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experience. Dilthey 1976 as cited in Moustakas, 1994, believes that to understand human experience, in addition to description of the experience as such, it is necessary
to study history. Dilthey 1976, p. 172 emphasizes that it is a must to discover how human studies are related to the fact of humanity.
Gadamer 1975, p.60 as cited by Mannen 1990, p. 37, has defined a word experience becomes very
meaningful. “If something is called or considered an experience, its meaning rounds it into the unity of a significant whole”. Furthermore,
Manen 1990, p. 36 states that “lived experience is the breathing of meaning. Therefore, a lived experience has its definite essence and quality of meaning. In this
circumstance, t he students’ lived experience, can be something which was ordinary
but became extraordinary for the students. They memorize the definite place and time in certain experience. They look back about it and try to find its essence from their
experience. They reflect it and make it into the valuable experience to learn. Learning text in English contributes the students the self-actualization. Thus,
they become more creative and imaginative. Maslow 1954 points out that self- actualization is the ultimate need which is stronger than the other needs. By having
self-actualization, the students can acquire their knowledge and systemize it into the expression of inquiry.
B. REVIEW OF RELATED RESEARCH
Previously, researches related to text-based approach have been done by the researcher.
There have been also researches focusing on the students’ lived experience. However, the research about learning English through text-based
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approach for both in the vocational high school or general high school could not be found. Mapping the other related studies helps to discover this study. This part
reviews several related research on the current research. Haryanta 2010 conducted the research on
the students’ lived experience in learning English at vocational high school. The purpose of the study was to reveal
how the participants experience the essence of lived experiences in learning English at the vocational school as parts of their fulfillments. He considered four pre-figured
themes in his research. They were the lived experience of choosing vocational high school, the lived experience of learning English at the workshop, the lived experience
of praying before studying, and the lived experience of taking national exam. While, the emerging phenomenological themes were divided into three themes. They were
the lived experience of being called in their names, the lived experience of falling asleep, and the lived experience of failing national exam. It was concluded that in his
research, he found one of specific essential meanings was the spiritual value of praying along the way of learning.
Another research conducted in vocational high school was done by Neni Mariani 2009. It investigated
the students’ lived experience on English testing and learning in vocational high school. Different from the aforementioned research, the
current research focused on the students’ lived experience of learning English through
text-based approach. The other research focused on text-based approach was done by Arimbawa
2012. He only conducted the library research of the use of text-based approach to EFL teaching and learning in Indonesia. Meanwhile, this current research focused on
