26 the study, the question is: What is the lived-experience of learners with low
financial capacity in the English learning process of vocational school like? The
essence of the phenomenology and lived experience term is that the textual result of a research is gathered from non-text data oral interview or visual observation.
in order to imply meaningful reflections.
4. English in Vocational School
The concept of English in vocational school is related to functional term of the English language. Marsigit 2008 states that sometimes vocational education
refers to technical education, as the learner directly develop expertise in a particular group of techniques or technology. The essence from statement above is
that vocational education is identical with technical education, but the fact is that there are other specializations being trained in vocational school administrative,
art, culinary, etc. In addition to that, according to Kotsakis in Mortaki 2012: The term vocational education is general and includes every form
of education that aims to the acquirement of qualifications related to a certain profession, art or employment or that provides the
necessary training and the appropriate skills as well as technical knowledge, so that students are able to exercise a profession, art or
activity, independently of their age and their training level, even if the training program contains also elements of general education.
The definition of vocational school from Marsigit and Kotsakis are sharing the
same idea that this type of education generally associated with technical or industrial knowledge.
According to Wayan et al. 2013 the curriculum as a guidance to conduct its teaching and learning used in every SMK vocational high school is not
exactly the same from time to time. It has many changes along with the progress of science and technology. Dantes in Wayan et al. 2013 states that a curriculum
27 should be continually developed or constructed in line with the world demand. It
can be concluded that the English learning to be held in communicative manner is in purposed to prepare the learners to be able to use English functionally rather
than have to take concern on its linguistic aspects. The communicative English is preferred because the global development requires capability to communicate to
various communities and persons actively to gain informations and deliver some ideas. In the term of English learning in vocational school, Marsigit 2008 also
adds that the teacher needs to appropriately use English-mediated interactions as a basis for expanded classroom interaction and develop the attitude with their
students to this use of English. In line with the concept of communicative competence, the following
indicators, according to Marsigit 2008 should therefore be present in vocational education through English. First of all, a fluency and acceptable language should
be concerned by the teacher. Second, students are expected to interact with other students in order to communicate technical teaching content in English. Third,
students should be given enough opportunities to develop content of teaching as well as English. Fourth, the role of the teacher is not only to facilitate the
communication of content but also to facilitate English as a tool for communication. Fifth, it is needed for the teacher to encourage their students to
accustom speaking in English at any chance. And the sixth, it is needed for the teacher to develop media and teaching aids that support both the content of
teaching and English. Regarding with Marsigit‘s 2008, the conclusion is that English to be
taught and learned in vocational school should be functional related to the
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
