CHAPTER I INTRODUCTION

1.1.

Background Nowadays English has been taught at Elementary school. It is taught as a

foreign language. For that reason teachers need a comprehensive approach to teach English at this age. Teaching English at Elementary school will be the basis of higher level. The school based curriculum states that there are four skills that are integrated in learning English, they are listening, speaking, reading and writing. Listening is the first step should be learnt before going to oral language, especially for the fourth year students of Elementary school. It explains that students must be able to response simple instruction by doing action. Teaching English for the year five at SD N 005 Rokan Hulu students usually get difficulties when teachers give commands. The writer realize that there is something wrong in teaching learning process where teacher is often used

classical methods in teaching, especially for teaching commands teacher teaches students by giving speech, writing the words, asking the students to pronounce and memorize it at home. It seems successful for short time, however students may have problem in memorizing the words or commands for a long period.

Furthermore, they are not accustomed to act the command; consequently, based on the researcher observation most of the students (more than 70% students) seem confused and have low ability to carry out the commands even though they have been learnt. Most of them do not know and seem confused when they got a command from teacher even the simple one. They do not know what to do or how to respond to the command. They prefer keeping silent and looking one other. The situation and problem stated above may cause by the students ability in remembering the commands and students habit not to do or respond to the commands. To motivate and remind them about that, teacher usually gives a clue like moving body or explaining the meaning of the commands into Indonesia until they get the point; what teacher means. Actually, some of them seem to be able to understand the commands given but they do not have self-confidence to do and are anxious of making mistakes. As the result, when teacher does or explain about the commands given, they feel disappointed to themselves because they do not respond the commands based on their understanding about the commands which is true. For that purpose, to make the students easy to remember, have long time memorize, and able to carry out the commands, new way should be implemented in order the learning given more impressive and more memorable. One of them in learning through direct experience involving students physical movements are very needed. The methods are relevant to this learning in teaching commands is Action and Function Method (AFM). Zainil, et all, developed AFM in 2002 at one elementary school in Solok AFM focuses on ACTION AND FUCTION done by

the learners. The action is the learners response to the teachers command which is the learners response to the teachers command which is taught right from the beginning. (Zainil, 2006:58). The explanations above makes the writer is interested to conduct the research which entitled The use of Action and Function Method to improve Students` Listening in Responding Commands on the Year Five Students of SD Negeri 005 Rokan Hulu.

1.2.

Setting of The Problem Based on the statement above, there are some problems should be paid

attention by teachers, such as: First, teaching methods given are not interested and impress the students, where teacher only gives speech, asks the students to write the word, pronounce and memorize the words at home. Second, the students study through writing, pronouncing and memorizing what they have learnt. Third, they are not accustomed to act the commands since they have been accustomed to pronounce and writer it down. Consequently, when teacher give commands to them they do not know what to do; they just keep silent until their teacher give them clue what to do like by modeling it. Furthermore, the students ability in responding to commands is low. Finally, students are lack of confidence; sometimes they know what exactly the commands are but they are afraid and apprehensive to respond it. They prefer do nothing. And finally, when the teacher explains the meaning they seem disappointed due to not responding to the

commands given. From those reason above the researcher interest to conduct this research.

1.3.

Limitation of The Problem Considering many teaching techniques that can be used in teaching listening

particularly teaching commands, the writer need to limit her study. This research will be limited to the application of AFM to increase the students listening ability particularly in responding commands at the fifth year of SD Negeri 005 Rokan Hulu. For helping students in increasing responding commands will be done such as activities in classroom, electronics appliances and parts of the body. 1.4. The Formulation of The Problem Based on the background above, the formulation of the problem can be stated in the following question: 1. Is there any significant improvement of students` listening in responding commands on year five at SD Negeri 005 Rokan Hulu after using AFM technique. 1.5. The General Objective of Research

The aim of this research is to find out the improvement of students listening ability particularly responding to commands after being taught by using AFM technique.

1.6.

