implementation of the goals, content, process, methodology and learning material. The researcher also attempted to explore the teachers‟ feeling when they are doing
teaching- learning activities. 5.
Intention In a broad sense, intention is the consciousness of something. It cannot be
separated from action. Intention is defined as a plan or goal. It is what people intend to do or achieve. Intention is almost similar with expectation. Expectation
is a prediction or an estimate or subjective probability that a behavior will actually be performed Warshaw and Davis, 1985. It is the wish in the future that the
teacher wants to do. Related to blended learning, the teacher intention in implementing it was
also investigated. It can be identified from what the teacher wants or expects to do to make the class performance better by implementing blended learning. Goals,
content, process, methodology and learning material are the tools to identify the teachers‟ intention.
b. The Principles of Lived Experience
There are six principles of lived experience. The main source of the principles was taken from van Manen 1990. The description of the six principles
will follow. 1
Turning to the nature of lived experience Van Manen 1990 argues that lived experience is the starting point and
the end point is the phenomenological research. Furthermore, he added the aim of phenomenology is to transform expression into a textual expression-in a such way
that the effect of the text is at once a reflective reliving and a reflective of appropriation of something meaningful.
Lived experience is not an ordinary experience but the meaningful one. Dilthey as cited by van Manen 1990 states that lived experiences are related to
each other like motifs in andante of a symphony. He adds that the meaning is discovered in which it can make “the structure of lived experience is revealed to
us in such a fashion that we are now able to grasp the nature and significance of this experience in
a hitherto unseen way.” The meaning contains the meaningful experience.
To get the meaning, phenomenological question is formulated. To do phenomenological research is to question something phenomenologically and,
also, to be addressed by the question of w hat something is “really” like Manen,
1990. According to Gadamer 1975 in van Manen 1990 the essence of the question is the opening up and keeping open of possibilities. The researcher must
live the question, become the question.
2 Investigating Experience as We Live It
To investigate lived experience is to gather the data. To get the data, interview and observation are done. Manen 1990 argues that all the recollection
of experiences, reflection on experiences, description of experiences, taped interview about experiences are already transformation of those experiences.
It is then transformed into lived experience description. The descriptions of lived experience are data for the researcher to work on. Van Manen 1990
suggests that in actual phenomenological descriptions one notices that the author
uses “I” form or the “we” form. Phenomenology always addresses any phenomenon as a possible human experience. It is in this sense that
phenomenological descriptions have a universal intersubjective character.
3 Hermeneutics Phenomenological Reflection
According to van Manen 1990 the purpose of phenomenological reflection is to grasp the essential meaning of something. The meaning or essence
of a phenomenon is never simple. It is multidimensional and multi-layered. To get the meaning theme analysis is conducted. Theme is an element which frequently
occurs in the text. He also suggests that phenomenological themes may be understood as the structure of experience. Therefore, when we analyze a
phenomenon, we are trying to determine what the themes are, the experiential structures that make up that experience Manen, 1990. Theme is actually the
highlight of a phenomenon.
4 Hermeneutics Phenomenological Writing
In hermeneutics phenomenology, anecdote serves as a methodological device. It is meant to make comprehensible some notion that easily eludes us.
Anecdote can be understood as a usually short narrative of an interesting, amusing, or biographical incident. The significances of anecdotal note in
phenomenological research are: 1 to compel or to draw our attention, 1 to lead us to reflect, 3 to involve us to search meaning, 4 to transform us and 5 to
measure our interpretative sense Manen, 1990.
5 Maintaining a Strong and Oriented Relation
In researching lived experience, our texts need to be oriented, strong, rich and deep. A rich and thick description is concrete, exploring a phenomenon in all
its experiential ramification. Depth is what gives phenomenon or lived experience to which we orient ourselves its meaning and its resistance to our fuller
understanding Manen, 1990
6 Balancing The Research Context by considering Parts and Whole
To grasp the meaning of a lived experience the text needs to be written in balance thematically, analytically, exemplificatively, exegetically and existentially
Manen, 1990. It is written based on the theme. It is analyzed through anecdotes. It is exemplificatively through rendering the nature of phenomenon and filling out
the nature of description by examples. It is exegetically through comparing to other work. It is existentially through lived time, lived body, lived shape and lived
relationship to other Manen, 1990.
2. Blended learning
