Live experience of English learners with low financial capacity.

(1)

1 ABSTRACT

Paramita, P. E. 2014. Lived Experience of English Learners with Low Financial Capacity, Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

This research attempts to describe the lived-experience of economically marginalized learners of English. The researcher does this research in order to understand their process of English learning under the limited economy circumstances.

The researcher conducted the research to help the readers to understand the problems that occur in the process of language learning of learners with low financial capacity. Through the understanding, the problem related to the low financial factor, as part of socioeconomic issue, is expected to be solved. The research question of this study is: What is the lived-experience of learners with low financial capacity in the English learning process of vocational school like?

This study employs a qualitative approach, especially the phenomenology method. This research is a qualitative research which is trying to explore human lived experiences. The techniques used in this research sequentially were in-depth interview, classroom observation, and document checks. The process of the interview was also recorded. The participants of the study consisted of three students from the Putratama Vocational School Bantul who experienced learning English under a low financial background.

participant’s effort when the participant uses English in Facebook. Unfortunately, the economic conditions in their school and their family are less supportive for the learners to develop and fulfill their goals in communicative English.

Later, from the researcher’s interpretation on the findings, the researcher suggests the research readers in general and teachers to improve any current less beneficial conditions regarding the socioeconomic issue discussed in this thesis. This research is succesfully able to build the researcher’s emphatic understanding and self -reflection for better personal development. The highlight of the suggestions includes

the improvement on learners’ and school facilities, and the teachers’ competence in

delivering the English language materials and in giving instructions.

Keywords: learning, lived-experiences, low financial, suggestions,

(2)

2 ABSTRAK

Paramita, P. E. 2014. Pengalaman Hidup Pembelajar Bahasa Inggris dari Kalangan Ekonomi Lemah, Yogyakarta: Program Pasca-Sarjana Studi Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini bertujuan untuk menggambarkan pengalaman hidup pembelajar bahasa Inggris yang terpinggirkan secara ekonomi. Peneliti melakukan penelitian ini untuk memahami proses yang dialami para pembelajar bahasa Inggris yang dibayang-bayangi oleh kondisi ekonomi yang terbatas.

Peneliti melaksanakan penelitian ini untuk membantu pembaca memahami permasalahan yang terjadi di dalam proses pembelajaran bahasa yang dilalui para pembelajar dengan kondisi keuangan yang lemah. Melalui pemahaman yang tercipta nantinya diharapkan dapat menghasilkan pemecahan masalah terkait dengan tingkat keuangan terbatas sebagai bagian dari persoalan sosio-ekonomi. Adapun, rumusan pertanyaan dari penelitian ini adalah: Seperti apakah pengalaman hidup pembelajar dalam proses pembelajaran bahasa Inggris dengan kondisi keuangan yang lemah di sekolah menengah kejuruan itu?

Penelitian ini menggunakan sebuah pendekatan kualitatif yang mengutamakan metode fenomenologi. Penelitian ini merupakan sebuah penelitian kualitatif yang mencoba untuk menelusuri pengalaman hidup manusia. Teknik penelitian atau cara-cara yang digunakan dalam penelitian ini secara-cara berurutan antara lain menggunakan teknik wawancara secara mendalam, pengamatan langsung di ruang kelas, dan pemeriksaan berkas-berkas. Proses wawancara dalam penelitian ini juga didokumentasikan dalam bentuk rekaman. Narasumber dalam penelitian ini adalah para siswa dari Sekolah Menengah Kejuruan Putratama Bantul yang mengalami proses pembelajaran di bawah kondisi ekonomi yang terbatas.

Hasil dari penelitian menunjukkan bahwa beberapa pembelajar berkeinginan untuk dapat berkomunikasi menggunakan bahasa Inggris, walaupun mereka menjalani proses belajar bahasa Inggris di bawah gangguan ekonomi. Beberapa peserta mengakui bahwa mereka ingin dapat berkomunikasi menggunakan bahasa Inggris. Sebuah indikasi adanya kecenderungan menggunakan bahasa inggris yang fungsional dan komunikatif dapat dilihat dari sebuah temuan yang menunjukkan usaha seorang narasumber ketika ia menggunakan bahasa Inggris di Facebook.

Sayangnya, kondisi ekonomi yang dialami pihak sekolah dan keluarga kurang mendukung bagi para pembelajar untuk dapat mengembangkan dan memenuhi tujuan-tujuan berbahasa Inggris secara komunikatif.

Kemudian, dari hasil penafsiran peneliti terhadap hasil temuan-temuan yang ada, peneliti memberi saran kepada pembaca penelitian ini pada umumnya dan

(3)

khususnya bagi para pengajar untuk meningkatkan keadaan yang kurang menguntungkan mengenai permasalahan sosial-ekonomi yang dibicarakan di penelitian ini. Penelitian ini berhasil membangun empati serta sarana refleksi untuk perkembangan yang lebih baik pada diri peneliti pribadi. Secara garis besar, saran-saran yang dihasilkan mencakup upaya peningkatan fasilitas yang dimiliki para pembelajar dan juga fasilitas sekolahnya, serta peningkatan kompetensi tenaga-tenaga pengajar dalam menyampaikan materi-materi bahasa Inggris dan dalam memberikan instruksi.

Keywords: pembelajaran, pengalaman hidup, ekonomi lemah, saran-saran, sarana, kompetensi tenaga-tenaga pengajar

(4)

LIVED EXPERIENCE OF ENGLISH LEARNERS WITH LOW FINANCIAL CAPACITY

A Thesis

Paulina Erawati Paramita 126332013

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2015

(5)

LIVED EXPERIENCE OF ENGLISH LEARNERS WITH LOW FINANCIAL CAPACITY

A THESIS

Presented in Partial Fulfillment of the Final Requirements to Obtain in the Magister Humaniora (M.Hum)Degree

in English Language Studies

Paulina Erawati Paramita 126332013

Approved by

Dr.B.B. Dwijatmoko, M.A ______________________ Advisor February 2, 2015

(6)

iii

LIVED EXPERIENCE OF ENGLISH LEARNERS WITH LOW FINANCIAL CAPACITY

A THESIS

Presented by

Paulina Erawati Paramita 126332013

Defended before the Board of Examiners and was Declared Acceptable

THESIS COMMITTEE

Chairperson : Dr. B.B. Dwijatmoko, M.A. ______________ Secretary : Dr. J. Bismoko

______________ Members : 1. Markus Budiraharjo, Ed. D. ______________ 2. JSM Pudji Lestari, S.Pd., M.Hum. ______________

Yogyakarta, February 27, 2015 The Graduate Program Director

Sanata Dharma University

(7)

STATEMENT OF WORK ORIGINALITY

This is to certify that all ideas, phrases, and sentences, unless otherwise stated, are ideas, phrases, and sentences of the writer. The writer understands the full consequences including degree cancellation if she took somebody else‘ ideas, phrases, and sentences without a proper reference.

Yogyakarta, February 27, 2015 The Thesis writer,

(8)

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Paulina Erawati Paramita

NIM : 126332013

Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

LIVED EXPERIENCE OF ENGLISH LEARNERS WITH LOW FINANCIAL CAPACITY

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas, dan memublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan yang saya buat ini dengan sebenar-benarnya.