The need of Research The writer expects to give valuable contribution such as; 1. To help the students overcome the problem in listening particularly in responding to commands. 2. To give information to the teacher about teaching listening particularly teaching commands. 3. To give information to the other readers about the AFM technique in order to increase students ability in responding to commands. It is the increasing of the students ability in responding commands by the fifth year students of SD Negeri 005 Rokan Hulu.

1.7 The Hypotesis The following hypothesis of the study are follows: 1. The Null Hypothesis HO: There is no significant effect of using AFM technique to improve Students` Listening in Responding Commands. 2. The alternative Hypothesis Ha: There is a significant effect using AFM technique to improve Students` Listening in Responding Commands.

1.8. Definition of The Key Terms There are two key terms that used in this research that can be seen as follows: 1. Listening is one of students activities in their learning process. In this research listening means activity of hear commands. 2. AFM is the method that is used by the researcher to increase students listening comprehension. 3. Responding Commands is a responding someone orders another or other person to do something.

CHAPTER II REVIEW OF RELATED LITERATURE

2.1.

The Nature of Listening

Listening is an important skill especially for children because the first thing they do in learning language is to listen. Instead many their activities during the lesson are related to listening such as listening to explanation, discussion, commands, instructions, so forth. listening is conceived of as an active process in which listeners select and interpret information which come from auditory and visual clues in order to fine what is going on and what the speakers are trying to express (Rubin in Helgesen, 2007). Furthermore, Helgesen 2007) notes that listening is an active and purposeful process of making sense of what somebody hear. Listening is not an easy speak, even if it is a passive activity but it is an active process where the listener needs to comprehend or process what they have heard, so that a good understanding and communication will occur between speaker and listener. Garvie, (2007) explains that there are three things should be emphasized in listening: first the importance of understanding this concept of being an active engagement (listener), second the importance of comprehensible input or that we acquire when we understand what people tell us or what we read, third acquisition proceeds best when the acquirers level of anxiety is low and self confident is high. The general principle involved seems to be one of constructing a linguistic representation on the basis of speech signal that the child hears and comparing that with the conceptual representation of the situation to which he believes the spoken message applies, using any available cues to help in along with the task. For that, listening is one of central importance and being able to relate one sensory
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modality (the aural) to another (visual). Wells in Ellis, (1993:131). In this research, the writer focuses on listening in which teacher will give clues of the commands by his/her body movement or gesture before pronouncing the commands in spoken language. Anderson and lynch (2004:7) state that are three parts of sequence in listening process as follows: (1) input; the words uttered by the speaker; (2) listening process; the listeners application of various type of information available to him, and (3) output; the response from the listener. Based on the theoretical above the writer concludes that in increasing students ability in responding commands cant be separated from listening, especially for the fifth year students of writer focuses on the simple commands. SD 005 Rokan Hulu. Furthermore the

2.2.

The Nature of AFM (Action Function Method) The theory of AFM had been developed by Zainil writing the papers

presented in the local, national, and international seminars since 1987, for fifteen years. AFM focuses on an ACTION AND FUNCTION modelled by the teacher and done by the learners. Action is an activity in doing a verb or a verb phrase, such as standing of the verb, stand, drinking milk of the verb phrase, drink, milk, being happy of the verb phrase, be happy, or being a good student of the verb phrase, be a good student. The action is the learners response to the teachers actional model which is taught right from the beginning. Function is a simple
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communication using natural expressions, such as: John says:Good morning and Merry replace morning;Ali asks: Where do you live? and Ani answer:In London;Ali asks:What your name? and John answer:John. The function is the learners response to the teachers functional model which is taught gradually in the process of teaching. The actional and the functional models should be the learners comprehensible input. The input develops her/his action and function. The action and the function develop her/his language use. The use develops her/his communicative competence. The communicative competence develops her/his language acquisition. The acquisition produces her/his language fluency for verbal (spoken and written) performance and non-verbal performance as the learners comprehensible output. 2.2.1. AFM teachers guide for beginners: 1. Speak English to everyone without thinking of structure and translation all of the time. 2. Make opportunities to use English outside the classroom. 3. Keep changing the order of actional models. 4. Do natural communications in English. 5. Do Actional Functional Model (AFM) only 6. Do this: no grammar explanations, no direct corrections, no writings, no readings, no drills, no repetitions, and no memorizations. 7. Do not continue to the next material before everyone in the class masters the material being taught.

