28 specialization taken by the learners. Therefore, the ability to be able to
communicate and use English functionally as a means of language will take the importance.
B. Review of Related Studies
There are many researches discussing about low socioeconomic issue. Kormos and Kiddle 2013 talk about the learners‘ motivation in learning English
under the low socioeconomic condition. The motivation of learners with low financial capacity is considered to be affected by the social-economy factors. The
finding shows that motivation of most low economic learners is below expected level; therefore the academic achievement may be obstructed.
Souriyavongsa 2013 maps out that underachieving learners can be affected by many factors including low socioeconomic factor. In addition,
students‘ weakness in English language learning is due to social differences and cultural environments. The idea to be highlighted here is the facts that
marginalized learners tend to be underachieved. Bordieu 1986 exposes his research on the effect of capital factor on
education. Bordieu explains that the social class difference the high and low class cannot be considered equal in the terms of their achievement in education.
The aspects to be affecting the most is that the provision and facilitation on each class determine the success or effectiveness of the learning process and
continuation. Lacour and Tissington 2011 provide statistical data showing that
financial factors affect the process of education. The finding shows that family
29 and income source also distinguish
the result and the process of children‘s academic experience.
Haryanta‘s 2010 thesis entitled Student’s Lived Experiences in Learning English at the Vocational School
provides the exemplification of how study of phenomenology in the form of lived experience is done. Meanwhile, the issue is
not basically the same as what the researcher is writing in this research, since Hary
anta‘s thesis is more to general lived experience while the researcher‘s is focusing on the low economy issue. However, the concept of the lived experience
in Haryanta‘s thesis is adaptable for this research. From the research above, this research is basically a follow up research in
which it adapts ideas from those researches in relevance. On certain part, this research will discuss the relation of motivation and communicative language
learning process as also discussed by Kormos and Kiddle 2013. The concept that becomes the basic of the researched issue is that low economy background is
related to learners‘ underachievement causes as stated by Bordieu 1986. To be
underlined, this research, however will not discuss the learners‘ underachievement
like Souriyavongsa 2013 does, but more to describe how they live their English learning process experiences as what is
done in Haryanta‘s 2010 thesis.
C. Framework of Pre-Understanding
