Does your English teacher in school only teach grammar so, the passive students then we will talk about homeworks? Do you think that homeworks or class assignments are useful?

56 Later on, the researcher asked Rizka about the communicative approach in her English learning process, which covers the presence of discussion and verbal question and answer activity. Regarding with that, Rizka said that she only performs discussion using English language occasionally during the process. She also said that if teacher asks her to answer a question in English, then she will do that if she feels that she can. Below is what she said from the interview. R: then… do you accustomed to discuss with your teacher or probably with classmates using English? S2: occasionally … if I don’t understand, I will ask my friends… ask my teacher… R: Then, if sometime your teacher asks you to speak English. How do you respond to that situation? S2: if I feel that I can do that, so I will do that. IS214614LLF-LLP and LLF-M The conversation shows that the communicative English concept of learning is not established significantly since she only occasionally experiences discussion which is a representation of communicative activity. Furthermore, as the concept of language learning process discussed in this research is closely related to communicative method and approach, the researcher looks to find out whether the students‘ teaching and learning activity is focusing on grammar based method or the communicative one. From the interview, it can be found that the teacher mostly teaches grammar from the textbook. She also said that she prefers to learn grammar to anything related to communicative English since she still has limited vocabularies. It can be found from what she said below.

R: Does your English teacher in school only teach grammar

all the time… you know the grammar… emmm… like formulas… or ask the class to conduct a conversation in English? S2: more to grammar.. R: ok… more to grammar 57 R: so do you like grammar? S2: emmm… it is easier by using the book.. than using… what is it R: conversation? S2: yes, conversation … you know, there are lots of unknown vocabularies. IS214614LLF-LLP In this case, Rizka‘s experience shows that she has more frequent grammar-based teaching and learning activity rather than communicative one. In addition to that, Rizka also admitted that she prefers the grammar-based method. In this term similar to Tiwi, Rizka also represents the classic student who is considered to be lack of communicative skill. From the interview result with Rizka, the researcher finds that Rizka also experiences similar less communicative activity during her English language learning process. It can be indicated from the findings that she seldom makes discussion or interaction with teachers and other students, and also from the facts that most of the learning activity is dominated by textbook or grammar-based teaching and learning method. c. Apri Apri is a male student whom the researcher has picked as the third participant in the interview. Similar to the first and second participant, from the interview, he said that his process of learning English is dominated by less communicative way since he only does a very little amount of English conversation during the activity. He also added that he has his own reason on why he rarely speaks English. It is because he is afraid of making mistakes. Below is what he said. R: Do you often do conversation or communicate in English? S3: rarely 58 R: oh… just rarely… is it because you do not have enough opportunity or something else? S3: because i’m afraid of making mistake IS314614LLF-LLP Apri also said that he wants to speak English and learn the accent and the way native speaker speaks. It can be found from the interview below. R: Then, Do you know your goal or target in learning English? What do you think is it used for? S3: learning English for me is to learn the accent and the way of speaking. R: so you are looking to learn the accent of native English speaker? S3: yes… IS314614LLF-LLP and LLF-M Apri‘s experience in the conversation shows that he will need more communicative activity in his language learning process, or in this term is in the classroom. Later, Apri said that he rarely performs discussion using English language during the learning process because there is no speaking partner, since some of his friends are less serious on it. Here is what he said in the interview. R: then… do you accustomed to discuss with your teacher or probably with classmates using English? S3: it is rarely in the class R: with your friends? S3: rarely … R: why? S3: most of my friends tend to be less serious on it. IS314614LLF-LLP and LLF-LI The conversation shows that the communicative English concept of learning is not established significantly since he only experiences discussion as a representation of communicative activity which only happens rarely. He also said that if teacher asks him to answer a question in English, then he will be nervous. In addition, Apri told the researcher that although he cannot 59 find speaking partner and often gets nervous to speak English, he has a willingness to learn speaking English. It shows that the communicative English concept of learning is not established significantly while there is a student like Apri who has a desire for communicative English in his learning. Below is what he said from the interview. R: Then, if sometime your teacher asks you to speak English. How do you respond to that situation? S3: a little bit nervous … R: why? S3: yes… because i’m afraid of making mistake R: what do you think about it? Is it good or what? S3: it’s good for our improvement. IS314614LLF-LLP Furthermore, as the concept of language learning process discussed in this research is closely related to communicative method and approach, the researcher looks to find out whether the students‘ teaching and learning activity is focusing on grammar based method or communicative one. From the interview, it can be found that the teacher mostly teaches grammar or materials based on the textbook. He also said that he prefers to learn speaking in class because he thinks that he can effectively learn the language and get benefit from the discussion. R: M mm… ok… Does your English teacher in school only teach grammar all the time… you know the grammar… emmm… like formulas… or ask the class to conduct a conversation in English? S3: more to textbook.. R: ok… more to textbook R: then, which English learning method do you like, grammar textbook or English conversation? S3: I prefer speaking … R: why? S3: it is more useful for discussion and asking something. R: so it is like a matter of effectiveness? S3: yes IS314614LLF-LLP 60 In this case, Apri‘s experience shows that he has more frequent grammar-based teaching and learning activity rather than communicative one. In addition, Apri also admitted that he prefers speaking skill more frequently. It is different from Tiwi‘s and Rizka‘s responses. Apri therefore represents modern English learner who will feel more comfortable with communicative teaching and learning activity. The conclusion of the interview result with Apri is in overall similar to Tiwi‘s and Rizka‘s experiences in English language learning process. The similarity is definitely the lack of communicative and interactional activity during the learning process, which is indicated from the less opportunity of discussion and English conversation within the learning process. d. Summary By reflecting on the students‘ lived experiences in learning English at the vocational school, it is found that they are still far from being communicative. The indicator can be seen from Tiwi‘s admission that she only speaks English occasionally in her classroom. In addition to that, Tiwi also admitted that she uses English in facebook. Tiwi also informed the researcher that she discusses using English with the teacher more often than with her classmates. She also added that she will be embarrassed to expose her English speaking in public because of bad pronunciation and the lack of vocabularies. In addition to that Tiwi told the researcher that she is usually taught English using bahasa Indonesia more often than using English. Furthermore, about the teac her‘s teaching method, Tiwi is usually taught using grammar based method more often than the communicative one. 61 The next participant is Rizka. Similar with Tiwi, she is also very seldom in talking and discussusing English in her classroom. About the teachher‘s teaching method, Rizka is usually taught using grammar based method more often than the communicative one. The last participant is Apri. He seldom speaks English in class because he is afraid of making mistakes. Apri also said that he rarely discuss using English in the class because his friends are usually less serious to do that. From the interview result, Apri admitted that grammar based method dominates the teaching learning activities in his class. With the absence of the communicative based activities during the participants‘ English language learning process, it means that any participants‘ goals related with the communication and speaking ability, in this term is can be found in Tiwi‘s and Apri‘s interview, will not be smoothly succeed in their school.

