h ermeneutic describes how one interprets the „texts‟ of life, and semiotics is used
to develop a practical writing or linguistic approach to the method of phenomenology and hermeneutic 1990:4.
Meanwhile, Creswell 2007: 57 argues that a phenomenological study interprets individuals‟ lived experience of a certain concept or phenomenon. He
emphasizes that a narrative study is a study that reports the life of a single individual. Phenomenology has a strong philosophical component to it.
According to Creswell 2007 it derives heavily from the writings of Edmund Husserl, a German mathematician, and those who developed his views such as
Heidegger, Sartre, and Marleu-Ponty. When doing the phenomenological research, there are two approaches to take. They are hermeneutic phenomenology
which relies heavily on the work of van Manen and empirical, transcendental, or psychological phenomenology which is suggested by Moustakas.
In this study, the researcher attempted to describe and interpret the phenomenon of teaching English using blended learning. The information is
acquired mainly from interview. However, observation was also done to support the information. The information is used to discover the lived experience of
teaching English using blended learning covering how teachers understand, perceive it, do it, judge it, think about it.
B. NATURE AND SOURCES OF DATA
This research was aimed at describing and interpreting the lived experience of teaching English using blended learning. The nature of data was
narrative. Data from a series of depth interview and observation of blended learning implementation are both narrative.
The data used as the basis of description and interpretation came from 1 audio-taped interviews document which was translated into narrative stories of the
in-depth interviews of two English teachers 2 classroom observations which were documented in form of video and audio and 3 re-interviews which were
audio-taped and 5 document checks. Those sources of information were meant to achieve the triangulation. In brief, the researcher employed interview, re-
interview, observation and document checks to get the valid data Patton, 2002.
C. RESEARCH SETTING AND PARTICIPANTS
The research was conducted in two different higher learning institutions in Yogyakarta. First, it was in STIKES AISYIAH Yogyakarta. The researcher‟s
reason of selecting the school was because the research participant, Mr. Dedo, is studying in graduate program in English Language Studies focusing on
educational technology. The teacher has implemented blended learning for some time. Second, the researcher selected PBI Sanata Dharma. It is a notable English
department in Yogyakarta. The reason was because the participant, Mr. Chelto, an teacher in this department has been familiar in implementing blended learning.
He has been implementing it for more or less seven years. Both participants use pseudo names.
The two research participants were different in range of ages, employment status, experience, and education background. They were chosen because they
have various teaching atmosphere, material, students, etc. the different
participants and setting are expected to provide complete and different data. Having different setting will make the researcher get different finding on what the
participants understand, believe, feel, do about teaching English using blended learning.
D. DATA GATHERING TECHNIQUES
