities with L2 that the child is learning.

The notion of CUP recognizes the shared, underlying

characteristics of two languages, even though they do not appear

very similar at the surface level. The implication of the CUP

concept is the importance of recognizing that student even at

the very beginning level of proficiency know something about a

language. This recognition assists teachers in identifying a

starting point for instruction.

Functions of Language

Halliday's (1975), functions of language, identifies seven

LC, functions of language. Each function can be used by itself

or in combination with other functions during oral and written

communication. These are the following: instrumental,

regulatory, interactional, personal, imaginative, heuristic and

representational. This implies that the instructional goal for

EELs should be geared toward developing proficiency in these

functions.

Comprehension

Comprehension is the ability to understand and get meaning

from spoken and written language (National Institute for

Literacy [NIFL], 2001).

 Comprehension is comprised of a complex process involving

knowledge, experience, thinking, and teaching (Fielding &

Pearson, 1994). Therefore, effective comprehension instruction

is necessary to help students understand, remember, and

communicate with others about what is read to them and what they

read (NIFL, 2001). Comprehension skills are based on rich

language and experience with text from early in life. These

experiences include learning how to decode; becoming fluent in

decoding with an extensive repertoire of sight words; increasing

vocabulary to include words commonly found in texts; and

learning how to get meaning from text using comprehension

processes (Pressley 2000). (Rand Report, 2000)

Grammar

Base on Meriam Webster dictionary, grammar is the study of

the classes of words, their inflections and their functions and

relations in the sentence.

Pronunciation

AMEP Research Centre defines pronunciation as the

production of sounds that we use to make meaning. It includes

attention to the particular sounds of a language (segments),

aspects of speech beyond the level of the individual sound, such

as intonation, phrasing, stress, timing, rhythm (suprasegmental

aspects), how the voice is projected (voice quality) and, in its

broadest definition, attention to gestures and expressions that

are closely related to the way we speak a language. Each of

these aspects of pronunciation is briefly outlined below, and

references for further study are suggested.

Fluency

Fluency is a key contributor toward independent and

successful reading and is comprised of three components:

accuracy, rate, and prosody (expression). It is these

capabilities that support students' comprehension of an author's

message (Hudson, 2011; Kuhn, Schwanenflugel, & Meisinger, 2010;

Rasinski, Padak, & Fawcett, 2010; Reutzel & Cooter, 2012;

Walpole, McKenna, & Philippakos, 2011).

Vocabulary

Laufer (1997) states that vocabulary learning is at the

heart of language learning and language use. In fact, it is what

makes the essence of a language. Without vocabularies, speakers

cannot convey the meaning and communicate with each other in a

particular language.

Age

Base from the Handbook of Research on Mobile Marketing

Management, age is the number of years of life completed in a

person's life.

Educational Background

Your Educational Background refers to all of the Education

you have undergone. It begins with Kindergarten (or similar) and

ends with Post Graduation College or additional Technical

Training.

No. of years as tour guide

It conveys an uncertain amount of time/years as a tour

guide.

Training

Based from business dictionary, training is an organized

activity aimed at imparting information and or instructions to

improve the recipient's performance or to help him or her attain

a required level of knowledge or skill.

Seminar

Based from evenues, a seminar may be defined as a gathering

of people for the purpose of discussing a stated topic. Such

gatherings are usually interactive sessions where the

participants engage in discussions about the delineated topic.

The sessions are usually headed or led by one or two presenters

who serve to steer the discussion along the desired path.

Oral Language

Oral language is the system through which we use spoken

words to express knowledge, ideas, and feelings. Developing oral

language, then, means developing the skills and knowledge that

go into listening and speaking-all of which have strong

relationships to reading comprehension and to writing. Oral

language is made up of at least five components (Moats 2010):

phonological skills, pragmatics, syntax, morphological skills,

and vocabulary (also referred to as semantics) All of these

components of oral language are necessary to communicate and

learn through conversation and spoken interaction.

The early history of modern foreign language instruction in

the United States is characterized by the prevalent attitude

expressed formally by the Committee of Twelve in 1892 that

speaking ability was less important than "Humanism, linguistic

erudition and literary culture" (Mackey, 1965). The grammar-

translation approach, employed for centuries for the instruction

of classical languages, was simply applied, with few exceptions,

as a model for modern language instruction from the late

nineteenth century in the early 60s of the twentieth century.

This model was further reinforced in the findings of the Modern

foreign Language Study when Coleman (1929) concluded that

teaching of the spoken languages was "irrelevant" and

"impractical" and that fluency in-reading, command of the

grammar, and the ability to translate literature were major

goals of foreign language study.

To ensure the quality of hospitality services in the

tourism sector, it is necessary to find a common language

between the supply and the demand sides. Since English has

become an international language, it has become increasingly

necessary for employees working in tourism to develop their

language skills to be able to fulfill the needs of the tourists.