2.2.2. PRACTICE AFM applies classroom techniques for the learners to do the ACTIONAL MODEL, FUNCTION MODEL and the ACTIONAL AND FUNCTIONAL MODEL. 1. Doing the ACTIONAL MODEL The teacher begins with the actional model. For example, stand up : a) The teacher sits in front of the class. She has one chair on her left side and one chair on her right side. b) The teacher calls two learners by using her hand signals as nonverbal communications to come up in front of the class and to sit down on the chairs facing the class. c) The teacher models the action of standing up and she immediately says, stand up. She does this step three times. d) The teacher models the action of standing up and motions the two learners to stand up by using non-verbal communications and she immediately says, stand up. Then, she uses non-verbal

communications to ask them to sit down. She repeats this step three times. e) The teacher says, stand up without modeling the action of standing up and the two learners do the action of standing up. Then, she asks them to sit down by using non-verbal communications. She repeats

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this step three times. Finally, she does this step for each of them. If the learners are confused, she models the action of standing up again. f) The teacher models the action of standing up and uses non-verbal communication for the whole class and she immediately says, stand up. Then, she uses non-verbal communication to sit down and she sits down. She does this step three times. She may also use this step for each group of the learners. Finally, she may also use this step for individual learners. g) The teacher says stand up without modeling the action of standing up to the whole class, the groups, and individual learners by using non-verbal communications. h) The teacher says stand up without modeling the action of standing up and without non-verbal communications to the whole class, the group, and individual learner. If the learner is confused, she models the action of standing up again. i) The teacher teaches a new word sit down by using the steps, a to h. j) The teacher combines the old action and the new one. First, she models the new action of sitting and uses non-verbal communications. Then, she uses non-verbal communications only. Finally, she does this step without modeling them. If the learner is confused, she models them again.

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k) The teacher teaches the new actional models by using the words walk, stop, and turn one by one by using the steps of doing the actional model of the previous steps, a to j. l) The teacher keeps changing the order of the actional models for different students to do after three actional models have been taught. In other words, no orders of the actional models are the same for two students to do. m) The teacher is now on her own for the following actional models. 2. Doing the FUNCTIONAL MODEL The teacher begins with the functional model. For example, Introduction: a) The teacher stands in front of class. She uses non-verbal communications, hand signals, to motion one learner to come up in front of class. b) The teacher models the functional model, for example, introduction. She says, Good morning. Im Ani, using non-verbal

communications, hand signals, pointing to herself, three times. c) The teacher repeats the model Good morning. You are , pointing to the learner by using non-verbal communications to ask him to answer the actional model, Ali, the learners name. If he is confused, the teacher uses non-verbal communications. Then, she says, Good

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morning. Im Ani, the teachers name. The learner responds, Good morning, Im Ali. If he is confused, the teacher says, You are Ali. d) The teacher asks the learner to sit down by saying sit down or by using non-verbal communications, hand signals. e) The teacher motions another learner to come up in front of class and does the step a to d, without modeling them. If the learner is confused, she models the functional model again. f) The teacher continues practicing the functional model with other learners, one by one. g) The teacher continues practicing modeling the functional model, Im Ani. Im from Solok (the teachers hometown). h) The teacher does the step, a to g, for the new functional model. i) The teacher is now on her own for the following functional models. 3. Doing the ACTIONAL AND FUNCTIONAL MODEL The teacher begins with the actional model and functional model. Actional Model: open the door! Functional Model: Did you open the door? The teacher begins with the actional model that the students have mastered. Then, she combines the actional model with the functional model. For example: Did you open the door?
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a. The actional model, open the door b. The functional model, Did you? c. The actional model and the functional model, Did you open the door? a) The teacher stands in front of class and does the actional model of opening the door She immediately says, open the door. She does this step three times. b) The teacher asks a student to come up in front of class, asks him to do the actional model of opening the door, and says, Ali, open the door. After he did it, the teacher says the functional model, Did you open the door?. She does this step three times. If the learner is confused to answer the functional model, she gives the answer yes. c) The teacher does steps a and b and gives the functional model with different actional models that she/he has mastered open the door! Did you open the window? to lead the answer, No. d) The teacher asks the student to do this actional and functional model randomly by changing the order of the actional models. e) The teacher is now on her own doing the actional and functional model.

