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
