112
R: Do you have any obstacles in getting English dictionaries or textbooks?
For example because you don’t have enough money? S3:
in my opinion, I don’t have any obstacles on that since I can borrow if I don’t have it
R: is it difficult to own it or buy it? S3:
actually… if I can save money… it will be enough to buy them. IS314614LLF-LFC and LEF-SF
Apri also added that he feels his equipments in learning English are enough. He also told the researcher that he is not really into any kind of gadgets
like laptop. Here is what he said in the interview.
R: What kind of equipment or tools that you don’t have to learn English?
S3: actually, I am not really into the gadgets. R: because you cannot own it or something?
S3: well, it is difficult to buy it, but I am just not into it. IS314614LLF-LFC and LEF-SF
The researcher later also found that the financial condition is not a problem or a matter of distraction for Apri in his learning process at home. He
admitted that his problem is only with his mood. It is reflected in the conversation below.
R: Are there any obstacles for you to learn at home? For example if you have
to take care of your siblings or help your parents or even work?
S3: there are no obstacles… but i only have problem with mood
R: so you don’t have lots of things to do with housekeeping?
S3: no IS314614LLF-M and LEF-OP
Apri also admitted that some financial problems he has at home affect his mood quite often in studying, as seen in the conversation below.
R: How about the financial problem, is it also a problem for your studying mood?
S3: yes, quite often R: in what way?
S3: rarely get pocket money IS314614LLF-LFC and LEF-SF
113 From the conversations above, the researcher finds that low economy factors are
not the real problem for Apri to facilitate himself with any equipment to support his English learning process. Meanwhile, the distraction is merely from the
familys economy condition. The researcher believes that the financial problem within a family life can
make parents pay less attention to their children‘s learning progress. Regarding with that, the researcher found that Apri‘s parents rarely assist him in learning or
doing English homework because they are busy and they mostly spend their time outside home. This situation also means that Apris family is not supportive for
him to develop English through self-learning. The conversation is as follow.
R: Do your parents assist you in learning English or doing homework at
home?
S3: rarely, because they are quite busy R: Do your parents spend their time mostly inside or outside home?
S3: mostly outside home R: both of them?
S3: yes
IS314614LLF-LFC and LEF-FS
Furthermore, the researcher also found out that the financial problem does not only occurr in his family but also at school. He revealed that he thinks the
library is not adequate, since as far as he knows there are only dictionaries for English subject. It is reflected from what he said in the interview.
R: Do you think the school has provided adequate facilities in the library to
help the English learning? S3:
not adequate… only dictionaries.
R: how about the other books? S3:
I don’t know because I rarely go there. IS314614LLF-LFC, LEF-SI and LEF-SE
114 Based on the interview result, the researcher can conclude that the low
economy factors is either direct or indirectly affecting the participants‘ English
language learning process in terms of family supports, facilities, and something that affects their mood in learning.
From the interview result with Apri, the researcher can find that his family financial problem has an effect on the amount of his pocket money. Fortunately,
the economic problem does not cause significant effect on his health problem at school.
Moreover, Apri has less support from his parents to study at home. Apri does not have significant distraction from his family since he is free from any
housekeeping duty. But, still he has a problem in his mood to study at home. The researcher later also found that the economic problem does not only
happen in Apri‘s family but also at his school, which leads to lack of facilities like
adequate library supply. Even there is no language laboratory to support the English language learning process.
d. Summary
From the interview, the researcher finds that all of the three participants have not had enough pocket money from their parents. The researcher assumes
that the amount of their daily pocket money will not be able to support them for unexpected spending in the term of learning. Furthermore it is indicated that the
economic condition make them have some kind of limitation and effect on the participants‘ mood to study.
115 Tiwi, Rizka, and Apri also have less support from their parents to study at
home. In addition to that, Tiwi and Rizka have to be distracted to study at home because she has to do housekeeping. Fortunately, the economic problem had not
had a significant effect on the three parti cipants‘ health problem in school.
Different with Tiwi and Rizka, Apri does not have significant distraction from his family since he is free from any housekeeping responsibility. But, still Apri has
problem in his mood to study at home for example because of having few amount of pocket money. The researcher also finds that Rizka admitted that she does not
have real problems with dictionary or books since she can borrow it from her sister. However, the dictionary is still far from proper
The researcher later also found that the economic problem is not only happens in the participants‘ family but also his school which leads to lack of
facilitation like adequate library supply. There is even no language laboratory to support their English language learning process.
7. The Participants’ Lived Experiences on English Acquisition
In this concept of English acquisition, the researcher is looking to find out whether the participants understand the learning in a deeper way. In this term,
communicative approach is highly related to the questions asked in the interview. a.
Tiwi At first the researcher is looking to find out whether or not Tiwi feels
embarrassed or afraid if the teacher points her to answer any question without any penalty risk. The answer is that she is willing to try to answer it if there is no
penalty for wrong answers. The situation shows that low level of consciousness is
116 taking part in Tiwis English acquisition process since she is still influenced with
the penalty or punishment matters. The conversation is as follow.
R: If teacher asks you to speak or answer certain questions in English and there is no penalty for wrong answers, do you still feel afraid or
embarrassed? Give reason?
S1: I will try to answer the questions because there is no penalty IS114614LLF-EA and LLF-C
Later on, Tiwi told the researcher if she rarely has enough opportunity to practice her English actively since no one can help her to practice at home. In this
situation, communicative English learning is not well established while the family is also lacks of support to Tiwi. Here is what she said.
R: Do you have enough opportunity to practice your active English? S1:
rarely… at home my mom cannot help at all… in the end I will spend time to SMS my friends
IS114614LLF-LI, LLF-EA and LEF-FS
From the interview, it is revealed that Tiwi still feels nervous to speak in front of the class because she is afraid of making mistakes. The situation shows
that Tiwi does not have consciousness and motivation to force herself in taking advantage from any opportunity given in English acquisition process. It can be
seen in the conversation below.
R: Do you still feel afraid to speak English in front of the class? Any reason? S1: still afraid
