lived life. Through this research the lived experience unseparated from motivations, because of the character’s motivation can be analyzed intense.
This lived experience theories are necessary in this study, because the researcher analyzed the past lived experience and during the study of Papuan
students, that the researcher reflect it in previous schooling and during the study period at the English language education study program.
3. Theory of motivation
People who have motivations usually have dreams too. Everything that happens to us begins with dreams. It is because people are free to dream
everything every time and everywhere. There is no one who can limit someone’s
dreams. Yet, dream is not enough to push someone to reach hisher goal. There is one thing that really will be able to force someone to be motivated in reaching
hisher goal, and it is called needs Zulkanaen Ibib, 2007, p.13. Need is needed because it helps motivate to lead human to do an action.
Motivation is sufficient reason to behave as they do because it can push someone to do something that he or she wants Kennedy Gioia, 1995: 60.
Motivated behavior is someone’s behavior which is set to make an action by a need. A need here indicat
es that some types of someone’s satisfaction is lacking and implies someone to reduce the dissatisfaction. Also the motivation
refers to the factors that energize and direct behavior. It means that motivation energizes someone to do something, for example a students decided to drop his or
her course and moved to other study program or heshe drop out, becuase she get
bad scores and dissatisfaction Kalish, 1973, p.29, Atkinson, Hilgard, 1983, p. 314.
4. Type of the lived experience
The lived experien ce is to the soul what breath is to the body: “Just as our
body needs to breathe, our soul requires the fulfillment and expansion of its existence in the reverberations of emotional life. Lived experience is the
breathing of meaning. In the flow of life, counsciousness breathes meaning in a to and from movement: a constant heaving between the inner and the outer
Dilthey 1985, p. 59.” According to Dilthey, 1985, p. 227, lived experience is related to each
other like motif, in the andante of a symphony that, “ structure nexus” as something that belongs to a particular lived experience something like a pattern
or unit of meaning, which becomes part of a system of contextually related experiences, explicated from it through a process of reflection on its meaning p.
229. In this research, the researcher takes three types of Phenomenologicals
with one type from Merleau-Ponty 1962, and two types from Gadamer 1975, p.266, and Husserl 1970b, pp. 33-42.
a. Orienting to the Phenomenon
According to Merleau-Ponty 1962, phenomenology is study of essence
but the word “ essence” should not be mystified. The word “essence” may be understood as a linguistic construction, a description of a phenomenon. A good
description that constitutes the essence of something is construed so that the structure of a lived experience is revealed to us in such a fashion that we are no
able to grasp the nature and significance of this experience. Phenomenology is not concerned primarily with the factual aspects of
some state of affairs; rather, it always asks, what is the nature of the phenomenon as meaningfully experienced. Therefore, it is important for me to focus carefully
on the question of what possible human experience is to be made topic for phenomenological investigation. In this research the researcher used own
pedagogic interest to orient to the pheno menon of the participants’ experience in
being autonomous in learning English language as part of their life fulfillment.
b. Formulating the Phenomenological Question
The researcher takes the second types of phenomenological from Gadamer, 1975 p. 266. The phenomenological research is to question something
phenomenological and, also to be addressed by the question of what something is “ really” like. What is the lived exprience of being autonomous in learning
English? This question which is at the center of the prefessional and personal life of an educator concerns the meaning of pedagogy. The essence of the question is
the opening up, and keeping open, of possibilities. But we can only do this if we can keep ourselves open in such a way that in this abiding concern of our
question, we find ourselves deeply interested in that which makes the question possible in the first place.
c. Assumptions and Pre- understandings
One question of this phenomenological inquiry is how we put our understandings, beliefs, biases, assumptions, presuppositions, and theories before
we come to the significance of the phenonmenon question. In this study the researcher prefer to suspend or bracket the researcher understandings, beliefs,
biases, assumptions, presuppositions and theories. As Hursserl used the term “bracketing” to describe how one must take hold of the phenomenon and then
place outside of it one’s knowledge about the phenomenon Hursserl, 1970b, pp. 33-42.
The researcher himself pre-understood the participants’ lived experience.
The researcher presents the prefigure themes namely; the lived experiences from a different cultural background, and limited prior English learning experiences,
compared with their peers. Many Papuan students face difficult challenges in their study at the English language education even though, they always keep trying.
The researcher believed that there will be emerging themes in the process of collecting texts or interpreting them. The goal of this lived experience study is to
know the lived experience of Papuan students, how the participants adapt and how they face the learning process in ELESP.
5. The Pedagogy of Theme
Reflecting on my friends and my own lived experiences in learning English at the English language education has become the occasion to reflect on
the themes. Since my fundamental research orientation is pedagogical, my interest in the students lived experiences in learning English finds its real motivation in
my life as a learner of English. The researcher ’s behavior and his friends’
experience becomes the topic of reflection. Self-reflection is the way pedagogy reflects on itself while serving other. “Self” and “others” are fundamental
categories of the pedagogic relation. My pedagogic understanding of the theme of the lived experiences in
learning English at the English language education Study Program is the
experience of being committed, responsible, and motivated. This insight permits me to make sense of the text of life.
B. Research Findings
In this part, the researcher is going to answer the research question by providing the results of the data analysis and the interpretation of the findings
from the lived experience of Papuan students studying at the English Language Education Study Program, Sanata Dharna University. To answer the question,
this study involved the researcher himself and three Papuan students. The three Papuan students, who have different grades at the English language education
study program, Sanata Dharma University shared their lived experiences related to the English language learning, in pre-study commencement and during the
study period. The researcher also became a research participant. The researcher analysed the data from himself and three Papuan students
’ reflections of their lived experiences. In my interactions or interviews with three
Papuan students’ and my own lived experience I found that we were similar
