Related Research Reports LITERATURE REVIEW

academic papers. Furthermore, the answer of the research question is presented and determined tentatively. In this research, lived-experienced is defined as a phenomenon which reflects as a meaningful experience. The phenomenon itself is reflected in the past experience. It is not merely about understanding and beliefs but also feelings, intention and actions of a phenomenon. Thus, graduate students’ lived experience in writing academic papers is interpreted as how writing academic papers give meaning to the students. In other words, it is about what the students’ responses toward writing academic papers. The responses cover their beliefs, understanding, feelings, actions, and intention on writing academic papers. Students’ experience, awareness, and intention writing academic papers become the foundation in unveiling their understanding, belief, feeling, action, and intention. Therefore, students’ understanding, belief, feeling, action, and intention are used to represent the essential meaning of their lived experience in writing academic papers. Therefore, students’ belief on writing academic papers is defined as a certain attitude on writing academic papers which difficult to change. On the other hand, students’ understanding on writing academic papers is a mind representation of what writing academic papers is about. In this study, feelings refer to the expression what the students feel about writing academic papers. Intention is what the students expect in writing academic papers. In relation with intention, action in here refers to what the students do with their intention or expectation in writing academic papers. The discussions on the concepts of academic writing within English can be summarized that graduate students’ lived experiences on academic writing which may vary. Not only that, it can be seen as a product and process. In order to improve writing an academic paper, student need to focus on what they are doing for writing academic paper, not only about the product or results but also the process of it. In other words, students need to maintain their understanding, beliefs, feelings, intentions, and actions which lead them to a better actualization. As stated previously, students’ lived experience, in writing academic papers may suggest different experiences and issues at graduate level of English Language Studies at Sanata Dharma University. In other words, problems could not be seen as an individual. It might cover both the process and product of academic writing. The process of writing focuses on steps in writing which divided into four stages; planning, drafting, revising and editing. On the other hand, the product of writing focuses more on how students deal with all the difficulties, failures and success in writing the academic papers. In summary, figure 2.1 describes the framework of pre-understanding of graduate students’ lived experience in writing academic papers. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Figure 2.3. Framework of pre-understanding of graduate students’ lived experience in writing academic papers In brief, the pre-figured themes are derived from the theories presented in the previous sections. I provide three pre-figured themes as tentative answers for my research questions, language competence, critical thinking, and writing expectation. Based on the participant characteristics presented previously, writing academic papers requires conscious effort and much practice in composing, developing, and analyzing ideas. In other words, writing skills should be learned through experience and practiced continuously. Not only that, in relation with second language acquisition, students may have struggle with social and cognitive Academic Writing Process Product Graduate students’ Lived Experience in Writing Academic Papers Understanding Feeling Belief Action Intentio n Pre-Figured Themes Critical Thinking Language Competence Writing Expectation