2. The Participants’ Lived Experiences on Consciousness

Consciousness is related to interactional concept and socio-cultural development. Consciousness is also observable behaviors in socio-cultural practices. In this context, the researcher is going to find out how conscious the participants towards their English learning are. The results are as follow. a. Tiwi Tiwi agrees that more opportunity and practice to speak English can increase the speaking skill. Her only problem in speaking is when she does not understand some words. It is shown from what she said in the interview. 62 R: Do you ever think when you are given opportunity to speak English, it means that you have opportunity to increase and practice your English skill? I mean, it is like you are realizing the situation. S1: Yes, I do.. But sometimes I cannot answer if don’t know the meaning.. I rarely find some difficult words, if there are… I will usually try to relate words and find the meaning. R: so you are conscious on it…? S1: yes, I am. R: the only problem is that you cannot answer if don’t know the meaning? S1: yes R: Do you agree that to be able to use English actively to communicate, we have to practice doing conversation and discussion using English S1: agree , especially if we are going to have examination… I will sometimes remember something from the conversation and discussion. IS114614LLF-C From the conversation can be found that Tiwi is 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. Then, she gives an example that sometime she can help her father to communicate with foreigners. She also told the researcher that her father is making bird cages at home and he usually has foreign guest whom he meets at the beach. In the interview she said as follows. R: Do you think that English learned at this school will be useful for real social living? S1: it is useful... R: can you give some examples what are the uses? S1: for example my father has friends who have foreign friend… it will be helpful a bit. R: oo so to help father... if he meets foreigner. What country is the foreigner from? S1: I don’t know… he often goes to the beach and the foreigner visits our home. IS114614LLF-C and LEF-LO 63 From the conversation Tiwi is considering that her English learning activity in the class can be used in her real life. In this term, the researcher can find that Tiwi is also conscious about the real function of English as a communication instrument. Later, Tiwi said that the teacher usually points passive students in the class. She also thinks that teacher should pick more passive students to give them opportunity to practice. From this situation Tiwi understands that the teacher points certain 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. 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? S1: yes, frequently … the teacher often points quiet students to speak.

R: so, the passive students

… usually get pointed? S1: yes, to make them realize that they need opportunity. R: hmm yes... IS114614LLF-C From the interview, Tiwi also said 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? S1: I’ll raise my hand R: ok… so u will raise your hand… S1: yes, it is supposed to be so. R: you realize that well? S1: yes. IS114614LLF-C 64 From the conversation above, Tiwi 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 Tiwi 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 highlighting while paying attention to the lesson. She realized the importance of homework and assignments as a method and kind of reinforcement to keep the students studying out of the school hours. It can be seen from the following conversation. R: then we will talk about homeworks? Do you think that homeworks or class assignments are useful? S1: It is useful, to fill the stu dents’ activity at home. This is to make students willing to study.. If there are no homeworks the students will be hesitate to study at home. IS114614LLF-C The researcher finds that Tiwi‘ consciousness level in learning English is also represented from her point of view towards class assignments and homeworks given by the teacher. In other words, the researcher believes that Tiwi does not consider homework and assignments only as requirements to fulfill their academic score. It is also revealed that Tiwi usually pays attention to the lesson. By paying attention in the classroom, Tiwi is considered to have enough consciousness on her learning since she needs the knowledge from the lesson. It is reflected from the following conversation. R: Ok… this have to be answered honestly… don’t be afraid… it has no relation to any score or marks. Do you often pay attention to the teaching learning activity or not? 65 S1: I pay attention to get the knowledge. R: hmm yes… IS114614LLF-C Tiwi also admitted that she rarely takes notes or highlight information on book of the lesson she gets in the class. But she said that she sometimes underlines or circles some words or information from the book which she does not understand.

R: Do you often make notes or highlight any text in book about the explained