130 indicators of learning awareness is still can be found from the learners with low
financial capacity.
5. Participants’ Lived Experiences on Learning Interaction
The learning interactional activities experienced by all of the three participants are still quite far from communicative language learning and teaching
concept. It is also found that grammar-based method still fills the primary activity which is conducted in almost every part of their learning process in the school.
Each participant does not have individual difference in their experience. All of them share the same experience that they are having less interactional
activities in their language learning process. After the researcher makes the conclusion on the findings about learning
interaction, the relation to the theory of learning interaction is needed to analyze and find interpretations of the results. Interaction is important word for language
teachers and learners in creating good communication in teaching and learning activity both inside and outside classroom.
The idea is relevant with Brown‘s 1994 statement about the important roles of interaction in communicative
language learning. From what is stated by Brown 1994 and Marzano 1998, it can be
concluded that the concept of learning interaction is clearly related to speaking and interacting importance within the process of language learning in order to
achieve communicative English goal. Those theories are contradictory to the findings from the
the three participants‘ experiences. All of them still learn English passively in the class since grammar-based method is still preferred in
131 their class activity. It means that they will not be successful in mastering active or
communicative English if the method being used is not changed.
6. Participants’ Lived Experiences on Low Financial Factor
The researcher finds that all of the three participants do not get enough pocket money from their parents. The researcher assumes that the amount of their
daily pocket money will not be able to support them for such unexpected spending in terms of learning. Furthermore, it makes them have such kind of limitation and
distraction on their mood to study. Tiwi, Rizka, and Apri have less support from their parents in studying at
home. In addition, Tiwi and Rizka feel distracted to study at home because they have to do the housekeeping. Fortunately, the economic problem does not cause
significant effect on the three participants‘ health problem at school. The researcher later also found that the economic problem does not only
happen in the participants‘ family but also at school, which leads to lack of
facilities like adequate library supply. Even there is no language laboratory to support their learning process.
The researcher found some individual differences from each participant‘s lived experiences. Different from Tiwi and Rizka, Apri does not have significant
distraction from his family since he is free from any housekeeping duty. However, he still has problem in his mood to study at home, for example is due to the few
amount of pocket money. In addition, Rizka admitted that she does not have real problems with dictionary or books since she can borrow it from her sister.
However, the dictionary is still far from proper.
132 The researcher finds that Horgan‘s 2007 explanation about the social
economy condition effect on academic achievement is relevant with the findings. From the result, the researcher finds that all of the three participants do not get
enough pocket money from their parents. The researcher assumes that the amount of their daily pocket money will not be able to support them for such unexpected
spending in terms of learning. Furthermore it makes them have such kind of limitation and distraction on their mood to study. It shows that their condition
reflects the relevance of low financial background towards the learners‘
motivation. The
importance of parents‘ influence can be counted as the learning process which happens outside the school area. In terms
of parent‘s influence towards the participants‘ learning process, the researcher finds that all of the
participants‘ parents are not capable of helping them to study at home. It means that the participants cannot depend on their parents to help them study.
T he researcher found that the participants‘ parents are not supportive
towards the participan ts‘ learning process at home, though their mothers are
housewives who are supposed to be less busy so that they should pay more attention
to their children‘s education at home. Tiwi and Apri are therefore found to be more independent learners at home, while Rizka appears to be the only
participant who can somehow overcome the problem through her sister‘s help. This finding shows relevance with what Peter and Mullis 1997 have said about
the parents and family influence on learners‘ learning process. The three part
icipants‘ experiences also show that distractions come from the condition and environment at home as well. Tiwi and Rizka have to help her
133 parents do the housekeeping at the time they are supposed to study. Only Apri is
free from such duty since he is a male and he does not need to do the housekeeping. This kind of distractions obviously obstruct the
learners‘ learning progress at home, and of course will put bad impact on their academic
achievement especially in English subject. The researcher later finds that the three participants are not having any
personal health problem regarding with the low economy background. Based on the finding the researcher concludes that the theory stated by McLoyd 1998,
Duncan and Brooks-Gunn 2000, and Sacker et al. 2002 about correlation between health and learners‘ academic condition is not shown from the findings in
terms of health impact. All of the three participants except Rizka are only supported by inadequate
dictionaries and a textbook from the school. In Rizka‘s case, she is lucky that she can use her sister books to support the English learning. The absence of computer
or laptop also more or less obstructs the participants‘ opportunity to be more advanced in English learning. In addition, the school is also failed to provide
proper facilities for the learners since there is no language laboratory and the library is also lack of good books. The participants stated that there are only
English dictionaries in the library. The researcher finds that the theory stated by McLoyd 1998, Duncan and Brooks-Gunn 2000, and Sacker et al. 2002 is
relevant with the findings, in which low economy circumstances do have impacts in terms
of learners‘ facilities. The researcher therefore
concludes that the participants‘ family low financial background is responsible for the lack of proper facilities on the
134 participants‘ learning. In other words, the researcher can also state that the
participants could actually have proper facilities and possibly achieve good academic achievement in English if only the family condition were much better.
7. Participants’ Lived Experiences on English Acquisition
