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language learner and the related theory as the background. Last, I concluded the result of interpretation and noted some recommendations for further researches
and summarized the whole texts in a complete of narrative as appendices.
B. TEXT DESCRIPTION
The research design for this study was descriptive using phenomenological approach reflected in Creswell’s model Creswell, 2012. I collected 44 texts from
two participants for about 20 times of face-to-face interviews includes the interview via social media as Facebook and Whatsapp. In general the texts were
categorized as two main themes – empirical meaning and transcendental meaning. I identified all anecdotes key statements into those categories. Each category
had some clusters. In empirical meaning category, I grouped the anecdotes based on the experiences of participants in relation to their spirit in improving English
proficiency. On the other hand, transcendental meaning has something to do with being autonomous or empowered. In this category, I found out that the lived
experiences in learning English of the students had also motivated them to be more confident or more religious even more benefits to others.
The empirical meaning was interpreted by taking participants’ common expressions in experiencing the English learning as evidences related to mastering
the English lesson. There were two main categories of this part such as anxiety and motivation. The anxiety belongs to negative emotions felt by the participants
caused by interaction among students or teachers or within their participation in class activities. Moreover, the motivation associates with positive emotions of the
participants. There are such as joy, interest, love and the like perceived by the
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participants as particular emotions connected to their goals to get better performance in English.
The transcendent meaning was obtained by finding out another meaning that had nothing to do with improving their English proficiency or getting better
score in English discrete from material achievement. It had moral value to becoming a better human or becoming more humanized. From the motivation –
positive emotions captured from the participants’ lived experiences, it was understood that the positive emotions had the capacity as essential human strength
of human flourishing Fredrickson, 2001. They affect the individuals’ engagement with the environments. Another point was that the religious
experiences within the English learning. The impression correlated to the reciting and memorizing Surah of Quran was also considered as a religious value to
becoming a better human.
C. INTERPRETATION
