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
By the threat it means something that obstruct the realization of the course participants’ expectation to happen. However, it does not mean that all obstacles
can be considered as threat. Inadequate facilities provided for the English course, which in some extent can obstruct the realization of the expectation, is not a
threat. Threat is a potential character that disserve the process from running. There are such characters the researcher identify as threats, discovered in the
questionnaires and interviews. Those threats were laziness and the course participants’ background of broken families.
Four out of nine questionnaire-respondents considered laziness as the obstacle prevented them in engaging themselves to th
e course’ process. It is something to be questioned then, whether the laziness was the result of
unattractive course’ process or it came from the inside as the characters of certain course participants. To see the relation between the laziness and the way the
course’ process was conducted, it is essential to look at the other five questionnaire-respondents concerning the same topic question. Five of the
78 questionnaire-respondents stated that difficulty in vocabulary memorization,
pronunciation and the schedule as the factors considered as difficulties in entering the course process. If the laziness was influenced by external factors, those
difficulties might be the suspected factors. If the laziness was influenced by internal factors, it might be the course p
articipants’ personal motivation towards English which was negative.
The second threat suspected as obstacle to the course participants’ expectation was their family background. One of the tutors said during the
interview that the majority of the course participants come from broken-family background.
It was a threat for the course’ process mainly because it would potentially decrease their motivation and weaken their mental state and
confidence in joining the English course. Zigler and Finn-Stevenson 2010, pp. 360-361
highlight the huge influence of the family’s support towards the children’ performance in terms of educational process. Children who were raised
in a broken family or with single parent family would experience more stressful condition, on
e of the factors is caused by the absent of adult due to their parents’ rushing activities earning for financial support. Without intense and gentle care
from the tutors or the school, children would be not successful in their academic achievements.
e. A Communicative English Course as the Expected One
