33 more useful for the learners and not wasting time of teaching it to the students. To
make it more useful, the teachers of English need to consider the basic needs of the students in learning English in their classroom. Specific English materials
should be used for a specific study program. In other words, every study program should have its own specification of English materials. Accounting Program is a
study program which needs its own specification of material for English subject in order to match it with the students’ target knowledge of accountancy. From his
research he found that the students of accounting program needs a specific material in learning English which has tight relationship with their study program.
Furthermore, the students of English Language Study have done research using interviews and observations on teachers’ lived experience in teaching
English to special needs children as did by Christiana Sidupa 2010 and to hearing-impaired students as did by Antonius Setyawan 2013 which resulted in
the teachers’ self actualization. But this study explores teachers’ lived experiences in teaching English to accounting department students which is different with the
previous research. This research will find out how the teachers look at themselves, their determination, their positioning as human beings and their voice as
subordinates or marginalized.
C. FRAMEWORK OF PRE-UNDERSTANDING
Teachers have a key role in the successful acquisition of language of their students. As language teachers, they are in charge of designing and implementing
a variety of learning activities that meet the students’ need and interest which are
appropriate to their developmental levels. Teachers’ professional attitude and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34 knowledge are required. The teachers should be able to show enthusiasm and have
reasonably high expectations of what students can achieve. Teaching English to the accounting students department needs professional system including the
material and its preparation, the teachers, and the teaching method itself. The meaning of teaching English to Accounting students which is the
focus of this research cannot be separated from the prior learning experiences, beliefs, awareness, intention that they have within them. Van Manen 1990: 90
said that phenomenological themes are not objects or generalizations; methaphorically speaking they are more like knots in the webs of our experiences,
around which certain lived experiences are spun and thus lived as meaningful wholes. In other words, it can be defined as some points around which the
participants’ lived experience occur. The points form a whole lived experience in the participants’ life. The themes are the knots of meaning which are related one
another. Furthermore Van Manen 1990: 88 said that theme is the mean to get at the notion. The notion is what the whole meaning is about and the themes help us
to see into it. The language teaching skill and knowledge help to comprehend the
teaching method and the strategy by the teacher in the classroom. It means that the teacher is expected to be able to know and apply how to manage the time and the
classroom, how to transfer the knowledge, techniques, the instruments and media used in the classroom, and how to evaluate the students’ progress. The knowledge
of teaching English and the skill to teach will be very useful in defining the things to be delivered to the students or the materials. The teaching of English for
accounting students must be in coherence with the purpose itself. The purpose in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
