the essence of teaching using. It does not pay much attention on how a teacher administers a class. It pays more attention on the understanding, and
feeling. Bradley 2002 argues that the word lived-experience covers two senses.
First, it refers to those key events in the past which have made him what he is. The second sense of the word lived experience is what happening here and now.
Murphy 1960: 13 in Bradley 2002 states that lived experience is the process that mixes memory including desire, intention or expectation, anticipation and
relation with others, cultural pattern, feeling, belief or sight, behavior, etc. Hence, English teachers‟ lived experience in implementing blended learning is the mixed
of the experience happened in the past and what a teacher is trying to formulate a meaning now. After a teacher started teaching using blended learning, he had an
understanding of teaching using blended method. The experience of teaching using blended method also shaped his belief toward it. Then, his belief was
articulated into implementation or action in class. During his action of teaching, he must have some kind of feeling toward his method and wanted to do something
related to blended learning.
a. Fields of Lived Experience
Here, this study focuses on the field of lived experience, namely
understanding, belief, action, feeling and intention.
1. Understanding
According to Oxford Advanced Learner‟s Dictionary 2011, to
understand means to know or realize the meaning of words, a language, what
somebody say, etc. A teacher‟s understanding of blended learning means his knowledge about it. It includes all the information he has acquired about blended
learning. His understanding helps him to judge possible responses that come to mind and reject those that are inconsistent with some of the fact. Understanding
will affect belief. Belief is the expression of value and feeling of people toward something Cornbach, 1963: 350.
Related to a teacher‟s understanding of blended learning, it is the teacher‟s knowledge in teaching using blended learning from all information heshe
acquired. This knowledge is used to decide what to do or reject in teaching using blended learning. In the understanding, a teacher maintains hisher awareness.
This awareness connects all pieces of information. It this the teacher‟s acquired understanding from all information that is articulated into action so that makes it
heshe is skillful in teaching.
2. Belief
The second aspect of lived experience discussed in this research is belief. It plays a significant role in education. It is also involved in helping individuals
make sense of the world. The way people perceive and process information is strongly influenced by belief. It serves as the color of memories with their
evaluation and judgment, and it frames our understanding of events Xu, 2012. Teacher‟s belief has greater influence than teacher‟s knowledge.
Related to blended learning, the teachers‟ belief is translated into teachers‟ judgment or opinion about teaching using blended learning. The syllabus design
reflects their beliefs. Beliefs are strongly related to values the teachers embrace.
Teacher s‟ actions will refer to their beliefs. Beliefs serve as reference when
teachers design their instructional activities. Hence, they are crucial in defining approach, method, technique and task in class.
3. Action
Action is a process of doing something. It is also related to human bodily movement. Lonergan 1985 stated that action is a part of experience which
involves the uses of senses in human body, for example seeing, hearing, touching, tasting, and smelling. In its relation to lived experience, action is derived from
belief and also intention. In other words, action is the manifestation of human will.
Related to blended learning, a teacher‟s action in implementing blended is what he does in the learning process while implementing it. Before the class
begins he decides the LMS that he will use, the syllabus, assessment, etc. When he is teaching using blended learning he decide when to use online method, what
to discuss and deliver in classroom, how to present something etc.
4. Feeling
Pierce 2004 defines that a feeling is a state in which its entirety in every moment of time as long as it endures. Feelings are closely related to emotions.
They occur in the affective dimension of human life. When one is asked how one feels about something, the answer needs adjective responses such as happy, afraid,
disappointed, anxious, etc Patton, 2001:350 In this study, teachers‟ feeling about implementing blended learning is also
investigated. Feeling in this study refers to what teachers feels about the
implementation of the goals, content, process, methodology and learning material. The researcher also attempted to explore the teachers‟ feeling when they are doing
teaching- learning activities. 5.
Intention In a broad sense, intention is the consciousness of something. It cannot be
separated from action. Intention is defined as a plan or goal. It is what people intend to do or achieve. Intention is almost similar with expectation. Expectation
is a prediction or an estimate or subjective probability that a behavior will actually be performed Warshaw and Davis, 1985. It is the wish in the future that the
teacher wants to do. Related to blended learning, the teacher intention in implementing it was
also investigated. It can be identified from what the teacher wants or expects to do to make the class performance better by implementing blended learning. Goals,
content, process, methodology and learning material are the tools to identify the teachers‟ intention.
b. The Principles of Lived Experience