Dibuat di Yogyakarta

Pada tanggal: 27 Februari 2015 Yang menyatakan,

(9)

ACKNOWLEDGEMENTS

First of all, I would like to offer my biggest gratefulness to my God, my Lord, Jesus Christ, who has granted me an opportunity to pursue further education and always keep me to have so many wonderful people whom I can learn from and work with. I am so grateful for all His blessings, from nothing to be something. I also want to say thank you for my lovely parents, who always support me to finish my master degree study soon, and the leader of Yayasan Widya Dharma, Pastor Petrus (Drs. Petrus Rostandy) who has given the opportunity for me to study in English Language Studies through his goodness in supporting my study funds.

I would also like to thank to my advisor, Dr. B.B. Dwijatmoko, M.A for his encouragement, guidance and his constructive feedbacks in every period to get me accomplish this thesis. Special regards to Markus Budiraharjo, Ed.D, JSM Pudji Lestari, S.Pd., M.Hum., and Dr. J. Bismoko as my thesis reviewers. My thank also goes to English Language Studies lecturers for the chance to participate in their classes and English Language Studies secretary staff who have given me information and announcement regarding my studies.

Then, I am delighted to express my gratitude to the headmaster of SMK Putratama Bantul, Mr. Simon (Drs. Simon Suharyanta, M.Pd) and English teacher Mrs. Maria (Maria Saptiyudanti, S.Pd) who permitted me to conduct a research at their school and for facilitating any access to the participants.

Thanks to my brothers (Heru and Billy) to support and love me so much as always and also to all of my friends in English Language Studies program who cannot be mentioned one by one. Special thanks to Anton (senior) who recommended the school, where this research took place, and also Asep (ELS workstation) who has picked me up and accompanied me to go the SMK Putratama Bantul for the research. The next gratitude will be for my friends in DF Fit and Fun gym (DF colony) who has entertained, supported, and trained me. They have ‗lifted‘ me when I was ‗down‘ and keep me healthy. My better health means fewer obstacles to write and finish my thesis.

Finally, my big gratitude will goes to Tiwi, Rizka, and Apri for their willingness to be my participants. God bless you all.

(10)

vii

TABLE OF CONTENTS

TITLE PAGE……….. i

APPROVAL PAGE……… ii

DEFENSE APPROVAL PAGE………. iii

STATEMENT OF WORK ORIGINALITY……….. iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI………... v

ACKNOWLEDGEMENT……….. vi

TABLE OF CONTENTS……… vii

LIST OF TABLES……….. x

LIST OF FIGURES……… xi

LIST OF CODES AND ABBREVIATIONS……….. xii

ABSTRACT………... xiii

ABSTRAK………. xiv

CHAPTER I INTRODUCTION………. 1

A. Background………... 1

B. Problem Identification………... 6

C. Problem Limitation……… 8

D. Research Question………. 9

E. Research Objectives……….. 9

F. Research Benefits……….. 10

CHAPTER II LITERATURE REVIEW………. 11

A. THEORETICAL REVIEW 1. Language Learning Process………... 11

a. The Concept………... 11

b. The Communicative Language Teaching………... 12

c. The Role of Consciousness in Language Learning……….. 13

d. English Acquisition……….. 15

2. Language Learning Factors……… 18

a. Motivation……… 19

b. Awareness………. 20

c. Learning Interaction………. 21

d. Low Financial Capacity……… 22

1) Concept……….. 22

2) Effects on Students with Low Financial Capacity……. 23

3. Lived Experience Research……… 25

4. English in Vocational School………. 26

B. REVIEW OF RELATED STUDIES……… 27

(11)

viii CHAPTER III

METHODOLOGY……… 32

A. Research Method……….. 32

1. Phenomenology Method………. 33

2. Lived Experience……… 34

3. The Nature of Lived Experience………. 35

4. Research Participants……….. 37

B. Data Gathering……….. 38

1. The Nature of Text……….. 38

2. Text Sources……… 39

3. Text Gathering Instruments………. 40

4. Text Gathering Procedure………... 41

C. Data Analysis and Interpretation………... 42

D. Trustworthiness………. 43

CHAPTER IV ANALYSIS RESULTS………. 45

A. Data Gathering and Presentation………... 45

B. Participants‘ Lived Experiences……… 51

1. The Participants‘ Lived Experiences on Language Learning Process……… 51

2. The Participants‘ Lived Experiences on Consciousness………. 61

3. The Participants‘ Lived Experiences on Motivation………….. 76

4. The Participants‘ Lived Experiences on Awareness………….. 84

5. The Participants‘ Lived Experiences on Learning Interaction……… 92

6. The Participants‘ Lived Experiences on Low Financial Factor………. 102

7. The Participants‘ Lived Experiences on English Acquisition……… 115

C. Discussion……… 122

1. Participants‘ Lived Experiences on Language Learning Process………... 122

2. Participants‘ Lived Experiences on Consciousness…………... 124

3. Participants‘ Lived Experiences on Motivation………. 127

4. Participants‘ Lived Experiences on Awareness………. 128

5. Participants‘ Lived Experiences on Learning Interaction………... 130

6. Participants‘ Lived Experiences on Low Financial Factor………. 131

7. Participants‘ Lived Experiences on English Acquisition……… 134

(12)

ix CHAPTER V

CONCLUSION……… 135

A. Conclusions………. 135

B. Suggestions………. 138

BIBLIOGRAPHY……… 140

APPENDICES Appendix 1……… 145

Appendix 2……… 154

Appendix 3……… 184

(13)

LIST OF TABLES

Table 3.1. Table of Coding of the Research……….. 42 Table 4.1. A Sample of Interview with

(14)

LIST OF FIGURES

Figure 1.1. Research‘s Framework of

Pre-Understanding figure……….. 30 Figure 4.1. The Sequence of the Data

(15)

xii

LIST OF CODES AND ABBREVIATIONS

A : Awareness

ALA : Association for Language Awareness

C : Consciousness

EA : English Acquisition

ELL : English Language Learning

FS : Family Support

LA : Language Awareness

LEF : Low Economy Factor LFC : Low Financial Capacity LI : Learning Interaction LLF : Language Learning Factors LLP : Language Learning Process LO : Learning Outside

L2 : Second Language

M : Motivation

OP : Other Problems

R : Researcher

SE : School Equipment

SF : Student Facilities SI : School Infrastructure

SLA : Second Language Acquisition SMK : Sekolah Menengah Kejuruan

S1 : Student 1

S2 : Student 2

S3 : Student 3

(16)

xiii ABSTRACT

Paramita, P. E. 2014. Lived Experience of English Learners with Low Financial Capacity, Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

The researcher conducted the research to help the readers to understand the problems that occur in the process of language learning of learners with low financial capacity. Through the understanding, the problem related to the low financial factor, as part of socioeconomic issue, is expected to be solved. The research question of this study is: What is the lived-experience of learners with low financial capacity in the English learning process of vocational school like?

The result of this research shows that some of the participants are looking forward of being able to use English functionally as a language, although they are learning under economy hardship. A clear indication of the functional or communicative English preference can be found in a finding which shows a participant‘s effort when the participant uses English in Facebook. Unfortunately, the economic conditions in their school and their family are less supportive for the learners to develop and fulfill their goals in communicative English.

Later, from the researcher‘s interpretation on the findings, the researcher suggests the research readers in general and teachers to improve any current less beneficial conditions regarding the socioeconomic issue discussed in this thesis. This research is succesfully able to build the researcher‘s emphatic understanding and self-reflection for better personal development. The highlight of the suggestions includes the improvement on learners‘ and school facilities, and the teachers‘ competence in delivering the English language materials and in giving instructions.

