The English Teaching in the Accounting Department
31 regarding their teaching experience in teaching accounting department students.
This study focuses on uncovering teachers’ meaning construction on their lived experiences in relation how to teach accounting department students. One of the
researchers who have done the research on lived experience is Jane Agee. In her research she emphasized the important of listen to
teachers ‘voice. Teachers’ voice in her research is seen as the voice of the marginalized people. She said that
the kind and amount of talk that occurs in a relationship can tell us much about the positioning of two people 1996: p.4. Furthermore she said that the dialogue in
an effective relationship is characterized by listening. According to Burbules as cited by Agee 1996, what matters most in dialogue between a person in a
position of authority and another is hearing that other voice: Listening is an important aspect of legitimate authority, not only as a
way in which one stands to learn something new, but as a concrete relational activity that alters the status
of one’s authority. Listening exhibit respect, interest, and concern for one’s partner. It is a specific
way of enabling another’s voice to be heard. p.33 Agee said that attention to constructions of self and other offers a lens for seeing
the subtle ways in which these constructions shape our lives and our relationships 1996: 4.
Kirk 2004 also did the research on lived experience. In her article, she discussed data from a study of women teachers in Karachi, Pakistan, that present
their alternative perspectives so as to inform educational policy development and to develop more explicitly gendered theories of teaching. She began with a brief
introduction to the positioning of women teachers within the international context of gender, education, and development. She then introduced the study from which
she presented data and the organizing concept of impossible fictions. Using the
32 words of women teachers, she discussed experiences of becoming and being a
woman teacher, as well as women’s experiences and perspectives on teaching girls and boys.
Relevant research on English for Specific purposes especially English for business focuses on the development of communicative competence for business
settings Boyd, 1991: p. 2. Another researcher, Nguyen Thi Chau Ngan 2011 said that the overwhelming weight of emphasis in language analysis in the
teaching of English for Accounting ESP has been a concern for teachers of English at the College of Finance and Customs CFC. In the ESP course, the
teaching materials teach students to recognize the surface form by means of the specialist texts. The difficulties the students and teachers encounter are the
unfamiliarity with the specialist contents and far too complex sentence structures. Ngan produced a syllabus which gave high priority to the language form and
content via simplified language and authentic materials. Ngan incorporated the Content-Based Instruction CBI approach in the ESP context, and then the ESP
material designed in the CBI approach was used in the treatment group in one semester. Ngan administered a survey including the post test and the questionnaire
when the course finished . The findings from this research reveal the students’
interest, an d involvement in the course. Also, they highlight the students’ ability
to get better scores in all modes of ESP. For Indonesia’s circumstances, Suyadi 2016 has done a research on
English for Specific Purposes for accounting students. He said that as a foreign language in Indonesia, English has its own complexity to be taught and learned. A
specific method of teaching and learning English is needed in order to make it PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33 more useful for the learners and not wasting time of teaching it to the students. To
make it more useful, the teachers of English need to consider the basic needs of the students in learning English in their classroom. Specific English materials
should be used for a specific study program. In other words, every study program should have its own specification of English materials. Accounting Program is a
study program which needs its own specification of material for English subject in order to match it with the students’ target knowledge of accountancy. From his
research he found that the students of accounting program needs a specific material in learning English which has tight relationship with their study program.
Furthermore, the students of English Language Study have done research using interviews and observations on teachers’ lived experience in teaching
English to special needs children as did by Christiana Sidupa 2010 and to hearing-impaired students as did by Antonius Setyawan 2013 which resulted in
the teachers’ self actualization. But this study explores teachers’ lived experiences in teaching English to accounting department students which is different with the
previous research. This research will find out how the teachers look at themselves, their determination, their positioning as human beings and their voice as
subordinates or marginalized.