Furthermore, according to Maggi a nd Padurean (2009),

globalization has increased competition in tourism markets, and

destinations are exposed to tough price competition with

homogenized products provided by rivals worldwide. Given these

challenges and the desire by locals for sustainable tourism

development, human resource development is critical to the

success of tourism in many markets.

Therefore, local guides should be able to use English,

especially to speak EFL professionally in the tourism field

because communication skills are an important element in the

hospitality industry.

Bobanovic and Grzinic (2011) said that understanding of

performance expectations is one key to the achievement of

satisfaction for tourists. Good oral and written communication

skills are two of the top skills that are important for

hospitality practitioners at different levels. Good English

communication skills will add value to the quality of

performance of the guides. Accordingly, hospitality training

programs must encourage critical thinking and for example

problem solving for tourism when it is necessary.

Finch (2010), stated that the professionalism of local

guides is absolutely important because the better their skill at

interaction with their clients the higher the satisfaction the

tourist will obtain. Naturally this situation will attract more

tourists to visit, study, and inform others, and as a result the

world will know about the beautiful objects and satisfying guide

services.

One of the basic problems in speaking a foreign language is

preparing someone to be able to use the language. For instance,

it is obvious that in order to be able to speak a foreign

language, it is necessary to know a certain amount of grammar

and vocabulary. For instance, to test whether someone can speak

English or not, it is necessary to get them to actually say

something in English.

In spoken interactions, speakers and listeners not only

have to be good processors of spoken words, they also have to be

able to produce coherent language in difficult circumstances. It

is also useful if they can be very good communicators, that is,

good at saying what they want to say in such a way that the

listener will find it easily understandable. To appreciate what

is involved; it can be useful to think of communication of

meaning as depending on two kinds of skills as discussed below.

Firstly, in many circumstances speakers organize what they have

to communicate in typical patterns. These patterns correspond,

more or less, to typical kinds of messages, and thus they deal

with recurring cognitive problems and have been called routines.

Routines can be defined as "conventional ways of presenting

information" (Bygate, 1997, p.3).

Secondly, speakers also develop skills in solving all sorts

of communication problems which can be expected to occur in

spoken exchanges: These are called negotiation skills. They

consist of skills that are used to enable speakers to make

themselves clearly understood whatever the interaction and to

deal with communication problems that may occur. Negotiation

skills are skills that are common to all kinds of

communications.

The ability to speak a foreign language is the most needed

skill because someone who is able 1 spec a language will be also

0, 4a able to understand it. Lado (196 , pp. 239240) defines

speaking ability as "the ability to use in essentially normal

communication, stress, intonation, grammatical structure, and

vocabulary of the foreign language at a normal rate of delivery

for native speakers of the language. "It is important for the

local guides to master English communication skills so that they

will be able to carry out their duties well. They must have good

pronunciation, good speaking skills, fluency and vocabulary, in

particular good collocations.

The role of the English language is a very helpful tool to

increase and support the ability of the community to promote

their unique technologies, ideas and philosophies. Therefore it

is quite important to improve the language skills of local

guides whose work is crucial for the community. According to

Mancini (2001), a guide is someone who takes people on

sightseeing excursions of limited duration. Whereas Collins

(2000), p.22) defines a guide as an individual who directs the

way, one who heads others in a guiding process, and one who

directs or serves as the model for another in his conduct.

Looking at a related perspective, a guide is seen as someone who

leads groups of visitors and gives them information about

displays or scenes in museums, cultures, towns, or any other

place of interest.

Sagada lies at an elevation of 5,000 feet above sea level

in the Cordillera mountain range of Northern Luzon, 415 km. from

Manila (Philippine Capital) via Baguio City (Summer Capital of

the Philippines) and 18 km. from Bontoc, which is situated in a

larger valley beside the Chico River. Sagada is often visited

due to its icy temperatures. Temperatures can go below 5 degrees

Celsius which attracts foreigners and lots of visitors from the

hot climate areas. As of present (2016)1the current population

in the Municipality is 11,244.

The main occupation of the people is agriculture. Nearly

all households have a small piece of land from which they raise

rice, corn, vegetables and fruits. Swine-raising in small scale

is engaged in by practically all households as additional source

of income and as a source of meat supply vital to the

performance of rituals.

Business is limited to sari-sari stores, buy-and-sell,

weaving, lodging houses, restaurants and cafes. The famous

Sagada weaving industry and the operation of lodging houses and

restaurants have economically uplifted the community. The influx

of tourists to the municipality has motivated residents to

engage in this kind of business.

This study utilized Input-Process- Output -Outcome Model.

Figure 1.

Research Paradigm

INPUT PROCESS OUTPUT OUTCOME

TOUR!

-Level of Descriptive -Level of

Oral Evaluation Oral TRAINING

Proficiency to the Proficiency
ON
level of

oral UNDERSTANDING
proficiency
the
through

interview RELEVANCE
of oral

Proficiency
-Factors Descriptive -Factors
in Tourism.
affecting Survey affecting

oral oral

proficiency proficiency
Training

Seminar
STATEMENT OF THE PROBLEM AND HYPOTHESIS:

This research aims to identify the level of oral

proficiency of tourist guides in Sagada and the factors

affecting it.

