21 p.
2 states that “pedagogy is the activity of teaching, parenting, educating, or generally living with children that require constant practical acting in concrete
situations and relation”. Hence, the lived experience itself based on certain
phenomena in the real life situations.
Lived experience itself deals with the meaning of a phenomenon. It tries to discover the deep meaning beyond the phenomenon that appears. Van Manen
1990: p. 11 states that “phenomenology is a human science rather than natural
science since the subject matter of phenomenological research is always the structures of meaning of the lived human world”. Hence, phenomenology relates
to the human living in relation to the meaning of the lived experience. Wilhelm Dilthey as cited by Van Manen 1990: p.3 states that Geisteswissenschaften as
the opposite of natural science is “the human world characterized by Geist-mind,
thoughts, consciousness, values, feelings, emotions, actions, and purposes, which find their objectifications in languages, beliefs, arts, and institutions”. Human
sciences relates to people that have awareness or consciousness of their experiences that have values, beliefs, actions. Further, Van Manen 1990: p.4
states that human science focuses on explaining and understanding the meaning of phenomenon. In order to be able to explain and understand the phenomenon,
people need to go deeper to the world of where someone experiences it. Van Manen 1990: p.
5 states that “since to know the world is profoundly to be in the word in a certain way, the act of researching-questioning-theorizing is the
intentional act of attaching ourselves to the world, to become more fully part of
it”.
22 According to Dilthey as cited by Van Manen 1990: 35, in its most basic
form lived experience involves our immediate, pre-reflective consciousness of life: a reflexive or self-given awareness which is, as awareness, unaware of itself.
A lived experience does not confront me as something perceived or represented; it not given to me, but the reality of lived experience is
there-for-me because I have a reflexive awareness of it, because I process it immediately as belonging to me in some sense. Only in
thought does it become objective p.223. Lived experience, according to Van Manen 1990: 36, is the starting point and
end point of phenomenological research. The aim of phenomenology is to transform lived experience into a textual expression of its essence-in such a way
that the effect of the text is at once a reflexive re-living and a reflective appropriation of something meaningful: a notion by which a reader is powerfully
animated in his or her own lived experience. According to Alvesson and
Skoldberg 2000: 245, reflection means thinking about the conditions for what one is doing, investigating the way in which the theoretical, cultural, and political
context of individual and intellectual involvement affects interaction with whatever is being researched, often in ways difficult to become conscious of.
When we reflect, we try to ponder upon the premisses for our thoughts, our
observations and our use of language. Consequently, reflection is difficult.
According to Dilthey 1985 as cited by Van Manen 1990: p.36, lived experience is the soul what breath is to the body: “Just as our body needs to
breathe, our soul requires the fulfillment and expansion of its existence in the reverberation of emotional life” p.59. Lived experience is the breathing of
23 meaning. In the flow of life, consciousness breathes meaning in a to and from
movement: a constant heaving between the inner and the outer. Van Manen 1990: p.38 said that human experience is only possible
because we have language. Language is so fundamentally part of our humanness that, as quoted from Heidegger, language, thinking, and being are one. Lived
experience itself seems to have a linguistic structure. According Ricoeur as cited by Van Manen 1990: p.39, experience and unconsciousness are structured like
a language, and therefore one could speak of all experience, all human interactions, as some kind of text.
Furthermore, Van Manen 1990: p.39 said that in one sense the notion of textuality becomes a fruitful metaphoric device for analyzing meaning. If all
experience is like a text then we need to examine how these texts are socially constructed. Interpretation that aims at explicating the various meanings
embedded in a text may then take the form of socially analyzing or deconstructing the text and thus exploding its meanings.
To sum up, lived experience emphasizes the meaning of somebody’s lived experience. The experience and its reflection enable us to come to an
understanding of the deeper meaning or significance of an aspect of human experience. Through lived experience, we, therefore, are able to become more
fully aware who we are.
