Characteristics of Source of Texts

developed based on the students’ needs, proficiency level, and the English curriculum, the application facilitates students to learn materials taught at school. Many studies have discussed the development of Android-based English language learning applications for English learning. However, I placed my interest on the lived experience of English teachers who developed an Android-based English language learning application for Senior High School students in Indonesia. Therefore, this research was aimed to reveal the essential meaning of English teachers’ lived experience in developing an Android-based English language learning application. English teachers’ intentionality, historicity, ideology, and awareness shape their lived experience in developing an Android-based English language learning application and become the basic structure in unveiling their understanding, belief, feeling, action, and intention. Therefore, their understanding, belief, feeling, action, and intention are used to represent the essential meaning of their lived experience in developing an Android-based English language learning application. The English teachers who develop an Android-based language learning application in this study are the twenty-first century teachers who have some skills in integrating technology, especially MALL, in their teaching practices. Being equipped with trainings and pedagogical knowledge about mobile technology for English language teaching and learning has developed their confidence in incorporating them into their teaching. Moreover, their familiarity with online resources and mobile technology gives them easiness in embracing mobile technology into English teaching practices. This easiness, therefore, leads to their PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI confidence in learning some skills in developing an application for English language learning. Drawing on the Universal Instructional Design UID principles proposed by Elias 2011, the participants, who developed an Android-based English language learning application, are required to use their knowledge, creativity and logic, as well as to master the basics of application development. In doing so, they gain digital literacy which enables them to design, develop, utilize, and create contents in mobile application using digital technology. To put it in other words, they gain awareness and ability to appropriately use digital tools or technologies to integrate digital resources, understand how they work, construct new knowledge, and create new media. By developing an Android-based English language learning application, it is expected that learners would have some learning opportunities which extend beyond formal education and traditional learning. In addition, an Android-based English language learning application is expected to facilitate learners with personalized, learner-centered, situated, and ubiquitous learning environment in which learners can easily learn and get connected with each other without any time and space constrains. Drawing from the aforementioned framework, my pre-understanding of English teachers’ lived experience in developing an Android-based English language learning application is described as these series of pre-figured meaning, namely digital confidence, app development literacy, and digital expectation. These series of meaning, then, are to be bracketed in order to describe the ‘things themselves’ and set aside natural attitude or the assumptions about the world around us Langdridge, 2007. In bracketing the themes, I put my judgments about the factual within brackets in order to reveal the essential meaning of the experience.