1. What is the level of oral proficiency of tourist guides in

Sagada according to:

a. Comprehension

b. Grammar

c. Pronunciation

d. Fluency

e. Vocabulary

2. How do the following factors influence the oral proficiency

of tourist guides in Sagada?

a. Age

b. Educational background

c. No. of years as tour guide

d. Training/seminar
 Chapter 2

DESIGN AND METHODOLOGY

This chapter presents the research design, locale

population , tools in gathering data , the procedure that were

used in conducting the study and treatment of data.

Research Design

This study is a descriptive research. According to Dulock

(1993), descriptive research is to describe systemically and

accurately the facts and characteristics of a given population

or area of interest, to provide an accurate portrayal or account

of characteristics of a particular individual, situation, or

group, to discover associations or relationships between or

among variable and, to answer questions based on the ongoing

events of the present. In this study it is aimed to identify the

level of the English language proficiency of the tourist guides

of Sagada and the difficulties they encounter in communicating

with foreign and local visitors.

Population and Locale of the Study

The respondents are tourist guides in Sagada. A convenient

sampling will be used. According to Etikan I., Musa S., Alkassim

R. (2015),convenience sampling (also known as Haphazard Sampling

or Accidental Sampling) is a type of nonprobability or nonrandom

sampling where members of the target population that meet

certain practical criteria, such as easy accessibility,

geographical proximity, availability at a given time, or the

willingness to participate are included for the purpose of the

study They were chosen specifically because they are more expose

in conversing with foreign visitors and they are well-known in

using the English language.

Data Gathering Instruments

The researcher used oral test via interview guide with an

actual video rated by 3 inter-raters. The researcher formulated

fifteen interview questions considering Cummins' two kinds of

language proficiency which are: Basic International

Communication Skills (BICS) and Cognitive Academic Language

Proficiency (CALP). The researcher sought the approval of her

panel members. Aside from the interview guide, the researcher

formulated a questionnaire regarding the factors that influence

the oral proficiency of the tourist guides, the researcher will

ask for the approval of her panel members and had incorporate

the suggestions.

Data Gathering Procedures

After the approval of validity and reliability testing of

tools, the researcher will write a letter to the tourism office

of Sagada. After the approval, the available tourist guides will

be asked to gather. When the respondents are all in the

designated -f-Re m4q.04-clejr location, the researcher explained

to the respondents why she is conducting the study ; how will

they answer the questionnaire, how the interview will be done

and asked if they would like the interview to be video or audio

recorded ( agreed). The respondents answer first the

questionnaire before they will be interviewed individually for

five to six minutes; the whole interview will last for 30

minutes.

After the interview, three pioneer language teachers in the

College of Arts in Sciences are identified to assess the oral

proficiency of the tourist guides using the ACTFL criteria

(appendix C) prepared by Foreign Language Teacher Preparation

Standards Writing Team.

Treatment of Data

To answer question no.1 on the level of oral proficiency in

English of the tourist guides, the data from the interview will

be evaluated by the three pioneer oral communication teachers in

the College of Arts and Sciences. The three inter raters used

the modified performance characteristics from the "American

Council on the Teaching of Foreign Languages" (ACTFL) AMERICAN

COUNCIL ON THE TEACHING OF FOREIGN LANGUAGES proficiency scale

assess the level of the oral proficiency of the respondents.

These are the following: low (1), intermediate low (2), average

(3), advanced (4), and superior (5). Moreover, the data gathered

from the three inter were statistically treated using the

weighted mean and the descriptions provided below were also

adopted from ACTFL.

Statistical Qualitative
Description
Range Value

Speakers are able to communicate in

4.21-5:00 Superior the language with accuracy and
fluency.

Speakers can handle with ease and

confidence concrete topics of
3.41-4.20 Advanced personal and general interest using
adequate vocabulary.

Speakers can maintain conversation

with increasing fluency using broad
2.61-3.40 Average enough vocabulary in discussing
simple, social and academic topics;
in addition, their pronunciation is
an approximation to native speakers
but uses mostly present tense of
verbs.

Speakers can handle variety of

uncomplicated communicative tasks
1.81-2.60 intermediate intermediate with utterances that
low are filled 1.81-2.60 low with
hesitancy and inaccuracies.

Speakers can maintain simple

1.0-1.80 Low conversation with a limited basic
vocabulary.
 In answering question no. 2 on how the factors influence

the oral proficiency of tourist guides, the researcher used a

four-point scale.

Statistical Qualitative Value Descriptive Equivalent

Range

3.26-4.00 strongly agree extremely influential

2.51-3.25 agree very influential

1.76-2.50 disagree slightly influential

1.00-1.75 strongly disagree not at all influential

 Thesis Outline | 12

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