SOCIOLINGUISTIC COMMUNICATIVE COMPETENCE OF EFL STUDENTS: SERIES OF FAMILY INTERACTION IN THE TIME OF ONLINE LEARNING

Given the prevalence of the Covid-19 pandemic and Indonesian higher education in carrying out learning from home (LFH), the present study aims at investigating how EFL students develop their communicative competence during family interaction. This study employs ethnographic study where the data was acquired though the duration of one academic semester during students’ LFH context. Furthermore, the present study observes how students’ family behave and communicate in relation to the students’ communicative competence viewing from Canale and Swain (1980) model. Online interview and internet social media documentation undertaken to strengthen the distant observation in collecting data on the differences in the way students’ family interact and communicate in relation to the students’ communicative competence and the extent to which the attitudes they perform in home setting. The results divided into two areas: interactions among family members who have the same level and interactions with respected family members. It was revealed that appropriateness and intimacy existed in the interactions carried out among family members who have the same level. Meanwhile, the interactions that occur between EFL students and their respected family members covers humble and enjoyable communication. It can be concluded that these types of interaction were based on the fact that EFL students have ample opportunities to build closeness due to the realization of learning from home and the dominant role of their home culture to all family members.


INTRODUCTION
The development of communicative competence relies on the theory that it confers some convincing to deal with developing the academic skills and concepts in both languages (Cummins, 2009). Cummins (2009) further claims that a high level in both languages (source and target language) is essential for attaining the maximal level of language competency. In support of this, Lambert in Sampath (2005) strongly urges a positive contribution of bilingualism to additive context in which second language or target language is socially related and is acquired by supplementing the first language replacing it. This suggests that bilingualism directly or indirectly influences academic attainment and social mobility.
Regarding the above issue, developing communicative competence in Indonesia is essential for generating qualified and competitive Indonesian citizens who are superior in handling global communication practices, having intercultural awareness, and holding international perspectives to engage in the worldwide context. Also, being competent is believed to strongly mind the link of symbols, concepts, and referents across languages because the ideas and the realization of the mental lexicons of the two languages are assumed to be stored in separated folders of mind on the part of the bilinguals (Weinreich, 2005) so that they could succeed in the meaning-making of English texts and the English language attainment (Margana, 2013). In short, the development of communicative competence in Indonesia is an urgent issue that contributes to dragging Indonesia to be one of the major countries.

LITERATURE REVIEWS
Sociolinguistic competence and its position within models of communicative competence Canale (2014) defines competence as the most general term for the capabilities of a person and that it is dependent upon both knowledge and use.
Moreover, Canale (2014) explains the direct relationship between general interactional competence and linguistic competence. The first competence defines the role of the second. Canale highlights the knowledge of distinction of verbal and nonverbal codes and their interrelation. Therefore, it is important to take into account the concept of performance while discussing development of linguistic competences. There are the three aspects of communicative competence taken from Canale (2014): grammatical possibilities in a language, feasibility and appropriateness. In order to elucidate the concept of communicative competence, Canale and Swain (1980) state the following dimensions of the competence: the grammatical, the psychological and the social which are to be included in language teaching and learning. In particular, Canale (2014) incorporated both the rules of grammar and the rules of use into the certain framework defined by answering question Whether (and to what degree) something is formally possible, feasible, appropriate and done? Canale and Swain's (1980) model of communicative competence consisting of grammatical competence, sociolinguistic competence, communication strategies, and discourse competence. Zhuang (2007) disagrees with the emphasis they place on appropriateness while restraining it just to the context and on the other hand, that they do not consider the grammatical accuracy to be equally important in the concept as other features. However, it is necessary to acquire sociolinguistic skills to complement "pedagogical application in communicative language teaching". The mentioned types of knowledge are bound to be interlinked by the communicative approach. Canale and Swain (1980). (1990). It is represented by language competence, strategic competence and psychophysiological mechanism forming communicative language ability. Zhuang summarises that the theoretical framework of communicative competence focuses on three components: organizational competence, pragmatic competence and strategic competence. Zhuang (2007) describes organizational competence to be dealing with grammatical and contextual abilities. Pragmatic competence focuses as well as on "signs and the persons it refers to" and the relationship between them as on "the users of language and the context of communication".

The third model of communicative competence is suggested by Bachman
Sociolinguistic competence refers to the ability to use language that is appropriate to social contexts. Alptekin (2002) explains that social context refers to culture-specific contexts that include the norms, values, beliefs, and behavioural patterns of a culture. For example, thanking a friend in a formal speech is different from how it is done over a meal. Sociolinguistic competence also refers to the ability to select topics that are appropriate for a communicative event. For example, expressing strong views about politics and religion over dinner is generally avoided.
This rule is also moderated depending on the relationship between the guest and the host. If politics and religion are their favourite topics and if they know each other very well, these topics might well be appropriate.

