Do you think that English learned at this school will be useful for real social living?
67 Similar to Tiwi, from the conversation can be found that Rizka has been 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, the same as what Tiwi said. Rizka added that speaking should be practiced since she thinks that people speak oral language instead of writing to
communicate. In the interview she said as follows.
R: Do you agree that to be able to use English actively to communicate, we have to practice doing conversation and discussion using English?
S2:
yes…. If people ask of course they will not write it on paper… so we have to practice speaking.
R: I see…
S2: yes, I agree. IS214614LLF-C
From the conversation above, Rizka is conscious that to be able to speak English actively, she has to practice it instead of only writing and learning the grammar.
Rizka also thinks that English learned at this school will be useful for real social living, for example when she is going to tourist object. Here is what she said.
R: Do you think that English learned at this school will be useful for real social living?
S2: yes
… R:
Any reason? And… What for? S2:
for example… if we go to tourist object we will need English….
IS214614LLF-C
Later, the researcher asked Rizka whether the teacher often points students who are more active than the others, or the students who are too quiet in the
classroom to speak. Rizka answered that the teacher always points passive students in the class. She thought that teacher should force the passive student
68 because sometimes quiet students actually understand what the teacher asked.
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?
S2: yes, always
…. R: which one? The passive or active one?
S2: the passive student. Quiet student sometimes actually can speak
… R: Mmm.. S
o it is like… the teacher checks whether the students are silent because they can’t speak or actually can… ok then…
IS214614LLF-C
From this situation Rizka is conscious that teacher points 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.
From the interview, Rizka later admitted that she will raise her hand instead of being
silent if she can answer teacher‘s question in the class. Below is what she said from the interview.
R: If teacher asks or gives question to students and you know the answer, do you raise your hand or stay silent?
S2:
I’ll raise my hand
IS214614LLF-C
From the conversation above, Rizka is conscious that in learning English she or the other students need to be more active, for example by raising hands when
being asked some questions by the teacher. The researcher later asked some questions to Rizka to find out whether her
consciousness level on learning English is also reflected from her opinion about homework, assignments, and her initiatives to make notes or highlight while
paying attention to the lesson. Similar to what Tiwi said, Rizka realized the importance of homework and assignments as a method and kind of reinforcement
69 to keep students studying out of the school hours. She thinks that doing homework
is better than just playing around at home. It can be seen from the following conversation.
R
: Do you think that homework or class assignments are useful?
S2:
yes, so that the score… oh not the score… that we can remember the lesson so we are given the homework. It is better than we spend most of our time
at home time for playing around. IS214614LLF-C
The researcher finds that Rizka‘s consciousness level in learning English is also represented from her point of view towards class assignments and homework
given by the teacher. In other words, the researcher believes that Rizka does not consider homework and assignments only as requirements to fulfill their academic
score. It is also revealed that Rizka only pays attention to the teacher depends on
the situation of the class and the lesson. She explained to the researcher that too much explanation and less jokes from the teacher will make her bored, which
make her hesitant to pay attention. The conversation is as follow.
R: Do you often pay attention to the teaching learning activity or not? S2: depends on the situation.
R: the situation? Why? S2: if the teaching activity makes me bored so I will not pay attention.
R: what kind of activity that makes you bored? S2: too much lesson and no jokes or refreshing time. I think it should be managed
between lesson and fun time. IS214614LLF-C
From the conversation, the researcher finds that she has not had enough consciousness to pay attention to her learning process, since she admitted that she
only pays attention when she does not feel bored.
70 Rizka also admitted that she takes notes of the lesson she gets in the class.
She said that she also underlines some words or information from the book to help her study faster and simpler. The conversation is written below.
R:
Emmm… Do you often make notes or highlight any text in book about the explained material?
S2: yes R: any reason?
S2: highlighting is for the important information so it is faster to study and not
to spend more time on other things. R:
so it is to make easier and faster in studying… IS214614LLF-C
Rizka added that she usually prefers to ask her teacher about something she does not understand from the lesson. Here is what she said.