34 consistency of responses. However, reliability plays minor role in qualitative
inquiry. The researcher explored the experiences through interviews using a
guideline of the questions. In order to meet the validity, the researcher applied a guideline which derives from some theories and previous researches. To gain the
reliability, the researcher then tried to have cross-check to the teachers or conduct re-interviews. Using sources of data, hopefully, this research would meet the
validity. Specifically, this study intends to find out the answer of what the lived-
experience of English learning process to learners with low financial capacity is. This study aims to build empathic understanding to the researcher and also all
readers to low financial capacity learners. This study also attempts to build the participants‘ higher awareness and motivation in learning English, then the higher
acquisition or achievement later.
2. The Researcher’s Lived Experience
As an English teacher who has been teaching and accompanying students for almost 2 years in private school and college in Pontianak, the researcher has a
lot of experiences being together with them. In non-state college, most of the students come from various towns which are spread in West Borneo. They come
from various families, like farmers, private company employees, merchants, entrepreneurs, etc. In the morning class, on average, their economy is from low-
leveled income family, while in the afternoon class most of them come from high- leveled income family. Therefore, their capability is also different. In the morning
class they are usually having less adequate knowledge, their basics in English are
35 very poor, and their intelligence to catch my explanations are very slow.
Meanwhile , it‘s totally different with students in the afternoon class. They have
good basic knowledge in English and it is easy to teach them because they can understand my explanations easily.
The same experience also happens when the researcher teaches in a non- state school. The differences between bilingual class and regular class are so big.
The students who study in bilingual class are those who come from wealthy family. They are usually successful in most of the subjects at school. On the other
hand, the students who study in regular class mostly fail in learning English. Their hand-books are also different from the bilingual class; in regular class they
still use books from the government, while in bilingual class they use Cambridge books.
From this point of view, it makes the researcher very interested in doing a research of lived experiences in learning English to learners of low financial
capacity. Since the researcher is studying in Yogyakarta, the researcher would like to know how the low financial capacity learners in Yogyakarta learn English.
In addition, it will enrich my knowledge and experiences as a teacher to understand and have empathic understanding to those kinds of learners.
3. The Nature of Lived Experience
