Related Research Reports LITERATURE REVIEW

around us. The second sense, immediate sense of experience, refers to key events which are happening in here and now. Immediate sense of experience is the primary sense since it processes the formative sense of experience Bradley, 2005: 7. Therefore, lived experience not only refers to sets of events in the past, but also how we give meaning to what is going on around and within us in the present. Lived experience refers to the mixed senses of the last events and the events which are happening now. It is a process that mixes one’s memory which consists of understanding, desire, intention or expectation, anticipation, relation with others, cultural patterns, feelings, belief of sights, behaviors, smells, sounds, etc. Murphy, 1960 in Bradley, 2005. To this point, English teachers’ lived experience in developing an Android-based English language learning application refers to the senses of developing the application in the past and what the essence of developing an application means to them now. To put it in other words, English teachers’ lived experience in developing an Android-based language learning application is manifested in their understanding, belief, feeling, action, and intention. Further, the aforementioned fields of lived experience are shaped or caused by intentionality, historicity, ideology or belief, and awareness. Each individual has unique lived experience which is different from one another. The differences are resulted from the aforementioned structures. The first structure is intentionality. According to Husserl’s phenomenology 1963, one’s experience is intended or represented toward things through particular concepts, thoughts, ideas, or images. In Husserl’s phenomenology, intentionality is the base of consciousness. It represents one’s consciousness or awareness which shapes and causes one’s understanding, belief, feeling, action, and intention towards things in the world McIntyre Smith, 1989. It explains how one sees an object based on previously experienced phenomenon. The second structure is historicity. Individual consciousness, as the essential structure of phenomenology, is historical Drummond, 2000: 133. First, it can be characterized as having historicity which means that it is formed by one’s prior experience. Secondly, individual consciousness has its own place in objective history. It is situated in a certain time and place and circumstance. Therefore, one’s understanding, belief, action, feeling, and intention are influenced by his her historicity. The third structure is ideology or belief. Eagleton 1991 defines ideology as “the process of production of meaning, signs, and values in social life”. Ideology, as a set of beliefs, signifies one’s thought on an object or phenomenon. With regard to the purpose of phenomenology i.e. to assign essential meaning of lived experience, ideology forms how one sees the life world. The last structure is awareness. In Husserl’s phenomenology, awareness is structure that makes experience conscious Smith, 2013. To put it in other words, a certain awareness of the experience one has while living through or performing it is what makes experience conscious. Moreover, Smith 2013 points out that awareness is also a defining characteristic of conscious experience which gives the experience a first-person perspective of the object of the study. Therefore, awareness allows an individual to have a first-person perspective on certain experience. In sum, intentionality, historicity, ideology of belief, and awareness are the structures that form English teachers’ lived experience in developing an Android- based English language application. The meaning of their lived experience is manifested in their understanding, belief, feeling, action, and intention. Further, those aforementioned fields will be discussed as follow.

a. Understanding

According to Fish 2014, understanding is a psychological process related to an abstract or physical objects, such as a person, situation, or message by which one is able to think about it and use concepts to deal with it. Understanding helps one to relate concepts they have in mind with the objects being observed and judge possible responses related to it. Meanwhile, Munhall 2008: 903 defines understanding as “comprehending an entity; achieving a grasp of the essence of another or of an experience; empathizing or sympathizing with another individual, group, or culture; or knowing what something is about or something is like”. Understanding helps us to know the consequences of things and of actions done previously. Siegel and Smith 1998 in Galle 2004: 593-594 propose four elements of understanding which support the definition and concept of understanding. The first is that to understand something is to know a theory. The second element is that to understand is to make sense of something or to make something plausible. In other words, to understand something means making sense of something by proving it through scientific method. The third element is that to understand something means to be able to apply it appropriately. Forth, understanding involves the acts of examining the reasons that justify a claim. Based on the elements proposed by Siegel and Smith 1998, English teachers’ understanding in developing an PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI