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researcher alone without further translation of the text. It was very unpleasant experience but it made up the researcher’s mind to learn English in the future.
With this self-evidence that is experientially undeniable I now have the grasp of being a learner experiencing learning English. And yet the nature of meaning of
this learning needs to be explicated by phenomenological human science. As now the researcher reflects on her own lived experience description and tries to detect
the theme of the description. I become aware of the special meaning of learning English for the learner. The experience of being a teacher manifests me in
learning English on learner’s mind and wondering what one may expect to become of them.
C. PARTICIPANTS’ VOICE
Two international undergraduate students participate in this study. Both of them are male and range in age from 21 and 22 years old. One of them is from
Moluccas and has graduated from senior high school; the other one is from Bangka Island and has graduated from vocational senior high school. They both
take Governmental Studies at UMY. Vitho was born in Ambon, Maluku and graduated from SMA Negeri I
Kataloka Maluku. He is the second child of four children in his family and has two sisters and one little brother. His father is a lecturer at Governmental Studies
at Faculty of Social Politics Universitas Pattimura, Ambon, Maluku. His mother teaches Economics at Junior High School in Ambon. He has been exposed the
English language since he was four years old by his family – parents and relatives. They have provided him with children books and DVDs.
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Mascu was born in Banda Aceh, Sumatera and graduated from Vocational High School in Bangka. He is the oldest child in the family and has two sisters
and one brother. His father is an entrepreneur and his mother is a housewife. He has been introduced to songs in English by his mom at the beginning of his age.
D. PROBLEM IDENTIFICATION
The students’ lived experiences have different meanings to each of them. Through the unstructured interview, I describe my concrete daily situation to elicit
the essence of their experiences. The concept of Lived Experience Descriptions LED used by Van Manen in Eilifsen 2011 is adopted from “lived experience”
developed by theoreticians such as Dithley, Husserl ad Merleau-Ponty. He shared Dithley lived experience as a reflexive or self-given awareness that inheres in the
temporality of consciousness of life as we live it. He agreed with Husserl lived experience as expressions of the full-fledged acts of consciousness in which
meanings are given to intentional experience. He went on to quote the familiar line from Marleau-Ponty: the world is not what I think, but what I live through.
Regarding the importance of student beliefs, Horwitz in Wenden 1987 reports her study on the development of an instrument to assess students about
language learning and report on the responses of one group of ESL students to this inventory. Its aim is to sensitize teachers to the types of beliefs students hold and
to the possible consequences of these beliefs for second language learning and instruction. She focuses on the knowledge of student beliefs about language
learning to understand the etiology of learning strategies.
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In addition, various thinkers in Manen 1990 noted that temporal structure in lived experience can never be understood in its immediate manifestation but only
reflectively as past presence. In order to grasp in its full richness and depth, there is a need to relate the particular to the universal, part to whole, episode to totality.
E. PROBLEM LIMITATION