Keywords: learning, lived-experiences, low financial, suggestions, facilitation, teacher‘s competence.

(17)

xiv ABSTRAK

Paramita, P. E. 2014. Pengalaman Hidup Pembelajar Bahasa Inggris dari Kalangan Ekonomi Lemah, Yogyakarta: Program Pasca-Sarjana Studi Bahasa Inggris, Universitas Sanata Dharma.

Peneliti melaksanakan penelitian ini untuk membantu pembaca memahami permasalahan yang terjadi di dalam proses pembelajaran bahasa yang dilalui para pembelajar dengan kondisi keuangan yang lemah. Melalui pemahaman yang tercipta nantinya diharapkan dapat menghasilkan pemecahan masalah terkait dengan tingkat keuangan terbatas sebagai bagian dari persoalan sosio-ekonomi. Adapun, rumusan pertanyaan dari penelitian ini adalah: Seperti apakah pengalaman hidup pembelajar dalam proses pembelajaran bahasa Inggris dengan kondisi keuangan yang lemah di sekolah menengah kejuruan itu?

Penelitian ini menggunakan sebuah pendekatan kualitatif yang mengutamakan metode fenomenologi. Penelitian ini merupakan sebuah penelitian kualitatif yang mencoba untuk menelusuri pengalaman hidup manusia. Teknik penelitian atau cara-cara yang digunakan dalam penelitian ini secara berurutan antara lain menggunakan teknik wawancara secara mendalam, pengamatan langsung di ruang kelas, dan pemeriksaan berkas-berkas. Proses wawancara dalam penelitian ini juga didokumentasikan dalam bentuk rekaman. Narasumber dalam penelitian ini adalah para siswa dari Sekolah Menengah Kejuruan Putratama Bantul yang mengalami proses pembelajaran di bawah kondisi ekonomi yang terbatas.

Facebook. Sayangnya, kondisi ekonomi yang dialami pihak sekolah dan keluarga kurang mendukung bagi para pembelajar untuk dapat mengembangkan dan memenuhi tujuan-tujuan berbahasa Inggris secara komunikatif.

(18)

Kemudian, dari hasil penafsiran peneliti terhadap hasil temuan-temuan yang ada, peneliti memberi saran kepada pembaca penelitian ini pada umumnya dan khususnya bagi para pengajar untuk meningkatkan keadaan yang kurang menguntungkan mengenai permasalahan sosial-ekonomi yang dibicarakan di penelitian ini. Penelitian ini berhasil membangun empati serta sarana refleksi untuk perkembangan yang lebih baik pada diri peneliti pribadi. Secara garis besar, saran-saran yang dihasilkan mencakup upaya peningkatan fasilitas yang dimiliki para pembelajar dan juga fasilitas sekolahnya, serta peningkatan kompetensi tenaga-tenaga pengajar dalam menyampaikan materi-materi bahasa Inggris dan dalam memberikan instruksi.

Keywords: pembelajaran, pengalaman hidup, ekonomi lemah, saran-saran, sarana, kompetensi tenaga-tenaga pengajar.

(19)

1 CHAPTER I INTRODUCTION

To identify and expose the main research problems elaborately, in this introductory chapter the researcher will examine concepts and issues in English education, specifically about English language learning condition of learners from low financial capacity. The researcher will begin with the background of the study and consecutively discuss the problem identification, problem limitation, research question, research questions and goals, and the research benefits.

A. Background

In English language learning there are many factors which affect its process. Many studies find that there are correlation between socioeconomic factors and the learning process, especially English learning in this term. Khattak et al. in Souriyavongsa (2013) states that the poor socioeconomic is one of factors that create learners to face with the use foreign language. In addition to that, Hashemi in Souriyavongsa (2013), identified that students‘ weakness in English language learning is due to the differences of social contexts, cultural environments. Besides, a survey into the causes of English language learning anxiety in students by Khattak, Jamshed, Ahmad, & Baig in Souriyavongsa (2013) also found that ―Students were afraid of making mistakes in the classes, failing the exams, as well as the poor socioeconomic cause of the poor performance in learning languages.‖

(20)

Furthermore, Bordieu (1986) states that ―The notion of cultural capital initially presented itself, in the course of research, as a theoretical hypothesis which made it possible to explain the unequal scholastic achievement of children originating from the different social classes by relating academic success.‖ From Bordieu‘s explanation above, it can be concluded that the difference of economic background, as a part of factors in social classifications, can affect different result of learning in the process.

The statements show that the factor, in this term is the low socioeconomic condition of the learners, is considered to be a factor that affects the process of ELL. From those ideas, the researcher assumes that there is clear connection from financial background towards the learners‘ process of learning especially English; therefore this research is made to understand how the learners with low financial background learn English. However, the research does not focus on the learners‘ underachievement to be observed, but more to find how they get through the process of ELL under low economic condition.

Based on the explanations above, the socioeconomic condition therefore can trigger several impacts in the efficiency of English learning in many countries including Indonesia. Indonesia is considered as a country with high chances of financial interference which can be possibly experienced by the learners or institutions that are working within its educational scope.

The condition of Indonesia as a developing country will also force it to be able to adapt to the global changes. In this term, English will take a major part in the country‘s educations system as also explained by Wu in Hu (2002):

(21)

The rapid economic development and an explosion in commercial, technological and cultural exchanges with other parts of the world, has given rise to a pressing demand for English proficiency.

Based on the statement above, Indonesia, in order to be competitive in the global challenges will consider English as an important part of its development in various aspects. This situation leads to ELT (English Language Teaching) programs conducted by government and non-government institutions in education to be designed for EFL learners all over the country. The English subject therefore becomes one of the main subjects to be included in the 2013 curriculum as the current curriculum in Indonesia.

In the current English curriculum for senior high school and vocational high school, it is stated that there are external challenges due to globalization that demands transformation on agrarian and traditional commerce society into industrious and modern trading form (Curriculum, 2013). This transformation will demand a more communicative form of English learning as it is designed for students‘ preparation on global or international information and communication needs.

The communicative English learning process means that adequate facilitation and learning atmosphere are taking important role in the process. However, not all learners can learn English in ideal conditions. Some learners in Indonesia are still having less adequate facilities. They do not live in supported environments, or even do not have a good nutrition and health to support their learning performance. Those factors can be affected by low financial capacity. The Jakarta Globe (2010) exposed that:

Poverty and hunger continue to stalk Indonesia despite the rapid economic growth over the past few years. By most estimates, more

(22)

than 50 percent of the country‘s 240 million people still live on $2 or less a day.

In this term, Indonesia as a developing country is prone to have a lack of requirements, particularly on the education system since many participants are affected by financial factor. As the evidence how financial impact can affect education, within national or governmental policy level, as exposed in reports compiled by The World Bank (2007):

Indonesia spent 16.5 percent of its budget on education. This level is almost on par with both other developing countries and with Organization for Economic Co-operation and Development (OECD) nations.

In the future, during the pre-crisis high growth period, Indonesia invests heavily on its education sector, resulting in an expansion of education infrastructure across the country (Duflo, 2004). However according to Del Granado, Fengler, Ragatz and Yavuz (2007):

Indonesia‘s spending level is still relatively low compared to its East Asian neighbors, and since the 1980s Indonesia has spent comparatively less in education, resulting in a deterioration of school buildings and contributing to persistently low learning outcomes by students.

Del Granado et al. (2007) try to show that Indonesia is still left behind the advancing East Asia countries like China, South Korea and Japan on its effective educational budgeting, that affects to slower development of facilities which are disadvantaging learners to learn optimally.

The report shows that Indonesian government compared to other countries under the similar condition, is less supportive to the national education in terms of finance and facilities. This condition disadvantages those who need support in education, especially learners with low family financial capacity. Even though

(23)

there are deficiencies of information about learners with low financial capacity in learning English in Indonesia, it can be concluded that many learners who cannot get good education especially English are spread in many areas in Indonesia. In addition to that, a recent study conducted by Lamb in Kormos and Kiddle (2013) in Indonesia revealed that students in rural areas had a significantly lower level of international orientation than learners of English in provincial and metropolitan areas. Still according to Lamb in Kormos and Kiddle (2013), rural or provincial areas in Indonesia usually have lower financial condition compared to central areas or big cities.

To make it more specific, the researcher would like to describe the condition of low learners in Indonesia especially in Yogyakarta to get an education particularly in learning English. In a local scope, there are schools in Indonesia that are having less adequate facility and financial support. Therefore, the researcher decides to conduct a research on Putratama Vocational School in Bantul. In this case, the researcher had done a pre-research observation towards the school and the students condition before deciding to conduct an interview with the teacher. The findings from the observation and interview are fitted to the socioeconomic issue being uplifted in this research.

Meanwhile, learner‘s academic achievement can also be affected by many factors, such as parents‘ attention, learning motivation, and social economic condition. For children from families living in poverty, their understanding and experience of school is narrower and they cannot be sure of having a good education (Horgan, 2007). In this term, the parents expectedly act as the determiner who opens the chance for children to get better education, in exception

(24)

for those who do not have parents support, of course the responsible institution may take charge. Therefore, the institution will be supportive on the way learners being facilitated in terms of finance or learning media.

From the statements above, it is clear that many factors can affect the process of English learning. In this term, the low social-economic capacity issue is taken as a factor to be focused on. Furthermore, the researcher is looking to find out how and what influences occurr during the English learning process.

The researcher would like to take concern on how learners from low social economic condition learn English. Furthermore, the researcher is looking to describe how learners from low financial capacity undergo the learning process. The process to be observed covers the methods of learning applied during the class activities, the facility used during the learning process, and the learners‘ responses towards English learning activities inside and outside the classroom. In addition to that, the importance of doing the research on this topic is to build empathic understanding for the researcher and the research‘s readers, and equity towards low financial capacity learners, as well as to describe the lived-experience of economically marginalized learners of English from the observed school.

B. Problem Identification

According to Horgan (2007), learners‘ academic achievement can be affected by many factors such as parents‘ attention, learning motivation, and social economic condition. For children from families with low financial capacity, their understanding and experience of school is narrower, and they tend to be unsure about good education. There are some identified problems that are related to economically marginalized learners of English. Parents‘ factor is considered to

(25)

contribute impacts on the students‘ language learning process. The researcher would like to know that the parents have adequate educational background to assist or accompany the children‘s learning process.

Moreover, the question is developed to the economic sector, whether or not the parents have enough earning to cover the family needs. The idea of parents‘ influence on children‘s education is based on the idea that educating children is not the school‘s own responsibility, since education outside the school also matters. This statement will be relevant to the idea that the role of the family and the local community in developing potential provides the basis for and complements the efforts of the school (UNESCO, 1996).

In addition, mother‘s education level has an effect on student academic achievement. In many studies, mother‘s education had a more significant effect on children‘s scores than income.Through multiple studies, the mother‘s educational level was a predictor of school completion for all middle adolescents participating in the studies (Halpern-Felsher et al., 1997). Peters and Mullis (1997) found that parental education had a significant effect on academic achievement. The mother‘s education level had a 20% higher affect than the father‘s education level on the academic outcomes of adolescents (Peters and Mullis, 1997). This importance of parents‘ influence can be counted as the learning process also happens outside the school area.

This research will focus on the English learners from low financial capacity as the phenomenon. Through the researcher‘s observation on the targeted school, it seems that parents of the learners do not have adequate educational background to accompany their children, nor they have enough earning to support

(26)

the family needs including the children‘s educational needs. The researcher determined the parents‘ lack of academic capabilities based on their occupations and their last formal education level. The other identified problem is that the learners do not have adequate motivation and confidence in learning English as well as the lack of facilities from the students itself or which are provided by the school. Furthermore, the learners seem to be having difficulties in solving problems in English learning. To be concluded, based on the pre-observation and experiences, the researcher has identified problems to be observed, including the factors from parents, learners‘ motivation and confidence, and the facility.

C. Problem Limitation

In regards with the issue, the researcher will put the focus on aspects related to the way people with low financial capacity learn English, low economic learners‘ motivation in learning English, parents influence in the learning process, and low economic learners‘ interaction in learning English. Those aspects are chosen in regards with Horgan‘s (2007) explanation that the academic achievement is affected by many factors such as parents‘ attention, learning motivation, and social economic condition. In addition to that according to Bergeson (2006) students from low income families consistently, regardless of ethnicity or race, score below average. From what Bergeson (2006) has stated, the researcher can find that there is a clear correlation between low economy factor and academic achievement.

The researcher limits the research by observing the issues which covering the accessibility of holding observation in a vocational school. Furthermore,

(27)

qualitative method will be used to investigate the influencial factors, especially the economy factor, to the learners‘ process of learning.

D. Research Question

Based on the background of the study, the problem identification, and the problem limitation, this study will formulate a research question as the following:

What is the lived-experience of learners with low financial capacity in the English

learning process of vocational school like?

E. Research Objectives

As the context of this study is the lived-experience of learners with low financial capacity, this study attempts to attain the descriptions of low economic learners‘ lived-experiences in English learning process. By doing so, the essential themes and the meaning from the participants' lived-experiences regarding with the researched issue will be able to obtain.

Then, this research is conducted in order to know the effect of low financial capacity in learning English, the researcher needs to find out the lived-experiences of learners with low financial capacity in learning English, particularly by referring to their motivation, awareness, learning interaction, family, and facilities. From the aspects mentioned above, the researcher will put effort to analyze whether there are impacts in the learners‘ English learning process or not. Then, the researcher can also analyze what kinds of impact occur.

(28)

10 F. Research Benefits

There will be some benefits provided by this research. The first benefit of this research is that there will be some improvements from the current less beneficial English language teaching and learning activities. Furthermore, the language teaching and learning process itself is supposed to cover the school and home environments.

The next benefit from the research is that there will be more efforts from schools which have limited funds to attract more resources and financial aids from governmental and non-governmental institutions. In addition to that, the effort to improve the teachers‘ competence and performance is also suggested by the researcher in order to establish proper English language teaching and learning process which refers to more communicative process and goal.

For the researcher, this researcher is hopefully able to build emphatic understanding and reflections to develop the researcher into a better, reflexive, and open minded person as a teacher and human. This research is also mean to make the researcher understand the issue deeper and is able to empower the learners with low financial capacity to learn English in more appropriate condition and circumstance.

(29)

11 CHAPTER II LITERATURE REVIEW

This chapter attempts to contextualize some theories related to the problems of this study. There are three parts of this chapter which cover theoretical review, review of relevant research reports, and theoretical framework.