2.3.

The Nature of Commands

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Command is really common in daily life of the students. They may get commands from their parents and sibling at home, playmates and other people in their neighborhood, teacher also classmates at school. Considering that this topic is really urgently needed and can be apply in students daily life; it is not only for their knowledge but also to be applied. It makes the lesson seem more valuable and of course it can attract students interest and motivation as long as the presentation is interesting. A command is an imperatives (Extremely important and urgent) statement. Someone orders another or other person to do something. For making commands we use simple verb. An imperative statement is usually preceded by please. (Sihombing,2007: 273-274). Command can be divided into two categories, Affirmative/Positive command and negative command. 2.3.1 Positive Commands 1. 2. 3. Please close the door! Please raise your hand! Turn off the light, please! Etc.

2.3.1 Negative Commands A negative command is formed by adding the word dont before the verb. 1. Please dont close the door!

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2. 3.

Dont turn light off! Dont walk!

2.4.

Conceptual Framework I describe and applied an experimental research deals with the use of AFM

in improving students listening in responding commands. Based on the problem, I assumed that using AFM can be an appropriate way to improve students listening in responding command. Thus, I conducted the research based on the framework below:

Figure 1 Conceptual framework Students low in Students problem responding commands

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Problem solving

Using AFM

The Improving of students Expected Result responding commands Based on the above figure, it can be described that the problem of this research was the students low listening in responding commands. AFM implemented as a problem solving at the fifth year Students of SDN 05 Rokan hulu in learning English. I expect that AFM can improve students low listening in responding command.

2.5.

Past Studies Novri Fahrizal (2009) Improving students` grammar mastery in Spoken

English by implementing functional model of AFM at the grade IX A of SMPN 3 Keliling Danau Kerinci Based on the experience and observation done by the researcher at SMPN 3 Keliling Danau Kerinci, there were some problems found there. First, the students grammar mastery in spoken English was poor. Second, it
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was an inappropriate teaching technique in teaching English especially in teaching grammar. The purpose of the research is to explain whether Functional Model of Actional Functional Model can improve students' grammar mastery in spoken English and the factors that influence the changes of students' grammar mastery in Spoken English at grade IX of SMPN 3 Keliling Danau Kerinci. The finding of the research found that the students grammar mastery in spoken English got better improvement. The conclusion of the research is that the Functional Model of AFM better improves the students grammar mastery in spoken English at grade IX A of SMPN 3 Keliling Danau Kerinci. There are several factors which influence the changes of students grammar mastery in spoken English: implementing the functional model naturally, student participation in the teaching and learning process, and using the interesting media and activities. Heri Mudra (2004) Improving Pupils` Direct Command Mastery by Implementing Actional Model of Actional Functional Model (AFM) at Grade VI of SDN No. 81/III Koto Patah Kerinci. This research report has a problem, purpose, method, finding and conclusion. The problem is the pupils` low ability in understanding and giving direct command. The purpose is to explain whether Actional Functional Model better improves the pupils` direct command mastery. The method used for collecting the data is test, observation, and interview. The technique of analyzing the quantitative data is suggested by Denscombe (2007), while that of nalyzing the qualitative data is adapted from Gay and Airasian (2000: 239-241). The finding shows the improvement of the pupils` direct command mastery. The conclusions are: 1) Actional Model of AFM better

