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
Rizka and Apri admitted that they do their homework because it is better than do nothing at home. They do it regardless there is any penalty from the
teacher. The researcher concludes that Rizka and Apri have adequate awareness to
learn by themselves and they understand that it is needed to help them learn English deeper by doing their homework. In addition, the researcher finds that
Tiwi, Rizka and Apri can manage to conduct self-learning through movies and lyrics out of the school hour. It shows that they all have awareness to learn by
themselves using fun and interesting media.
129 The researcher finds that Tiwi has low awareness to prepare studying for
the next meeting material and doing her homework at home. The indicator can also be found in Tiwi‘s lack of effort to learn English out of the school hour. On
the other hand, Rizka often does her homework and occasionally studies English with her sister at home although she also admitted that she seldom prepare the
upcoming lessons. The researcher found the relevance of
participants‘ experiences with the concept of autonomous learning or self-learning in their learning process
according to Ellis 2002 and Grenfell 1999. It is found that all of the three participants are interested and they also have experienced in conducting
autonomous learning using entertaining media such as song lyrics and movies. Afterwards, the researcher moves the focus to the function of homework
as autonomous learning support. From the interview result, the researcher can conclude that Rizka and Apri have adequate awareness to learn by themselves and
they understand that it is needed to help them learn English deeper by doing homework. Meanwhile, the researcher finds that Tiwi has low awareness to
prepare studying for the next meeting material and to do her homework at home. The indicator can be found in Tiwi‘s lack of effort to learn English out of the
school hour. In the other hand, Rizka often does her homework and she occasionally studies English with her sister at home.
Those findings associated with the participants‘ experiences in learning at
home and in doing their homework above show that some learners with low financial capacity still have adequate awareness towards their English learning
process out of the school hours. It explains that autonomous learning as the
130 indicators of learning awareness is still can be found from the learners with low
financial capacity.
5. Participants’ Lived Experiences on Learning Interaction
