Do you have enough opportunity to practice your active English? S3: still lack of it Do you still feel afraid to speak English in front of the class? Any reason? S3: Amongst the listening, speaking, and grammar, which skill is taught most frequently in c
120 Later on, Apri told the researcher if he is still lack of practice on active English
because he likes playing around than studying. Here is what he said.
R: Do you have enough opportunity to practice your active English? S3: still lack of it
R: why? S3: I still prefer to play than study
IS314614LLF-EA and LLF-C
From the interview, it is revealed that Apri is actually not embarrassed to speak in front of the class but he does not like if the other students tease and laugh at him.
It can be seen in the conversation below.
R: Do you still feel afraid to speak English in front of the class? Any reason? S3:
actually no.. but sometime because of classmates’ comments and teasing… I can be a little bit hesitant
IS314614LLF-EA and LLF-C
From the conversations above, the researcher finds that Apri is not having enough consciousness to learn English in communicative manner.
Apri furthermore told the researcher that the speaking skill has not optimally been taught in the class yet. It is similar to the
other participants‘ opinion. Below is what he said in the interview.
R: Amongst listening, speaking, and structuregrammar, which one has not optimally been taught in class?
S3: speaking
… I think IS314614LLF-EA
Similar to Tiwi‘s and Rizka‘s answer, Rizka revealed that grammar is the
most frequent skill to be taught in the class. This is reflected from the conversation below.
R: Amongst the listening, speaking, and grammar, which skill is taught most frequently in class?
S1: grammar
121
IS314614LLF-EA
From Apri‘s interview result above, the researcher finds that
communicative English teaching and learning activity has not become the primary approach in Apris experience. It can be indicated from the few amounts of
interaction and discussion experienced by Apri inside and outside the class. The teacher even dominantly prefers grammar-based method to communicative
interactive activity.
d. Summary
This English language acquisition in overall is similar to English language learning process. In this term, the researcher is pointing out to the fact that the
factors that affect the participants learning process is also affect their English acquisition process. Those factors are family support, consciousness, motivation,
and of course the low economy background. From the motivation factor aspect, Tiwi and Apri are found to have more
dominant integrative motivation compared to Rizka. The findings are shown from the Tiwi‘s and Apri‘s tendency to learn English as communicative means and
from Rizka‘s tendency to use English as instrument to support her English examinations. This researcher picked the motivation aspect as main indicator to
check how communicative the participants‘ current language acquisition process. The findings show that their language acquisition process is not established yet
since there are still limited implementations of communicative English inside and outside the classroom.
From the three participants‘ interview result, the researcher finds that communicative English teaching and learning activity has not become the primary
122 approach in their lived experience. It can be indicated from the little amount of
interaction and discussion experienced by all of them inside and outside the class. The teacher even still dominantly prefers grammar-based method rather than
communicative interactive activity during the English teaching and learning process.