Research Setting Research Participants

33 phenomenon in their perspective and stay away from the prejudgment. The verbatim transcript was written originally as what was recorded in the in-depth interview section. The researcher also did collaborative work with the participants to check that the verbatim transcripts were originally based on their answers and it was not affected by researcher’s perspective. In the end, epoche was important in order to capture the participants’ lived experiences and to construct the meaning of those experiences. Meanwhile, a phenomenological reduction considers a phenomenon with an open mind and from different perspectives Moustakas, 1994. In a phenomenological reduction, the first step is horizontalization. Moustakas 1994 states that horizonalization is a process when the researcher identifies and lists the important statements of the participants which are related to the topic and have the same value. The researcher deleted some repetitions, overlapping, and also some lack of clarity statements. This step also aimed to minimize biases from the researcher. In the end of this step, there was only the horizon of what the participants experience the phenomenon; it was also called by a textural description. Next step was clustering and thematizing. From the textual description, the researcher clustered the data which are called as clustered invariant data Moustakas, 1994. Then, he also adds that the clustered invariant data are labeled by theme table. The researcher also checked the validity of the theme table. There were two requirements to check the validity. The data should be explicitly expressed or compatible. If the data did not require those two things, the data should be deleted. 34 The fourth was imaginative variation. This step aims to find possible meaning through the imagination and seeing phenomenon from a divergent perspective, position, or purpose Moustakas, 1994. The researcher constructed variety imaginations from the textural description. The fifth step was constructing a structural description based on the textural description and imaginative variation. The last step was constructing a textural-structural description of meaning and essences of the experience, incorporating invariant constituents and themes.

F. Research Procedure

This research was started from the possibilities expectations of using The Toughest Place to be a Binman video in CLS1. The use of the video may give someone a new meaning of life which lead them to have better habits or new perspectives. From that perspective, the researcher also wanted to know more about the meaning of The Toughest Place to be a Binman video in CLS 1 for students’ life. Therefore, the researcher conducted the research to have a better understanding of students’ lived experience on The Toughest Place to be a Binman in CLS 1. This research was a qualitative research and the approach of this research was a phenomenology. Phenomenology was the study of lived experience, thus this research belonged to a phenomenological study. The participants of this research were three students of CLS 1 class in academic year 20142015 and belonged to class A. The class was chosen because the students of that class have already watched The Toughest Place to be a Binman video in their class. The researcher also made an information letter and consent form for the participants before joining