A. Theoretical Review

Here, the researcher would like to review some theories related to the learners with low financial capacity; factors the researcher suspects, which may affect their learning acquisition; and also some theories which are related to this study.

1. Language Learning Process

The researcher will divide this discussion into three parts, which will discuss the concept of language learning process, the communicative language learning strategy, and the role of consciousness in language learning process.

a. Concept

To define the language learning process concept being discussed in this research, the researcher picks the communicative side of language learning as the underlining idea. According to Das (1988), ―in the term of communication done by more than one individual, language learning is learning to ‗conform‘ (adjust) to conventional systems.‖ Das (1988) also adds that learners do not learn language through intensive pattern practice but when they are forced to communicate or exchange messages with others. From those statements, it can be concluded that

(30)

language learning process is closely associated with interactional and communicative effort rather than grammar-based learning.

To make it more specific, the discussion will move towards language learning process and learning interaction. There are several views about learning. According to Krashen (1981) language learning refers to the ―conscious knowledge of the second languages, knowing the rules, being aware of them, and being able to talk about them‖. This definition indicates that by learning second language, learners will consciously pay attention to any rules of the target language including the structure or the phonology. In addition to that, learners will be aware to avoid any errors when they are using the target language both written and spoken in communication and discussional circumstances.

Meanwhile, according to Feez and Joyce (2002) ―language learning is a social activity and is the outcome of a joint collaboration between the teacher and the student and between the student and other students in the group.‖ Similarly, Hutchinson and Waters (1994) views that learning is not just a mental process; it is a process of negotiation between individuals and society. This illustrates that language learning is a social activity. Therefore it is closely related to the social or situational orientation. When the researcher analyzes and concludes further those definitions, it is implied that on language learning process there is need of interaction. In other words, the conclusion clearly shows that interaction is highly important.

b. The Communicative Language Teaching

The researcher decides to put the concept of communicative language into the research discussion, since on the language learning concept as discussed in the

(31)

earlier sections it is mostly related to interactional activity. Hymes (1971) states that being able to communicate requires more than linguistic competence; it requires communicative competence. In addition to that, Halliday (1973) also states that being able to communicate requires more than mastering linguistic structure, due to the fact that language is fundamentally social. Those conceptions show that language is considerably more communicative rather than structural. By means, the communicative approach will not focus on the grammar pattern of language in its process of learning as stated by Tarone and Yule (1989):

In recent years, there has been a major shift in perspective within the language teaching profession concerning the nature of what is to be taught.… [T]here has been a change of emphasis from presenting language as a set of forms (grammatical, phonological, lexical) which have to be learned and practiced, to presenting language as a functional system which is used to fulfill a range of communicative purposes.

From what Tarone and Yule have stated, it can be concluded that the trend of language learning has changed to be more communicative rather than focusing on grammar-based method. In addition to that, Canale and Swain (1980) find those rules (grammatical rules) useless since language users are unaware of the rules of language use. Canale and Swain‘s finding above implicates that in real communication the formal and complex grammatical rules are less important than the meant messages which are transfered during the process. In other words, in communicative language learning process, the grammar-based methods will not be best suited.

c. The Role of Consciousness in Language Learning

This section will discuss the conception of consciousness as an aspect that is correlated with interaction in language learning. The researcher assumes that

(32)

consciousness connected to social activities is integrated within communicative language teaching and learning process.

In broader sense, according to van Lier (1996), consciousness can be closely associated with interpersonal concept, which originates in interaction with the world and is closely tied to sociocultural development. In addition to that, Vygotsky in van Lier (1996) defines consciousness as the objectively observable organization of behavior that is imposed on humans through participation in sociocultural practices.

Discussing about consciousness, Schmidt (1990) distinguishes four common senses of consciousness as follows: (1) Consciousness as intention, which means doing something on purpose in contrast to incidental learning, (2) Consciousness as attention which includes noticing and focusing while learning, (3) Consciousness as awareness, in this sense consciousness means having knowledge of perceptually or cognitively. In language learning it is often associated to knowing rule and noticing which similarize it with the consciousness as attention, and (4) Consciousness as control, in this term, the consciousness level has been considered to be a kind of automatization through routine activities. Through the statements above, it can be concluded that consciousness in learning, particularly language learning process, is taking an important role individually or interpersonally. In other words, the researcher will pinpoint that when learners consciously learn a language or interact with the others in purpose of learning a language, they will put themselves in a sociocultural circumtances. In other words, it means that the learners are involved in building social changes and development, and inevitably absorb the knowledge transfers within the social

(33)

processes. The learner will take conscious actions when interacting to others, including learning language as a means of communication. The essence of this concept of consciousness to the research questions is that from their lived experiences it can be seen whether or not the learners take conscious action to put themselves into interaction and communicative process of language learning.

d. English Acquisition

In this discussion, the researcher would like to define the English acquisition based on its connection to communicative approach of English learning. According to Krashen in Terrel (2004), the terms ―acquisition‖ and ―learning‖ are used to refer to these two sorts of linguistic knowledge. Acquisition is the process which is said to lead to subconscious knowledge about language, a ―feel‖ for correctness, while the product of learning is said to result from conscious attention to some part of the target language.

A distinction is sometimes made between ‗acquisition‘ and ‗learning‘ (Krashen in Ellis, 2008). The statement refers to the subconscious process of ‗picking up‘ a language through exposure and the latter to the conscious process of studying it. According to this view, it is possible for learners to ‗acquire‘ or to ‗learn‘ L2 features independently and at separate times. Although such a distinction can have strong face validity, particularly for teachers, it is problematic, not least because of the difficulty of demonstrating whether the processes involved are or are not conscious (McLaughlin in Ellis, 2008). The terms ‗acquisition‘ and ‗learning‘ will be used interchangeably.

The idea of distinction in this term is particularly related to conscious and unconscious process of learning language. Those are considered as dependable

(34)

processes because in the process of learning it is believed that both conscious and unconscious process always take certain part, and on many occassions they complete each other in building the language acquisition. Haynes (2005) stated that there is clearer distinction between language acquisition and language learning, in this term language acquisition process is more to subconscious process in which language learners may be unaware of the grammatical rules of language because they acquire the target language through natural communication and interaction. Haynes (2005) added that this process is similar to the first language acquisition process. Meanwhile the language learning process is explained to be more to conscious process in which the learners will pay attention to the structure of the target language rather than to its functional use of language as communication means.

In addition to that, similar to language learning, the process of language acquisition is affected by some factors. McCain (2000) states that there are four factors: motivation, opportunity, environment, and personality which are more relevant to second language acquisition. Below are some explanations on the factors stated by McCain (2000):

The first one is motivation. Motivation is differentiated along a continuum, integrative at one end and instrumental at the other. Integrative motivation is seen in language learners whose desire to learn is rooted in wanting to become part of the L2-speaking community, wants more contact with it, or is genuinely interested in it. On the other end of the spectrum is instrumental motivation. A student who sees language as a means to obtain some rewards (good grades, employment, a diploma or for mere appreciation) would reflect instrumental motivation.

The statement above shows that integrative motivation is more helpful in SLA and proficiency because there is more desire for interaction with the

(35)

community and the language that helps acquisition. Those students with mainly instrumental motivation are less likely to seek out situations where language skills will be needed and will be improved, like social occasions in the L2 community, readings in the L2, or friends in the L2 community. Furthermore, students with low views of the L2 community are likely not to see benefits in learning the language. If a language community is associated with poverty, crime or other negative characteristics, there is less motivation for students to be associated with that community. Regarding with McCain‘s explanation, the researcher can find that target language acquisition process can be slowed down under the influence of socioeconomic disruption.