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improves the pupils` direct command mastery, 2) Direct commands are mastered because of the models, verbal and nonverbal performances, no grammar or

writing explanation, meaning based focus, and interesting activities. Difiani Apriyanti (2006) The First Grade Pupils Nonverbal and Verbal English Communication at Elementary School of Dedikasi Edukasi Kualiva (DEK) Padang, West Sumatera. This research report has a problem, purpose, method, finding, and conclusion. The problem is the pupils low skill of nonverbal and verbal English communications. The purpose is to explain whether AFM better improves the first grade pupils non-verbal and verbal English communications. The method used is an observation, fieldnotes, recordings, and a handy camera to collect the data. The technique of analysis used is: 1) Data managing, 2) Reading and memoring, 3) Describing, 4) classifying, and 5) interpreting. The following step to do is writing the report (Gay, 2000: 239-241). The findings are the explanation of pupils non-verbal and verbal English communications. The conclusion is that Actional Functional Model better improves the pupils non-verbal and verbal English communications. It motivates the pupils to use English everyday and it teaches them to speak English naturally. Yulfianis (2005) The Implementation of Actional Functional Model (AFM): The Second Grade Pupils English Vocabulary Mastery at Baiturrahmah Elemantary School, Padang, West Sumatera.This research report has a problem, purpose, method, finding, and conclusion. The problem is the pupils poor English vocabulary mastery. The purpose is to describe and explain whether AFM better

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improves the pupils English vocabulary mastery. The method used is an observation, fieldnotes, and recordings by using a handy camera and a taperecorder to collect the data. The technique of analysis used is that suggested by OMalley (1996: 87-88). The findings show the improvement of the pupils English vocabulary mastery. The conclusions are: 1) AFM better improves pupils vocabulary mastery, 2) vocabularies on action are mastered through Actional Models, and 3) vocabularies on functions are mastered through Functional models.

CHAPTER III RESEARCH METHODOLOGY

3.1. Research Design The design of this research is an experimental research. Muijs (2004:13) defines that an experimental design is A test under controlled conditions that is

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made to demonstrate a known truth or examine the validity of a hypothesis. The traditional experimental design, known as the pre-test post-test control group design works as follows: participants (often known as subjects in experimental research) are placed into two groups, the experimental and the control group. The experimental group was receiving the treatment and the control group was not. Both of groups kept receiving a pre-test on test is used to assess the effect of the experiment before the treatment is given, and a post-test, usually on the same test, after the treatment has been given. The sequence therefore is:

Table 1 Research Design Class EXP CTR Pre-test Y1 Y1 Treatment X Post-test Y2 Y2

Note EXP CTR X Y1 Y2

: = Experiment Group = Control Group = Treatment given for experiment class = Pre-test given to both of the class = Post-test given to both of the class

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3.3. The Population and Sample of The Research The sample of the research is the number of the fifth year of SD Negeri 005 Rokan Hulu. There are consisting of two classes, class A and B. Each class consists of 20 students. The total of population is 40 students. In this research the researcher use class A as an experimental group and class B as a control group.

3.4. Research Instrument The instrumentations will be used by researcher are test and field note for collecting the data in this research. The clarifications of instrumentations are below. 1. Test The test will be given in this research is responding commands test. A kind of test is related to positive and negative commands. The test is to evaluate the

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students` ability in responding commands. The test will be given in two times; pre-test and post-test. There are 10 questions in pre-test and post-test and each indicator consist 5 items. The result of the test will be use to identify the implementation of teaching listening in responding command by using AFM the indicators of the listening in responding command that access can be seen from the following table: Research variable indicators Variable Listening in responding command indicators -positive command Sub-indicators Teacher instructed the students in a positive sentence. -negative command Teacher instructed the students in a negative sentence. AFM Listening and look -first,students listen and see what the teacher do Listen and repeat After students listening then students repeat the teacher instructed Listen and do Direct Students to the teacher instructed

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3.5. Research Procedure The Procedures of Collecting Data for Experimental Group a. Test 1. Pre-Test The pre-test will be carried out at the beginning of the course to determine the early background ability of students` selected as the sample. The test items used for the pre-test consist of 10 items. The test is about positive and negative commands which appropriate with them in use curriculum. 2. Treatment The treatment will be conducted only for experimental group. Action Function Method will be used in teaching responding commands. The length of time on giving the strategy is about six meetings in English subject classroom. 3. Post-test The post-test for the experimental group will be administrated at the end of the experiment. The items use for this test will be taken from items of previous pretest. The result of the post-test experimental group will analyze and will use as final data for this research.