4. Awareness
Awareness is a person’s consciousness of the things that he she is doing. Lier 2013: p 11 said that to learn something new one must first notice it. This
noticing is an awareness of its existence, obtained and enhanced by paying PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24 attention to perceptual powers in the rigt direction, makin
g mental ‘energy’ available for processing. Processing involves linking something that is perceived
in the outside world to structures pattern of connections. Language awareness, whether deliberate or spontaneous is thus a crucial aspect of language learning,
both firs and subsequent. In addition, educational settings require awareness of learning strategies and processes, social awareness of classroom structures,
awareness of learning and teaching styles and so on. According to Association for Language Awareness as quoted in Ellis
2012, a key definition to understand the meaning of laguage awareness is “...conscious perception and sensitivity in language learning, language teaching,
and language use. In this study, it is the awareness of teaching English. It refers to teachers’ conscioness about the importance of teaching English in relation with
teaching English to accounting students and with their life. Being aware is also the notion of being able to notice what a person experiencing right now in relation
with the idea that finally teaching English to accounting students is very challenging and meaningful to their life. Meaning, which can be both empirical
and transcendent, is able to be shaped if the person involved is aware of their life events,
5. Teaching English
Education according to Finney 2002: p.73 has a purpose to enable the individual to progree towards self-fulfillment. It is concerned with the
development of understanding, not just a passive perception of knowledge or the acquisiotion of specific skills. The goals of education are not defined in terms of
particular ends or products, but in terms of processes and procedures by which the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25 individual develops understanding and awareness and creates possibilities for
future learning. This statement strengthen by Delphit 2003: p.20 which stated that the goal of education must be to assist individuals in their quest for divinity or
perfection, by fostering a deep understanding and guide practice of the principles of “correct living”.
To be active in the learning process, a learner must have motivation as the affective aspect which can influence the affective variables such as anxiety, level
of comfort and risk-taking. It implies that teachers have to be able to motivate, encourage, understand, and provide a positive school experience. Anyway, we
have to realize that a teacher is a unique individual who has herhis own way and technique in teaching. The thing underlies the decision taken in the class is
teacher’s thinking. Richards and Renandya 2002: p.385 highlight that what teachers think and do at the classroom level determines what the learners learn in
the classrom. therefore, besides being able to raise students’ motivation, teachers have to be able to think and do appropriately so that the learners can learn well.
Teachers must be reflective, analytic, creative, and open to new methods and ideas Finney, 2002: p.77. This is one of the requirements of a professional teacher.
Practically in classroom, teaching and learning, a teacher has to make many decisions that influence herhis behavior within a single period. Scrivener 1994:
p.1v stated that a teacher has a number of decisions option; shehe can decide to do something or to do something else, or not to do anything at all. such decision
makings are metacognitive in nature, affected by classroom context and the techers’ beliefs about the nature of knowledge and knowledge acquisition or
learning. The teacher’s belief defines the teacher’s conception of teaching and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26 learning. Chan 2004: p.
334 stated that there are various kinds of teachers’ belief which are related to their conceptions about teaching and learning for example
beliefs about values, beliefs about teacher efficacy and beliefs about the nature of knowledge and knowledge acquisition epistemological beliefs.
In doing so, besides the belief of the teacher and the learner, the process of language teaching and learning in the classroom must be based on the principles
as the theory derived from research, to which teachers need to match classroom practices. The principles are about the things in the area of cognitive like
automaticity and meaningful learning, affective principles like self-confidence and risk taking, and linguistic principles like native language effect, interlanguage,
and communicative competence. To create such atmosphere, a teacher is demanded to be able to perform herhis ability including preparing the materials
and the lesson plan, presenting the materials, the strategies and classroom management.
a. Teaching English as a World Language
Harmer 2007 said that English was already well on its way to becoming a genuine ‘lingua franca’, that is a language used widely for communication
between people who do not share the same first or even second language, than as a native language the majority of competent English speakers are not native
speakers but second-language users. As a result, a concensus has emerged that istead of inner, outer and expanding circle Englishes, we need to recognize
‘World Englishes’ Jenkins, 2006a: p.159 or ‘Global English’ Graddol, 2006: p.106. World English belongs to everyone who speaks it. Thus, nobody
monopolizes English anymore, in other words ‘native’ and ‘non-native’ speakers PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27 own it together in a kind of international sharehol
ders’ democracy since whatever English we speak, Indian English, British English or Malaysian English, we have,
or should have, equal rights as English users Rajagopalan, 2004: p.113. For English in Indonesia, Herrini 2007: p.40 mentions that English is the
officially designated primary foreign language of Indonesia and is widely taught throughout the country. It is mentioned furthermore that a working knowledge of
English is required for university-level study in many disciplines, for Indonesian goverment employees in certain offices and programs, and for employees in
commerce, banking, and tourism industries. To summarize, since English has become the lingua Franca through
globalization where English is now the dominant or official language in over sixty countries, Indonesia as a part of expanding circle countries adjusting to the world
trend of keeping pace with technology, economic and social advances. The goals of English as subjectlanguage course are for academic or occupational use and
for communicative resource. Then, in English teaching, it is aimed to the acquisition to apply the language itself.
b. The English Teaching in the Accounting Department
Accountants today need to be equipped by English language in order to be able to communicate well with foreign clients or to ease them in working with
English terms in business activities and reports. The teaching of English in the Accounting department as one of government policies is to develop the qualified
higher education system in accounting generally and to have professional accounting graduates who fulfill the global standard as it is stated in Academic
Guidance Book of Accounting Department 2014: p.8. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