The second one will be opportunity. Opportunity and motivation work together to affect language acquisition. Motivated students are more likely to seek out more opportunities that utilize language skills when he or she receives second language input that is one step beyond his/her current stage of linguistic competence (McCain, 2000). In other words, the researcher can conclude that the motivation is considered as kind of booster on learners‘ process of target language learning and acquisition. The higher the motivation means better opportunity for the learners to acquire the target language.

Environment is on the third factor. Dulay and Burt in McCain (2000) proposed that people use an 'affective filter' that regulates how much input is received by a language processing mechanism. If the affective filter is over-used, a person tries to compose grammatically perfect sentences every times she speaks, and if it is underused she speaks without regard to the 'rules' she is aware of. The optimal user of the affective filter speaks naturally and often and

(36)

eventually incorporates more rules into her speech. In this way, the brain is provided with more experience and input while also progressing toward more fluent speech.

The fourth factor explained by McCain (2000) is personality. Personality can also affect second language acquisition (SLA). In combination with environment it can act to inhibit learners or to encourage increased opportunity. Introversion has the greatest chance of negatively affecting SLA. Students that are afraid of embarrassing themselves by speaking incorrectly or by not being able to speak at all may try to avoid opportunities that would otherwise aid their learning. If teachers correct mistakes and further embarrass shy students, it may isolate students even more. Instead, repeating back the corrected statement allows feedback without damaging student's ego.

The conclusion to the concept of English acquisition therefore is that acquisition is similar to English language learning as it is also affected by factors such as motivation or learners‘ environment. From the discussion, it can also be seen that in acquisition the process of learning the language is also considered to be communicative. This finding will highlight the assumption that language learning or acquisition process is tend to be communicative rather than more structural.

2. Language Learning Factors

This discussion of language learning factors will be divided into five parts consisting: (a) motivation, (b) awareness, (c) learning interaction, (d) low financial capacity, and (e) English acquisition. The researcher determines the factors based on Horgan‘s (2007) statement that the academic achievement is

(37)

affected by many factors, such as parents‘ attention, learning motivation, and social economic condition.

a. Motivation

The motivation appears to be a factor that is considered to have impact on language learning process. The researcher assumes that motivation is strongly related to communicative approach of language learning. Therefore, the conception will be discussed based on the following experts‘ finding.

To begin with the discussion, the researcher will start it from the definition area of motivation. Dornyei in Ellis (2008) claims that there were almost 100 studies published in this decade. The literature about motivation shows that there are several classifications of the types of motivation. Gardner (1985) as quoted by McGroarty in McKay and Hornberger (1996) defines integrative motivation as the desire to be like and interact with speakers of the target language, and instrumental motivation as the desire to learn a language in order to achieve some other goals such as academic or occupational success.

Gardner and Lambert‘s in Hutchinson and Waters (1987: 48) conclude that both form of motivations are probably present in all learners but each of them carries a varying influence, depending on age experience and changing occupational or social needs. The statement explains that there might not be a dominant form of motivation but it depends on the learners needs based on their age or occupational needs. Meanwhile, according to McGroarty in Long and Richard (1996), the integrative motivation is strongly linked with success in L2 study for school-age population, whereas the instrumental motivation is strongly linked with more adult type of learners who is interested in job success.

(38)

20 b. Awareness

The researcher pre-assumes that awareness is correlated with the learners‘ ability to motivate them consciously in learning. Therefore, there are studies that have found the definition to make clear of the pre-assumption. A current definition of language awareness (LA) is based on the Association for Language Awareness (ALA), which states that LA can be defined as explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use (ALA, 2012). The essence of awareness can be seen from ALA is that awareness includes conscious perception and sensitivity in language learning.

Awareness and motivation are basically similar. According to Sinclair (1999), ―without an explicit and conscious awareness of the processes involved in learning a language, learners will not be in a position to make informed decisions about their own learning.‖ It means that awareness is needed by the learners to understand their position in learning and help them determine willingness to get informed from what they get during the process of learning.

In certain case, awareness can also be related to learners‘ autonomy. Ellis (2002) stated that an awareness of individual style by both teacher and learner may highlight strengths and weaknesses. It may encourage learners to take action on their own behalf which is a major step towards learners‘ autonomy. In other words, it can be said that awareness can make learners‘ to have autonomy in learning. Grenfell (1999) explains that learner autonomy is the ability of a learner to make their own decisions regarding their learning processes.

(39)

There is a correlation between awareness and consciousness. According to Schmidt (1990), consciousness and awareness is correlated each other. However the researcher is looking to distinguish those concepts for more detailed understanding. From what Schmidt (1990) has said, it is revealed that consciousness can act as awareness in cognitive manner or in more socially flexible uses. Meanwhile according to Sinclair (1999), awareness only tends to focus on cognitive or autonomous learning activity. In conclusion, it can be said that consciousness has wider scope than awareness which is tend to be more limited to individual cognitive scope such as in autonomous learning activities.

c. Learning Interaction

Interaction is important word for language teachers and learners in creating good communication in teaching and learning activity inside and outside classroom. ―In the era of communicative language teaching, interaction is, in fact, the heart of communication; it is what communication is all about (Brown, 1994)‖. Theories of communicative competence emphasize the importance of interaction as human beings use language in various contexts to negotiate meaning and deliver messages. Rivers (1987) stated that through interaction, students can increase their language store as they listen to read ‗authentic linguistic material‘, or even the output of their fellow students in discussions, joint problem-solving tasks, or dialogue journals.

In interaction, students can use all of their possession of the language, all they have learned or absorbed in real life exchanges, where expressing their real meaning is important to them. In addition to that, according to Marzano (1998):

(40)

Although we can learn by reading and listening, real depth of understanding (knowledge) happens when the learner expresses the new learning herself, either through discussions or writings, the learner needs to encode the learning themselves, rather than simply receive what others have encoded—he/she needs to verbalize when watching, hearing, or performing new tasks.

Verbalizing is a powerful concept. The point of what stated by Marzano (1998) is that by actively interacting (verbally) to certain activity, learners can achieve real depth of understanding rather than only become passive during the process. In this case, the role of teacher as instructor appears to be crucial since interaction is thought to be important in naturalistic language acquisition, how is it accomplished in low financial capacity learners? The writer is interested in findings how learners‘ interaction takes place in second language acquisition classroom settings, and also the significance of their awareness, motivation, facilities toward the English learning.

d. Low Financial Capacity

The researcher is going to divide the discussion of low financial capacity factor into two sub-sections. The first sub-section discusses about the concept of the low financial capacity factor and the second sub-section discusses the effects on students with low financial capacity.

1) Concept

According to data in Central Statistics Board of Indonesian Government (1999), in measuring absolute poverty, a basic need approach is being adopted. An individual is considered to be poor if and only if his/her income level is below defined poverty line. Poverty line is basically a minimum standard income

(41)

required by an individual to fulfill his/her basic necessity for both food and non-food (Central Statistics Board of Indonesian Government, 1999).