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3.6. Data Collecting Technique 1. Test 1.1. Pre-test Pre-test will be conducted to determine the students` ability in responding commands. The researcher will do pre-test before treatment by using Action Function Method. 1.2. Post-test will be conducted after treatment by using Action Function Method in teaching learning process in order to know the effect of AFM in students` responding commands, especially positive and negative commands. 1.3. Both groups (experimental and control group) will ask to express about positive and negative commands.

3.7. Data Analysis Technique The data from the result of the test is quantitatively analyzed through the formula as in the following: 1. The score of each students To score of each student will be calculated by applying the formula below: Score =

25

2. Find out the means each group. The mean will be calculated by using the following formula: Where: = The average of score = Sum of the raw score N = The number of the students

3. The second formula is used to find out the result of the standard deviation of each group. ( )

Where S ( N I )

: = Standard deviation = Sigma individual deviation of students score = The number of students = Constant number (Hatch and Farhady, 1982:57)

4. Variance is used to measure the reliability of each group Variance (S) =

( )

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In order to check whether the scores are significantly different are not, the first formula will be used to find the standard error or differences between the means.

s (- ) = [

(Hatch and Farhady, 1982:112)

5. After knowing the standard error of the means score, the researcher will calculate the test by using following formula:

T obs = -

s (- )
Explanation: T = The value which statistical significant of the mean difference will be judge N1 N2 Se Sc = Means score of experimental group = Means score of control group = The number of students in experimental group = The number of students in control group = Standard deviation of experimental group = Standard deviation of control group (Hatch and Farhady, 1982:111)

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After knowing the t-test, it is necessary to find the degree of freedom that will be used to determine whether the t-test is significant or not. To find out the degree of freedom in the following formula: df N 1 = Degree of freedom of the two groups = The number of students in the two group = Constant number

(Hatch and Farhady, 1982:110)

REFERENCES

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Creswell, W. John. 2005. Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Second

Edition.USA.University of Nebraska-Lincoln. Hedge, Tricia. 2000. Teaching and Learning in the Language Classroom. New York. Oxford University Press. Nunan, David. 1999. Second Language Teaching and Learning, Boston: Heinle &Heinle Publisher. Smith, J. ( 1983:64) Teaching English and language Teaching. England Sudijono, Anas Drs. 2008. Pengantar Statistik Pendidikan. Jakarta. Raja GraindoPersada. Sumartana. 1983. Evaluasi pendidikan. P.T. Usaha Nasional. Surabaya. Brown, H. Douglas. 2000.Principles of Language Learning and Teaching. Fourth Edition. San Fransisco State University International Education Journal, 2007, 8(2),408-417 ISSN 1443-1447.Shannon Research Press. from http:// iej.com.au Kumaravadivelu, B. 2003.Beyond Methods: Macrostrategies for Language Teaching.London. New Haven. Yale University Press Harmer, Jeremy. 2004.English Language Teaching. Third Edition .New York: Longman. Hedge, Tricia. 2000. Teaching and Learning in the Language Classroom. New York. Oxford University Press.

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DeMarrais, Kathleen. 2004. Foundations for Research, Methods of Inquiry in Education and the Social Science .University of Gergia. Stephen D. Lapan, Northern Arizona University Stronge, H. James. 2002. Qualities of effective teachers. Second Edition. Alexandria, Virginia USA, Association for supervision and curriculum development Creswell, 2005. Education Research. Pearson Merrill prentice hall Zainil. (2005) Good Language Learners Strategies and Communicative Language Teaching. Padang: UNP Press Khan, James V. 2003. Research in Education. A Person Education Company : Boston, MA02116

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