FRAMEWORK OF PRE-UNDERSTANDING LITERATURE REVIEW

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B. FRAMEWORK OF PRE-UNDERSTANDING

Learning English develops the ability to communicate in second language and nonlinguistic outcomes including changes of attitude. Related to my research, there are pleasant and unpleasant situation during the learning process experienced by the participants. Although the teachers have provided with good lesson plans, materials and approaches, the students have their own unique lived experiences in learning English. The students’ lived experiences in learning English will probably vary in terms of feeling, actions, understanding towards the learning process covering motivation, classroom interaction and anxiety. To know the students’ lived experiences in learning English, I need to know their own anecdotes in learning English. This is in line with the current postmodern view regarding that the truth does not belong to the dominance instead people seek and perceive the phenomenon from various different angles including individual’s point of view. Therefore, I need stories from individual student through in-depth interview as well as the written documents. The participating students need to express their lived experiences in learning English and I tried to describe and interpret their stories on the issue. In brief, this study described lived experiences of the International Undergraduate Program students of UMY in learning English. The International Undergraduate Program students in this study mean students who join the International Undergraduate class at UMY – taking English as compulsory subject – which English is their daily language in the teaching-learning process in campus which forces them to present and discuss as well as write their assignments in English. 29 English is the compulsory subject for undergraduate students at UMY. The aim of learning English there is to achieve a certain level of academic purposes. The international program students are required to master the English language as the major language used in the daily learning process. They are expected to be competent not only in writing and reading but actively in international communication. The study does not stop at that point – more than just reaching up good proficiency – it is supposed to find out how the reflection of learning English having both empirical and transcendent meanings for them is more meaningful so they become more competent in helping others or more humanizing. Lived experience is what has actually happened in the past and what it means to people. It is the interpretation or responses of people toward the world or the phenomena. Students experience their difficult as well as enjoyable situations English language learning from time to time. They can talk about them, but they are not usually able to explain what they mean to them. Therefore, we cannot ask students what learning English mean to them. This study emphasized the students’ lived experiences in learning English which mean what students felt about, acted, thought within the learning English lessons. From this theoretical framework, a thematic interaction is constructed in order to guide me to describe the research context and limit the text gathering. I also use this to limit the scope. Using the thematic interaction it is also hoped to limit the scope of participants’ narratives. However, because the study was progressive qualitative, the prefigured theme is still to be changed and adapted to emergent phenomena. Table 2.1 shows the 30 prefigured themes in this study. This functions as the main reference for me in accomplishing this project. Table 2.1 Prefigured Themes Construct 1 Theme Construct 2 Theme Lived experienced fun Learning English Classroom interaction happy stressful Motivation uncomfortable speechless Anxiety stage fright As initial ideas to do this research, I proposed pre-understanding based on the theoretical review. In this study, the prefigured themes I assumed that the students’ lived experience in learning English varies in terms of classroom interaction, motivation, and anxiety. 31

CHAPTER III RESEARCH METHODOLOGY

This chapter aims to ensure that the texts are valid texts, processes and interpretation of validity. This section discusses the methodology and the procedures that will be employed in the research. It is essential to the study as it explains in details the appropriate steps of how to answer the research question systematically. The elaboration deals with 1 research method, 2 texts, 3 participants, 4 text gathering instrument 5 text gathering, 6 research steps and text processing, and 7 trustworthiness.

A. RESEARCH METHOD

The review of literature for this study includes lived experience, language learning and meaning. The following explanation is the procedure of getting meaning of students lived experience conducted by the researcher in relationship to literature review. This study adapts Groenewald’s 2004 five steps of text explication, which are bracketing and phenomenological reduction, delineating units of meaning, clustering of units of meaning to form themes, summarizing each interview, validating it and where necessary modifying it and extracting general and unique themes from all the interviews and making a composite summary.