41 English Literature, English Linguistics, and English Education. Supporting
competence covers a good communication in English, a good design of learning materials, a well-developed ICT-enhanced or ICT-based learning media, and a good
English teaching skill at different levels of education and different educational contexts.
The curriculum of ELS covers three elements namely, foundation course, core courses Including thesis and elective Course. Every graduate students has to
complete certain credits which include those three elements. It is also worth knowing that all the core courses in one stream or concentration are elective in
nature to the students of other streams or concentrations. Moreover, in achieving the goal of ELS, the curriculum of ELS has its own connections to the core
competence as well as supporting competence of the graduates of ELS. It is achived through the implementation of the foundation course, core course, and elective
course.
B. Framework of Pre-Understanding
This section discusses the framework applied in his study. It is also to relate and cover the related theories which lead to the pre-
understanding of the student’s lived-experience of the project-based learning. It is also to give a tentative answer
for the research question stated in the first chapter. In relation to the ELS graduates’ competence which is creating or generating
graduates who possess core and supporting competence, one of the ways to actualize it is by using project-based learning. By using the PBL the students are
requested to conduct research on their streams, create an educational program, design learning materials, write academic papers, and many others. PBL serves as
42 a tool for the students in which that they can actualize themselves, control their
project, expose their knowledge and ability, as well as learn in more authentic situation. Moreover, through the implementation of PBL, students can also find
challenges and benefits which they experience during the learning process. In this study, I put my interest in trying to look for the shared lived
experience from the ELS students who have ever experienced the project based learning. Here, I define the term lived-experience as digging out the meaning of
certain phenomenon. Contextually, meaning in this study refers to the lived- experience of the students towards project-based learning which is the
phenomenon. Hence, ELS students’ lived-experience of project-based learning in this study is defined as what project-based learning means to the ELS students. The
ELS students’ intentionality, historicity, ideology, and awareness shape their lived experience of project-based learning which is then reflected in their understanding,
belief, intention, action, and feeling. Depicting from the framework above, my preunderstanding of ELS
students’ lived experience of project-based learning is then described as the set of pre-figured meanings which are derived from the theories that I have discussed in
this chapter. I provide four pre-figured meanings as the tentative answers for my research question namely, a authentic learning; b learner autonomy; c
cooperative learning; and d multiple intelligences. I come up with authentic learning since the concept of project based learning is finding solutions for the
problems which are close to the real life situation or authentic. Learner autonomy becomes the next pre-figured theme since in project based learning the students take
control of their project or in other words they manage their project from the
