SENIOR HIGH SCHOOL AY 2018-2019

English: Oral Communication Second Semester, Grade 11

Worksheet Name Elle Therese E. Palma

Communication Models Section Tsuji Class Number 25

This worksheet is based on the video “A failure to communicate” posted online. Write your answers to the questions
on the spaces provided.

A. Analyze the communication situation/incident between the Muslim woman and the deaf woman using BERLO’s
model.

1. Describe the match or mismatch of the SOURCE (the Muslim woman) and the RECEIVER (the deaf woman)
in terms of communication skill, attitudes, knowledge, social system and culture.
First of all, the communication skill does not match because the deaf woman could not understand the source
through the source’s medium which is through talking. When they tried to communicate using the gadget, ut
lost battery so it died. They both match their attitudes because they tried their earnest to be able to
understand each other. The source lacks knowledge while the receiver has the knowledge about commuting.
Last, their culture differs because the Muslim woman could not take off her hijab which covers her mouth.
This thus takes away the deaf woman’s ability to read her lips.

2. Describe the way the Muslim woman encoded the main MESSAGE (her basic question) she sent to the deaf
woman in terms of content, elements, treatment and code?
The Muslim wanted to know how to get to Happy Valley so she tried different ways of communication. First,
she talked, and ended up being mean to the deaf women. Next, she tried to talk to the gadget but noise
stopped her from doing so. Then, she resorted to symbols like smiling and writing the letter v in the air. The
codes she used differed in order to meet the demands of the deaf woman.

3. Upon seeing the circumstances of the deaf woman, what CHANNELS did the Muslim woman try to use to
communicate with her?
The channels she used are seeing, which used hand symbols like the letter V and pointing to a smiling face.
She also used hearing of the gadget, so she talked to it

B. Analyze the communication situation/incident between the Muslim woman and the deaf woman using
SCHRAMM’s models.

1. Explain why the Muslim woman initially took offense when she was not immediately acknowledged by the
deaf woman by inferring what may have been within the Muslim woman’s FIELD OF EXPERIENCE, and
how her field of experience affected the initial communication process.
As a Muslim woman, she has experienced being discriminated for her religion and culture. As of a result,
she immediately thought she was also being discriminated and inentionally ignored by the deaf woman, not
knowing her incapabilify to hear.

2. What are possible overlaps or similarities in experience shared by the participants? How did this help to
bridge understanding between them?

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 They are both familiar with dealing with society’s discrimination. They know they are both outcasts when it
comes to society so they were able to find empathy with each other. As of a result, they both strived to help
each other out.

3. Did the message immediately reach the receiver as it was intended by the sender? Why is this so?Identify
instances of feedback and explain how this feedback improved the quality of communication between the
parties.
The message was not immediately received by the receiver because of their inability to decode the
message. Because of this, they had to rely on the gadget to decode and encode each others’ messages.
When the Muslim woman found out she’s deaf, she used the gadget to translate her feedback to the deaf
woman. The feedback of the receiver was able to help their communication because they compromised and
adjusted each others’ channel or medium to fit the other.

4. As a two-way process, how did each participant act as an encoder and decoder in their respective roles?
The deaf woman encoded her message literally through typing in her gadget while the Muslim woman
listened to it talk. The Muslim woman on the other hand encoded her message through using hand symbols
for the deaf woman to decode. The deaf woman in the end was able to help her out

C. Analyze the communication situation/incident between the Muslim woman and the deaf woman using JULIA
WOOD’s model.

1. By filling up the following graphic organizer with words or phrases, describe the unique aspects in the FIELD
OF EXPERIENCE of the Muslin woman and the deaf woman. In the intersection of the two circles, write the
possible overlaps in their initial field of experience.

MUSLIM WOMAN DEAF-MUTE WOMAN

She was used to being She could not hear

discriminated because of her because she is deaf.

They were both
religion. She was not able to in the same She also could not talk.
train station
take off her hijab. going to happy She uses her gadget
valley. They
She was only used to in order to be able to
both wanted to
talking and did not know understand
communicate. She is used to
each other.
sign language. lip-reading.

2. Describe what happened to the two communicators’ SHARED FIELD OF EXPERIENCE over three time
periods – from the initial meeting, to the moment of discovery that one communicator was deaf, to the end of
the meeting.
First, they barely had any field of experience, except that they were both in the train station and in need of a
ride. They both had misunderstandings because of their lack of shared field of experience. On the moment
of discovery, they both were able to understand each others’ situation. They reached a common empathy
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 and understanding because of their social realities The deaf woman could not talk, while the Muslim woman
could not take off her hijab. On the end of their meeting, they had a stronger shared field of experience
which allowed them to help each other out. Their ways of communication was fruitful in the end.

3. What are the factors in the whole encounter that can be considered as “NOISE”? How did the
communicators try to deal with the “noise”?

First, the noise was the different mediums of communication they use. One’s lip reading, and the other was
through talking. Second, the noise was the actual noise of the train station and the DA, so the gadget was
not able to pick up the Muslim’s message. Third, the gadget died, which then hindered their ability to
communicate. They were able to deal with the noise through looking for other means of communication
which would help each toher reach a mutual understanding. For example, the use of the gadget, and then
second, was the use of hand symbols and representations to convey her message.