Since poverty is ubiquitous and complex, there are sets of definitions of poverty which are absolute and relative poverty. Absolute poverty in one hand is broadly defined as an absence of means for the satisfaction of basic human needs. These basic needs can be translated into financial requirement as poverty line. And the relative poverty on the other hand refers to falling behind most other in the community (Human Development Report, 1997). Refers to the statements above, it means that individual or people is considered to live with low financial capacity when they cannot fulfill any needs and necessities that beyond the life basic requirement, or even unable to fulfill the basic requirements in their life.

2) Effects on Students with Low Financial Capacity

In classrooms, we often find some students who do not perform well in a subject or some subjects. They are not able to achieve the standard determined by the school. According to my experience as a teacher in English subject, it happens that most of the students who come from low financial capacity are lack of English knowledge at school because they are not supported by extra English course outside the classroom, which means their English learning time is only done at the school with limited time allocation for sure.

Khattak et al. in Souriyavongsa (2013) states that the poor socioeconomic is one of the factors that create learners face with the use of foreign language. In addition to that, Hashemi in Souriyavongsa (2013), identifies that students‘ weakness in English language learning is due to the differences of social contexts, cultural environments. Besides, a survey into the causes of English language

(42)

learning anxiety in students by Khattak, Jamshed, Ahmad, and Baig in Souriyavongsa (2013) also found that students are afraid of making mistakes in the classes, failing the exams, as well as the poor socioeconomic cause of the poor performance in learning languages. Based on that idea, it is clear that low financial background affects learners especially in their process of ELL.

Based on Horgan‘s (2007) explanation that the academic achievement is affected by many factors such as parents‘ attention, learning motivation, and social economic condition, the researcher would like to show that besides low economy factor, family factor also affects the learners‘ condition. The impact of family income on children‘s ability to learn, even to acquire the language that allows them to learn, is now well established (Hoff, 2003). The researcher also found that some studies show that children who live in persistent poverty have more obstructions in their cognitive and social development, and poorer physical or mental health, than those who live in poverty for a short time only (McLoyd, 1998; Duncan and Brooks-Gunn, 1997; and Sacker et al., 2002).

In conclusion, this low financial factor basically forces learners to be limited in their access of learning language especially English, which needs proper guidance and facilities that cannot be relied on minimum support of finance. In simpler words, learners from this condition is prone to consider English as just a subject of curriculum, and their target of learning at school is to be able to answer questions on daily conversation and final tests. This factor becomes the main substance or variable to be involved in this research as it can be seen also on the research question, whether or not there are effects from this factor towards the learners‘ process of language learning.

(43)

25 3. Lived Experience Research

Phenomenological human science begins in lived-experience and eventually turns back to it (van Manen, 1990). It means that lived experience becomes the basic of phenomenology human science. In addition, van Manen (1990) states that ―the aim of phenomenology is to transform lived experience into a textual expression of its essence …‖ In this context of lived experience research, the oral text which is derived from the interview would be transformed into written texts.

Dickie (1999) states that there is the underlying assumption that we can learn from other people‘s lived experiences, and can even relate to the similarities or differences between our life worlds. The process of deepening our understanding begins with the phenomenological or descriptive element. According to Epstein (1997), phenomenology means the meaning of the lived universal life experience at any given moment or instant of its occurrence. In other words, it can be asserted that the purpose of phenomenological research is to find out the meaning of the lived experience of certain phenomena through analysis of the research subjects‘ description.

Moreover, lived experiences gather hermeneutic significance as the researcher (reflectively) gathers them by giving memory to them (van Manen, 1990). It means that the process of learning can be significant in result through lived experience by the effect of remarkable things that happens around the learners who experience the process. Van Manen (1990) added that to do phenomenological research is to question something phenomenological and it is also addressed by the questions what something is really like. In this context of

(44)

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

(45)

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

(46)

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

(47)

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 Haryanta‘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

The essence is that the theories exposed previously about motivation, awareness, interaction, acquisition, and language learning are set as references to solve the problems related to the issue (low economic in English learning).

The English learning process can be affected by various factors and conditions. Meanwhile the researcher will refer to the participants‘ lived

(48)

experiences in order to find the appearing indicators of the factors and conditions which can affect the English learning process. The idea can be seen in the following figure 1.1 below.

Figure 1.1. Framework of Pre-Understanding figure of the Research.

To answer the Research Question: What is the lived-experience of learners with low financial capacity in the English learning process of vocational school

like? The researcher would like to firstly restate that in language learning process there are aspects and factors that put impact on the process and the result.

The conclusion to the RQ answering, based on the the researcher‘s pre-observation is that some of the students are provided with poor (less adequate) facilities in the process of their learning. Meanwhile, any supports to provide the

Lived Experiences

Language Learning Process

Communicative aspects

Factors affecting the language learning process

Communicative Language teaching

Consciousness

English Acquisition

Motivation

Awareness

Learning Interaction Low financial background

(49)

learners‘ communicative English teaching and learning activity are also in minimum state, for example classroom seats and tables arrangement, the language laboratory, and even the library facilities. Those conditions can show that the learning process of learners from low financial capacity is not satisfying enough to the principle of communicative English language learning.

Being concluded in previous discussion that the ideal language learning for vocational education is maintaining the communicative learning and considering ‗unconscious‘ learning condition through interaction and communication. From what Tarone and Yule (1989) have stated, the researcher finds that the development of language learning is moving towards more communicative form rather than focusing on grammar based. In addition to that, Canale and Swain (1980) find those rules (grammatical rules) useless since language users are unaware of the rules of language use. Meanwhile, the communicative approach in vocational language learning cannot be successfully done by ignoring the motivation and awareness improvement of the learners, which are important.

(50)

32 CHAPTER III METHODOLOGY

This chapter discusses the methodology and procedure of the research. The researcher divides this chapter into 3 parts, including (1) research method, (2) data gathering, (3) data analysis and interpretation.

A. Research Method

This study intends to describe the lived-experience of low financial capacity learners‘ in learning English in vocational school. This research is a phenomenology research which employs qualitative approach. According to Patton (2002) phenomenology focuses on exploring how human beings make sense of experience and transform experience into consciousness.

Creswell (2007) says that a phenomenology study describes the meaning for several individuals of their lived experiences of a concept or a phenomenon. In other words, it can be said that in this term, lived experience is associated with concept based on the actual events that happen in individual‘s life. Van Manen (1990) says that phenomenology describes how one orients to lived experience.

This phenomenology method allows the researcher to capture the student‘s own experience. It is an attempt to understand the phenomenon and to answer the main research question. This is due to the fact that English education still faces many problems related with some factors.

(51)

33 1. Phenomenology Method

Qualitative research is also considered as phenomenological or hermeneutical study. It is called phenomenology research because it is a descriptive study of lived experience (phenomenon) in the attempt to enrich lived experience by digging for its meaning. Meanwhile it is also called hermeneutics because it is the interpretive study of the expressions and objectifications (texts) of lived experience in the attempt to determine the meaning (van Manen, 1990).

This study attempted to explore vocational school learners who come from low financial capacity in learning English. The researcher does not know whether the learners can or cannot reach the minimum standard score which is standardized by the school. Therefore, this study tries to explore the participant‘s experiences, awareness, motivation, acquisition and facilities in learning English. Therefore, this study tries to explore the studied phenomenon, the low financial capacity learners of English learning through any information from interviews, classroom observation and field notes, document checks, and re-interview. This information is used to find out the lived-experience of English learning process to learners with low financial capacity.

