Concept of Lived Experience

35 approach for both in the vocational high school or general high school could not be found. Mapping the other related studies helps to discover this study. This part reviews several related research on the current research. Haryanta 2010 conducted the research on the students’ lived experience in learning English at vocational high school. The purpose of the study was to reveal how the participants experience the essence of lived experiences in learning English at the vocational school as parts of their fulfillments. He considered four pre-figured themes in his research. They were the lived experience of choosing vocational high school, the lived experience of learning English at the workshop, the lived experience of praying before studying, and the lived experience of taking national exam. While, the emerging phenomenological themes were divided into three themes. They were the lived experience of being called in their names, the lived experience of falling asleep, and the lived experience of failing national exam. It was concluded that in his research, he found one of specific essential meanings was the spiritual value of praying along the way of learning. Another research conducted in vocational high school was done by Neni Mariani 2009. It investigated the students’ lived experience on English testing and learning in vocational high school. Different from the aforementioned research, the current research focused on the students’ lived experience of learning English through text-based approach. The other research focused on text-based approach was done by Arimbawa 2012. He only conducted the library research of the use of text-based approach to EFL teaching and learning in Indonesia. Meanwhile, this current research focused on 36 the students’ lived experience of the implementation of the text-based approach in learning English.

C. FRAMEWORK OF PRE-UNDERSTANDING

The framework of pre-understanding is needed to link the conceptual meaning of the students’ lived experience to meet the characteristics of learning English through text-based approach at the vocational high school. It connects the concepts, the participants’ characteristics as the basis in developing the pre-understanding and the pre-figured meaning which are the tentative answer of the current research question. Vocational school is a secondary educational institution which is organized for middle-class professionals with high competitiveness in local as well as global context. To achieve the mission, vocational school delivers numerous subjects, including English, as one of the subjects. To succeed in gaining English lesson at the vocational high school, there should be an approach implemented. The applied approach is text-based approach. However, learning English through text-based approach can be the thing which is beyond their world. This research aims to gain the essence of learned-centered learning, humanistic education through the students’ lived experience of text-based approach in learning English. Lived experience is defined as a phenomenon that reflects meaningful experiences for the students. It occurs in the students’ past events. Therefore, this current research is seen as how learning English through text-based approach contributes a lot of meaning for the students’ lives. The meaning that is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI