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
All of the three participants are indicated to have instrumental motivation in their learning process since all of them relate the success of English to finding
127 jobs. Meanwhile, two of them are integratively motivated. The instrumental and
integrative motivations are defined by Gardner 1985. Integrative motivation plays a main role in
Tiwi‘s English language learning goal and process. T
he dominance of integrative motivation in Tiwi‘s English learning process can be indicated from her English language learning
goal, which is to be able to use English communicatively and even if possible she wants to be similar to native speakers. In addition, her preference on speaking
fluency rather than good score also indicates that Tiwi has an integrative motivation.
Rizka, has more dominant instrumental motivation. It is in contrast to Tiwi‘s interview result which shows dominant integrative motivation. The
indicator of Rizka‘s dominant instrumental motivation is shown on her preference to learn English purposefully to have good score or finding jobs. In addition, the
indicator can also be found from her answer that she does not want to speak English even to be similar to native speaker because she will feel embarrassed or
hesitant due to her neighbors‘ opinion. Apri on the other hand does not have a
dominant tendency on integrative or instrumental motivation. The researcher finds that Apri wants to be able to communicate using English and later he also reveals
that he prefers good score rather than active speaking ability, as he considers that English will be useful for his jobs or works.
Instrumental motivation in learning English to be successful in finding jobs can be found in
all of the three participants‘ experiences. Rizka appears to be the only participant with the highest dominance of instrumental motivation in her
learning process. Meanwhile, Tiwi is found to be the one with the most dominant
128 integrative motivation in her learning process. On the other hand, the researcher
also concludes that Apri has not yet determined his most dominant motivation in learning English. To achieve communicative goal in learning English, Tiwi and
Apri are in some standard considered better than Rizka who only prefers structural competencies rather than being able to communicate using English.
Regarding the results related with the instrumental and integrated motivation, the participants
‘ lived experiences in practicing communicative English show the indication whether the participants have been in the proper track
or not to fulfill either their instrumental or integrated motivation. In this case, Tiwi and Apri are found not being in the proper track since they experience less
communicative learning activities regarding their goal in learning English. Meanwhile, Rizka is the only participant who can fulfill her motivation, in this
term is the instrumental motivation.
4. Participants’ lived Experiences on Awareness