This work had to meet validity and reliability. Validity refers to measurements of what it intends to measure (Cohen, Manion and Marisson, 2000). Cresswell and Miller (2000) add that ―validity is used to suggest determining whether the findings are accurate from the standpoints of the researcher, the participants, and the reader of an account‖. Then related to reliability Creswell (2003) stated that it is about examining stability or

(1)

216

R: how often in a month? S3: very rare R: you usually get

breakfast? S3: yes at home 4. Do you have a

problem to

concentrate or focus in class? Because of what?

R: Do you have a problem to concentrate or focus in class?

S3: yes…other

classmates often make too much noise in the class 5. Do you have any

obstacles in getting English dictionaries or textbooks? For example because you

don‘t have enough

money?

R: Do you have any obstacles in getting English dictionaries or textbooks? For example because

you don‘t have

enough money? S3: in my opinion, I

don‘t have any

obstacles on that since I can

borrow if I don‘t

have it

R: is it difficult to own it or buy it?

S3: actually… if I can save money…

it will be enough to buy them. 6. What kind of

equipment or tools

that you don‘t have to

learn English?

R: What kind of equipment or tools that you

don‘t have to

learn English? S3: actually, I am not

really into the gadgets. R: because you

cannot own it or something? S3: well, it is

difficult to buy it, but I am just not

(2)

217

into it. 7. So, what kind of

equipments you have so far to learn

English?

R: So, what kind of equipments you have so far to learn English? S3: dictionary,

textbooks, and book for making notes

R: how many textbook you have?

S3: two 8. Do you need those

kinds of equipments at home?

R: Do you need those kinds of

equipments at home?

S3: yes, I need.  Low financial capacity

affects the learners‘

language learning process.

1. Are there any obstacles for you to learn at home? For example if you have to take care of your siblings or help your parents or even work?

R: Are there any obstacles for you to learn at home? For example if you have to take care of your siblings or help your parents or even work? S3: there are no

obstacles… but i only have

problem with mood

R: so you don‘t have

a lot of things to do with

housekeeping? S3: no

R: what is your mother and

father‘s job?

S3: mother is a housewife and father is a labor. 2. How about the

financial problem is it also a problem for your studying mood?

R: How about the financial problem is it also a

(3)

218

studying mood? S3: yes, quite often R: in what way? S3: rarely get pocket

money 3. What you usually do

if you don‘t have the equipment such as books or dictionaries you need to learn English?

R: What you usually

do if you don‘t

have the

equipment such as books or

dictionaries you need to learn English?

S3: if I have money I

will buy it… or

ask parents to buy it for me.

4. In your opinion how important are textbook and

dictionary for learning English? You may explain a bit.

R: In your opinion how important are textbook and dictionary for learning English? You may explain a bit.

S3: We can learn vocabularies and method to answer English questions. R: how those can be

helpful? S3: for kind of

preparations to answer any questions.  The financial problem

within a family life can make parents pay less attention to their

children‘s learning

progress.

5. Do your parents assist you in learning English or doing homework at home?

R: Do your parents assist you in learning English or doing

homework at home?

S3: rarely, because they are quite busy

6. Do your parents spend their time mostly inside or outside home?

R: Do your parents spend their time mostly inside or outside home? S3: mostly outside

(4)

219

home

R: both of them? S3: yes

7. Do your parents often remind you to do the homework?

R: Do your parents often remind you to do the

homework? S3: often 8. Do you think the

school has provided adequate facilities in the library to help the English learning?

R: Do you think the school has

provided adequate facilities in the library to help the English learning?

S3: not adequate…

only dictionaries. R: how about the

other books?

S3: I don‘t know

because I rarely go there. English acquisition:

 Language acquisition drives learners to feel the language correctness deeper compared to learning.

1. If teacher asks you to speak or answer certain questions in English and there is no penalty for wrong answers, do you still feel afraid or

embarrassed? Give reason?

R: If teacher asks you to speak or answer certain questions in English and there is no penalty for wrong answers, do you still feel afraid or

embarrassed? Give reason? S3: not too afraid or

embarrassed R: why?

S3: usually to be successful has to feel the pain first. 2. Do you have enough

opportunity to practice your active English?

R: Do you have enough opportunity to practice your active English? S3: still lack of it R: why?

(5)

220

play to study 3. Do you still feel afraid

to speak English in front of the class? Any reason?

R: Do you still feel afraid to speak English in front of the class? Any reason?

S3: actually no.. but sometime because

of classmates‘

comments and

teasing… I can be

a little bit hesitant 4. So far have your

English teacher introduced or taught English skills such as listening, speaking or grammar to you?

R: So far have your English teacher introduced or taught English skills such as listening, speaking or grammar to you? S3: often.

R: Oh… so the

teacher does introduce the skills and teach them separately? S3: yes

5. Amongst listening, speaking, and structure/grammar, which one has not been optimally taught in class?

R: Amongst listening, speaking, and structure/grammar , which one has not been

optimally taught in class?

S3: speaking… I

think 6. Amongst the listening,

speaking, and

grammar, which skill is taught most

frequently in class?

R: Amongst the listening, speaking, and grammar, which skill is taught most frequently in class?

S3: grammar R: Oo grammar?

Excuse me what is your name back

(6)

221

then? S3: Apri

R: Ok, Thank you Apri.

Live experience of English learners with low financial capacity.

Parts

Dokumen yang terkait

Learners' language needs analysis of english subject in azkia integrated islamic primary school

GLIDING DECREASE OF PRONOUNCING ENGLISH DIPHTHONG BY JAVANESE LEARNERS OF ENGLISH

INTERLANGUAGE OF CRITICISM BY INDONESIAN LEARNERS OF ENGLISH Interlanguage Of Criticism By Indonesian Learners Of English.

INTERLANGUAGE OF CRITICISM BY INDONESIAN LEARNERS OF ENGLISH Interlanguage Of Criticism By Indonesian Learners Of English.

Using journal writing with young English language learners.

Quality of Live of People with Mental Illness.

THE IMPLEMENTATION OF TEACHING ENGLISH WRITING TO YOUNG LEARNERS WITH VISUAL IMPAIRMENTS.

PERAN CARRYING CAPACITY DALAM PERENCANAA

The Live Experience of People with Filariasis

The Live Experience of Caregiver Caring for Patient with Stroke at Home

Dukungan

Links

Live experience of English learners with low financial capacity.

Parts

Dokumen yang terkait

Learners' language needs analysis of english subject in azkia integrated islamic primary school

GLIDING DECREASE OF PRONOUNCING ENGLISH DIPHTHONG BY JAVANESE LEARNERS OF ENGLISH

INTERLANGUAGE OF CRITICISM BY INDONESIAN LEARNERS OF ENGLISH Interlanguage Of Criticism By Indonesian Learners Of English.

INTERLANGUAGE OF CRITICISM BY INDONESIAN LEARNERS OF ENGLISH Interlanguage Of Criticism By Indonesian Learners Of English.

Using journal writing with young English language learners.

Quality of Live of People with Mental Illness.

THE IMPLEMENTATION OF TEACHING ENGLISH WRITING TO YOUNG LEARNERS WITH VISUAL IMPAIRMENTS.

PERAN CARRYING CAPACITY DALAM PERENCANAA

The Live Experience of People with Filariasis

The Live Experience of Caregiver Caring for Patient with Stroke at Home

Dokumen yang Anda mencari sudah siap untuk unduhkan