C. Problem Limitation
This study delimits its focus on how the research participants who are the junior high school students grade seven on perceiving their lived experience of
using Busuu that has assisted them to learn English. The results of qualitative studies are not generalized Bogdan Biklen, 2007, and as such, the findings
presented here are not intended to serve as the predictors of behavior of those students. The data presented and their interpretations are intended to increase the
depth and breadth of information on the students. This study is delimited to two junior high school students of grade seven in one junior high school, Yogyakarta.
Several limitations were considered in conducting this research and interpreting the results of study. First, the participants had limited capability to
articulate all of their insightful understanding. Therefore, the interpretation cannot then be applied as a conclusion that works in another similar situation
existed in the same and differenct cities and country around the world. Second, since the time and research fund were limited, the study only involved two
participants without considering some aspects such as age, gander, geographical background, academic achievement, and family background. Last limitiation on
this research is some misinterpretation which happened in forming the texts into English written texts since the interview happened in Bahasa Indonesia. There
were some expressions which stated in Javanesse and slang language existed among youngsters.
P. Research Question
Through this hermeneutic phenomenology research, the junior high school students’ experiences are going to be unveiled, described and interpreted
as well. Therefore, the research question proposed in this study is: what is the meaning of learning English with Busuu to students like?
E. Research Objectives
The goal of this research is to describe and interpret the junior high school students’ meaningful experiences in using Busuu to assist them learning English.
The description and the interpretation will lead to another goal which is to improve higher efficiency and better understanding of the value got from the
participants lived experience. The ultimate goal of this research is to improve life quality in the area of English Education Technology.
F. Research Benefits
This research considers some benefits to give. First, the finding of the research can improve the students’ reflection that lead to their quality of their
own language learning. Second, this research will improve either higher efficiency or better emphatic understanding towards the research participants’
human value improvement such characteristics of more autonomy, more self- directed, and more self-confidence. It can be revealed whether what they have
reflected and learned will be immediately related or applied in their real life. This research will enrich the participants, researchers as well as audience
in building assumptions and belief toward the benefits and possible problems of learning English using android application such as Busuu for them. This will
make clear about some significant points related to the students’ motivation and personal achievement.
CHAPTER II LITERATURE REVIEW
This chapter aims to discover the logical truth and relations among the concepts. This chapter consists of theoretical review and pre understanding.
A. Theoretical Review 1. Related Studies
The concept of experience in phenomenology and suggestion of experience with technology as a construct for educational technology research is
proposed as important research to be done Cilezis, 2011. The purpose of the inquiry is to increase the understanding of technology’s influence on individuals,
societies, and education and to contribute to unlocking potentials for research at the core of educational technology as well as to help create new lines of inquiry.
It attempts to highlight several potential research areas in educational technology that would benefit from building on a phenomenological concept of experience
and utilizing phenomenology as the theoretical and methodological framework since phenomenology is concerned with uncovering and describing the essence
of human experiences, it has potential to offer valuable insights about the use of technology in teaching and learning. There was a phenomenology research which
investigated the first-time computer experience of adults. The study which was done by Howard in 1994 reveals in-depth findings of some aspects of the
experience such as feelings, engagement, self-awareness, and attitudes. In 2009, a similar research was done by Cilesiz on the adolescents’ experiences of
educational computer use in informal learning environments. The study describes
the essential elements of these experiences and highlight implications for adolescent development and informal education policy.
Concerning specifically to smart phones usage in learning, there was a phenomenology research which investigated the students’ lived experiences of
using smart phones for learning Chan et al., 2013. According to the participants, their use of smart phones are primarily for communication and
social networking using mobile applications such as Facebook, Twitter, Whatsapp, Line and Viber. Entertainment is next, with a focus on playing games
and watching YouTube videos. Learning takes the last position and the participants perceive their learning as searching for information in class and
outside of class, writing on blogs or websites and reading. They have very limited awareness of their learning or the learning potential of their smart
phones as their perception was that these were daily activities associated with their smart phones. The findings reveal that there were other aspects of
learning occurring: peer-based learning from communities of practice, problem-based learning, collaborative learning, reflective learning, music
learning and language learning. In addition, they were sub-consciously learning even while they were watching YouTube videos, playing games and social
networking. In their approaches to learning, they were utilizing both surface and deep approaches and with the easy access to information on the Internet, their
preference was not for memorization of knowledge or facts. Their perceptions of mobile learning was that it was ‘spontaneous’, ‘easy’, ‘convenient’, ‘simple’, and
‘learning anytime, anywhere’. They term it as ‘satisfaction learning’ or learning by ‘trial and error’. Some participants believed that in searching for information
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