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the students’ lived experience of the implementation of the text-based approach in
learning English.
C. FRAMEWORK OF PRE-UNDERSTANDING
The framework of pre-understanding is needed to link the conceptual meaning of the students’ lived experience to meet the characteristics of learning English
through text-based approach at the vocational high school. It connects the concepts, the participants’ characteristics as the basis in developing the pre-understanding and
the pre-figured meaning which are the tentative answer of the current research question.
Vocational school is a secondary educational institution which is organized for middle-class professionals with high competitiveness in local as well as global
context. To achieve the mission, vocational school delivers numerous subjects, including English, as one of the subjects. To succeed in gaining English lesson at the
vocational high school, there should be an approach implemented. The applied approach is text-based approach. However, learning English through text-based
approach can be the thing which is beyond their world. This research aims to gain the essence of learned-centered learning,
humanistic education through the students’ lived experience of text-based approach in learning English. Lived experience is defined as a phenomenon that reflects
meaningful experiences for the students. It occurs in the students’ past events.
Therefore, this current research is seen as how learning English through text-based approach contributes a lot of meaning for the
students’ lives. The meaning that is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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interpreted according to students’ lived experience covers several aspects, which are the students’ beliefs, understandings, feelings, actions, and intentions of learning
English through text-based approach. The five major aspects are applied to exemplify the essential meaning
of the students’ lived experience of learning English through text-based approach.
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CHAPTER III METHODOLOGY
This chapter explores the methodology employed in this research and explains how to conduct this study. The six major sections are involved in this chapter. They
are research method, research design, instrument, text gathering, text processing research procedures, and trustworthiness of the findings.
First, research method discusses the method that is used in the research. Second, research design focuses on the nature of data and data sources. Third,
instrument deliberates the data gathering instrument used in this research. Fourth, text gathering shows how to gather the data. Fifth, text processing discusses how to
analyze the data after they are gathered. Sixth, research procedures talk about the steps in conducting the research. The last is trustworthiness. It discusses the
trustworthiness of the instrument and the findings.
A. RESEARCH METHOD
This research aimed at finding out the students’ essential meaning in learning
text-based approach at vocational high school. Besides, it also covered the researcher’s curiosity on how the participants experienced the essence of being
autonomous in learning English especially in learning text as a part of their life fulfillment. Hence, it focused
on students’ lived experience. This research applied hermeneutics phenomenology as the method.
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