61 The next participant is Rizka. Similar with Tiwi, she is also very seldom in
talking and discussusing English in her classroom. About the teachher‘s teaching
method, Rizka is usually taught using grammar based method more often than the communicative one.
The last participant is Apri. He seldom speaks English in class because he is afraid of making mistakes. Apri also said that he rarely discuss using English in
the class because his friends are usually less serious to do that. From the interview result, Apri admitted that grammar based method dominates the teaching learning
activities in his class. With the absence of the communicative based activities during the
participants‘ English language learning process, it means that any participants‘ goals related with the communication and speaking ability, in this term is can be
found in Tiwi‘s and Apri‘s interview, will not be smoothly succeed in their school.
2. The Participants’ Lived Experiences on Consciousness
Consciousness is related to interactional concept and socio-cultural development. Consciousness is also observable behaviors in socio-cultural
practices. In this context, the researcher is going to find out how conscious the
participants towards their English learning are. The results are as follow.
a. Tiwi
Tiwi agrees that more opportunity and practice to speak English can increase the speaking skill. Her only problem in speaking is when she does not
understand some words. It is shown from what she said in the interview.
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R: Do you ever think when you are given opportunity to speak English, it means that you have opportunity to increase and practice your English
skill? I mean, it is like you are realizing the situation.
S1: Yes, I do.. But sometimes I cannot answer if don’t know the meaning.. I
rarely find some difficult words, if there are… I will usually try to relate words and find the meaning.
R: so you are conscious on it…?
S1: yes, I am. R: the only problem is that you
cannot answer if don’t know the meaning? S1: yes
R: Do you agree that to be able to use English actively to communicate, we have to practice doing conversation and discussion using English
S1: agree
, especially if we are going to have examination… I will sometimes remember something from the conversation and discussion.
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From the conversation can be found that Tiwi is conscious that any conversation or interaction in her learning activity is done purposefully to develop the speaking
and communication skill in English. When the researcher asked about her opinion whether or not the English
learning at her school can be useful for real-life condition, she answered that it is useful. Then, she gives an example that sometime she can help her father to
communicate with foreigners. She also told the researcher that her father is making bird cages at home and he usually has foreign guest whom he meets at the
beach. In the interview she said as follows.
R: Do you think that English learned at this school will be useful for real social living?
S1: it is useful... R: can you give some examples what are the uses?
S1:
for example my father has friends who have foreign friend… it will be helpful a bit.
R: oo so to help father... if he meets foreigner. What country is the foreigner from?
S1: I don’t know… he often goes to the beach and the foreigner visits our
home.
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63 From the conversation Tiwi is considering that her English learning activity in the
class can be used in her real life. In this term, the researcher can find that Tiwi is also conscious about the real function of English as a communication instrument.
Later, Tiwi said that the teacher usually points passive students in the class. She also thinks that teacher should pick more passive students to give them
opportunity to practice. From this situation Tiwi understands that the teacher points certain student in class to help them get speaking opportunity in the
learning activity. In addition, this situation also shows that consciousness in this case is observable for the teacher from the students; behavior in the classroom.
Here is what she said in the interview.
R: Well then, Does your teacher often point students who are more active than the others, or the students who are too quiet in the classroom to speak
English?
S1: yes, frequently … the teacher often points quiet students to speak.
R: so, the passive students
