124 their vocational education background. In other words, the process experienced by
the three participants is not adequate to achieve the goal of communicative English as a language.
The findings which have been concluded above show that the participants‘
efforts and activities in English language learning process is still far from being adequate to achieve communication competencies. The evidence is the dominance
of grammar-based and textbook methods within the learning activity, which is contradictive to the concept of language learning stated by Das 1988 and Feez
and Joyce 2002.
2. Partcipants’ Lived Experiences on Consciousness
The researcher finds that all of the three participants are conscious that any kind of homework and assignment given by the teacher is useful to support them
on self learning at home. However, only Rizka and Apri who purposefully do their homework in order to establish that goal. Tiwi and Apri only understand the
importance of note-taking or highlighting technique but they do not apply the techniques in their learning process.
The three participants, Apri and Tiwi are considered to have lower consciousness level compared to Rizka in terms of practicing English out of the
school hour. Based on their lived experiences, Apri and Tiwi will not be able to achieve their desired goal which is being able to speak English, since they are
both obviously lack of communicative English practice within and out of the school hour.
Tiwi is found to be conscious that her goal in learning English is to be able to use English in communicative way. Therefore, she believes that more practices
125 in speaking English are needed to support her goal. This finding is different from
Rizka ‘s interview result since Rizka does not have enough consciousness in
communicative English learning and goals. Rizka is found to be conscious on the importance of note-taking or highlighting technique and then she applies it in her
learning process. Apri in the other hand is not having adequate consciousness in his English
study. The most striking point is indicated by his lack of activeness during any process of English learning in the class, although he realizes that in order to be
able to use English communicatively he has to be active in speaking. Apri‘s
sceptical opinion that English cannot be used in nowadays social life also shows that Apri has not realized the flexible and wide functions of English in real life
context. The conclusion on Apri‘s experiences about consciousness therefore is considered low or inadequate by the researcher.
The researcher concludes that Rizka and Apri have good consciousness level except Tiwi in terms of consciousness as intention which is stated by
Schmidt 1990. The evidences can be found on Rizka‘s and Apri‘s experience in
doing homework purposefully to learn English by themselves at home. The researcher concludes that Tiwi fails to qualify this consciousness point since she
sometimes does her homework by coming to the class earlier and asking the answer to other students as she is afraid that the teacher will give penalty to those
who do not bring the homework to the class. The concept of consciousness as intention also means that every learning
involves relevance between process and goal. In this term, Tiwi and Apri will fail to achieve communicative English as the goal because their actual learning
126 activity is far from being effective to fulfill the goal. Meanwhile, Rizka is
considerably on her track since she prefers the structural succees in English which is also being established in her process of English teaching and learning activity.
The analysis then will focus on the consciousness as awareness based on Schmidt 1990. In this term, the researcher concludes that self-learning or
autonomous learning is considered to have the best relevance with the findings. From the interview result, the participants have different level of autonomous
learning. Rizka appears to be the participant with better consciousness as awareness compared to Apri and Tiwi, since Rizka has experienced better
autonomous learning effort through the use of note-taking and highlighting technique on doing her homework, and also through occasional study out of the
school hour. Furthermore, all of the three participants are found to be having low level
of consciousness in the sociocultural context because they are all missing the importance of being active to support their success in mastering English as
communicative language. This is contradictory to what van Lier 1996 has stated about the consciousness in language learning and its relevance with the
communicative and sociocultural context. It means that language learners have to be conscious that the result of learning English will be used in sociocultural or
communicative context. In this term, the participants fail to consciously learn English as a matter of functional language.
3. Participants’ Lived Experiences on Motivation
