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
Having known the relation between the course participants’ courage and confidence with the course’ process, and what are the challenges and threats
which might obstruct the course participants in catching up their expectation, the
79 following is the question arises: What will be a kind of course which be able to
help the course participants to meet their expectation? Learning from the information collected through the data, the course participants expected to have
an English course which facilitates them to produce English in a communicative way. Therefore, the course participants suggested the use of media such as videos
or music, and some techniques such as dialog or conversation, story-telling and games to expose them to communicative function of English as the language
spoken during the courses. It was no wonder that the course participants expected to have that sort of
English course concerning their expectation in joining the English course held by the school. As Richards and Rodgers observe, the principal purpose of language
is to allow an interactive communication between speakers as it supports the exchange of meaning in a particular discourse. This kind of language purpose is
best accommodated in a communicative English course defined as a learning process which highlighted the importance of interactional practices in the targeted
language between learners, tutors and other exposures. However, there is no other way than to change the old-fashioned method of dictation, as some interviewees
were accustomed to, and the bias outlook of “noisy class”, both the participants
and tutors still believed in. The communicative- course’ classes need neither
silence nor “sweet kids”, but “noise in purpose” to make the interaction in the
class possible. The researcher believes that this kind of class would give more beneficial impacts to t
he development of the participants’ English communicative skill.
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2. Communicative Language Teaching to Help the Students to Achieve