Family Interactions
Family systems theory Hall (1981) explained about structure and patterns of interaction. It views that the family as a structure of related parts or subsystems, each part carries out certain functions. These parts include the spousal subsystem, the parent child subsystem, the parental sub system and the personal subsystems. One of these sub systems important tasks is maintaining their boundaries. The 4 sub systems should interact each other even though they are separate. Within family systems theory the focus is on with how we relate to one another. We build a collection of interactions called a system. The system is a family and the focus is on the system rather than just on individuals.

Symbolic interaction
Participants and material procedures Data were collected in EFL students home setting through audio recording and documentation of internet social media. The participants in this study are last semester students of English language department in an Indonesian private higher education. The consideration of choosing the participants and the context are based on the theme, timeline, and access of the study.

RESULT AND DISCUSSION
Interaction with family members who have the same level Similarly, Mona' responses in requesting a cousin to help make cakes used a simple request for help (see Table 2). It appears that the responses are an appropriate form to be used for requesting an intimate relation addressee. Even this request sound impolite if it's phrased as a command since the interlocutors are of similar status and are close relatives.  (Suzuki, 2009). Moreover, understanding communicative competence helps students to create more ideas, think clearly, speak more, foster a better self-expression in interaction, and maintain self-interest (Nurhikmah, Basri & Abduh, 2020). used a familiar -ko, but it sounds more intimate. Being familiar with her younger brother encouraged her to use regular rather than the distant pronoun. The response is appropriate for that such situation.
The way students interact in the home context depends on the relationship's closeness and the age and status of the addressee. For members of the same level like siblings and cousins, they prefer simple language even though it sounds impolite, but it is considered following the existing situation to show warmth and intimacy.
To speak appropriately, Richards and Schmidt (2010) stated that a speaker needs to know what is grammatical and what is suitable (appropriate) for the particular situation. Therefore, there are some social factors that play a significant role in being appropriate or the vice versa and in any situation, linguistic choices will generally reflect the influence of one or more of the following components: the participants, the setting, the topic and the function speaking (Holmes & Wilson, 2017). According to Fraser and Nolan (1981), the realization of politeness varies from context to context, and they point out that politeness is actually a contextual judgment. No sentence is inherently polite or impolite. So, polite behavior is assessed according to the different paralinguistic factors such as distance, solidarity, gender, etc.
Ranney (1992) provides a slightly more explicit description of appropriateness in her own definition of sociolinguistic competence, i.e., the ability to perform various speech acts, the ability to manage conversational turns and topics, sensitivity to variation in register and politeness, and an understanding of how these aspects of language vary according to social roles and settings.
Interaction with respected family members Opposite result was found when dealing with the interaction with respected family members. For example, Rusdi was asking his mother about the things that his mother want him to buy for her (See Table 4). This conversation happened in a Mini Mart. Rusdi's question kita apa kubelikanki? [what do you (we) want me to buy for you?] is a type of polite question. He used the first plural inclusive pronoun -kita and distant pronoun -ki to address his mother. It appears that the response is appropriateness used for parents and respected people.
Students' performance reflects an apparent influence of Indonesian-Buginess culture in their responses to some situations. In Bugis conversations according to Mahmud (2010), pronouns used are mostly from Bugis but some Indonesian pronominal term are used as well.
Slightly different from Eva response when she was jokingly declined her mother's request to give her younger brother a lift (See Table 5). In this section, the way the students communicate to respected people in the home context is more polite and can use language that fits the context when in a serious situation or a joking situation. Syam, Basri & Sahril (2020) stated that family interaction contributed most in improving students' linguistic knowledge.
Furthermore, since the relationship between students and older people is significantly sensitive and, it is socially important that students should be conscious and serious in speaking with their parents.

CONCLUSION
The results presented and discussed in this study are interactions in the home context divided into two areas: interactions among family members who have the same level and interactions with respected family members. Interactions carried out on family members of the same level show appropriateness. Appropriateness in this case means that the use of language in a particular context is carried out appropriately by considering the linguistic elements required in that context. In addition, this interaction also indicates the occurrence of intimacy in communicating with family members of the same level. Intimacy in communication patterns like this shows that close relations are shown not only physically but also linguistically. This is based on the fact that EFL students have ample opportunities to build closeness due to the application of learning from home during the Covid-19 pandemic.
Regarding the interactions that occur between students and family members who are more respected includes respectful and fun. In the respectful section, EFL students showed a communication pattern where the language used both utterance and meaning indicated elements of accuracy and politeness. Besides that, in the fun interaction section, it shows the flexibility of the language elements used between students and people who are valued in the home context. This happens because students still very much adhere to the culture at home and is applied by family members.