74 knowledge of the course participants’ needs was executed. This question,
furthermore, can be one of the indications of the failure the course participants experienced in reaching their expectation.
c. Challenge
The previous paragraphs have discussed the impact of the lack of courage and confidence in relation with the course participants’ expectation by joining the
English course held by the school. The second factor that might have given big influence to that expectation is the challenge and threat both the tutors and the
course participants experienced. The researcher considers “challenge” as something positive, in a sense it gives a hope for further development despite
some weaknesses occurred in the course’ process. On the other hand, the “threat” can be considered as something to get rid of the way of further development of
the course. As it has been discussed before that the communicative function of
English is the main goal that the participants wanted to pursue. However, they stated also that they did not meet yet that goal. There was also meeting point
between the course participants’ opinions and those of the tutors that the teaching-learning process of the course needed to be more encouraging and
interesting. This meeting point can be considered as the challenge that the tutors and the school, which is responsible of holding the course, need to pay their big
attention to. As the tutors had also realized what the course participants needed, the challenge is now how to apply it. At this point, the tutors and the school have
big responsibility to carry out a teaching-learning method which is able to create
75 a sort of environment supportive enough for the course participants to seek what
they really want to get and learn from the process. Having communicative function of English as the main expectation the
course participants wanted to pursue, both the tutors and the school need to pay attention to what Communicative Language Teaching CLT brings about, that is
how teaching process should be conducted. As it was presented in the previous chapter, CLT offers three elements of the application of CLT, namely
communicative principle, task principle and meaningfulness principle. Those three principles are related each other with contextual activities during the
teaching learning process as the spotlight. Having the course participants gave inputs of techniques and methods they thought to be beneficial for the whole
teaching-learning process, such as the use of videos, music, story-telling and freedom of choice on course materials, it is the responsibility of the tutors and the
school to give immediate response to this. Related to the application of CLT which has been discussed previously,
Graves’ flowing framework of course development can also raise a challenge for the tutors and the school on creating an English course which is able to lead the
course participants to meet their expectations. The inputs and criticism the course participants delivered to the course in general are important elements in
developing the course. Following Grave, the interaction between the tutors, the course participants and the school is a meeting-point space for common
understanding of the course, and furthermore to decide what kinds of techniques,
76 methods or materials contextual enough with the recent situation face by all the
parties. One left challenge that the tutors and particularly the decision maker of the
sch ool’s program need to pay attention to is time allocation. As it was stated by
both the tutors and the course participants, the English course’ time allocation needs to be extended. While they also thought that the course would be more
effective, and in some extent be more encouraging, if the English course is rescheduled, to give the course participants a best learning time. It might be true
that two hours English course per week was not enough. However, duration does not always prove the product’s quality. Referring to the theory of learning
discussed in the previous chapter, the three principles of contextual learning is thought to be able to overcome this restriction. It is a challenge of all the parties
committed to the development of the English course to create an empowering English course within a limited time. It is a thought-provoking challenge for the
program decision maker to manage the course to be contextual to the situations of the course participants and the tutors, including rescheduling the courses.
Rescheduling the course is also importance to get both the course participants and the tutors in their peak performance.
An article by Tom de Castella published in online “BBC News Magazine” revealing some ideas on how much time is needed for EFL learners to be fluent in
English. The article highlighted the influence of how much exposures an English beginner has as more important than the sum of hours the learner has to spent to
be fluent in the learned language. Time is considered as essential without with
77 there is no context for the learning process. However, how time is managed
effectively is different matter, with which the learning process is able to achieve its goal. Reflecting on this notion, the input from the tutors and the course
participant concerning the extending time they wanted might not be effective in achieving their communicative goal. However, the rescheduling can be an
alternative way of creating a more engaging English course, in the regard of time the course participants allocated for other curricular activities.
d. Threat
