Teaching Basic English Communication Skills to Young Learners through Actional and Functional Model for Primary School Level

Abstract

This study aims to examine whether there is a significant difference in young learners’ basic English communication skills before and after being taught using the Actional Functional Model. The research employed a pre-experimental design, specifically a one-group pretest-posttest approach. The population consisted of 20 sixth-grade students from a primary school, with the entire class serving as the sample for the study. The data were collected through a pretest, a treatment phase, and a posttest, to evaluate the learners' progress. To analyze the data, the Wilcoxon signed-rank test was utilized in SPSS version 23, as the data were found to be not normally distributed. The analysis revealed a significant improvement in the students’ basic English communication skills following the intervention, leading to the rejection of the null hypothesis (H₀) and the acceptance of the alternative hypothesis (Hₐ). In conclusion, the study demonstrates that the use of the Actional Functional Model contributes to improved English communication skills among young learners