33 Four factors related to the subjectivity of lived experience are ideology,
historicity, intentionality and awareness. Ideology is related to set of beliefs characteristics of a social group or individual. Each individual has his or her own
beliefs about a certain object or event, therefore the experience between one individual and the other is likely to be different and unique depending on the
individual’s ideology. Ricoeur 1970 believes that people always occupy an ideological position even if they are unaware of it. Bunnin and Yu 2004 define
historicity as a term in phenomenological tradition denoting the feature of our human situation by which we are located in specific concrete temporal and
historical circumstances. Dilthey 1900 in Bunnin and Yu 2004 argues that historicity identifies human beings as unique and concrete historical beings.
“The term
‘intentionality’ indicates the inseparable connectedness of the human being to the world
” van Manen, 1990, p. 181. Langdridge 2007 explains that intentionality refers to the fact that whenever we are conscious or aware, it is
always to be conscious or aware of something. Langdridge 2007 elaborates more by saying that an object enters our reality only when we perceive it, when it is
presented to consciousness. Furthermore, “our perception varies according to the
context, the position of the perceiver in relation to the object and the mood of the perceiver, among other things
” Langdridge, 2007, p. 5. Marleau-Ponty 1962 in van Manen 1990, p. 183 describes awareness as
“a certain kind of attentiveness and will to seize the meaning of the world.
” As Carruthers 1996, p. 152 states
that the subjective feel of experience presupposes a capacity for higher-order
awareness, and as he then continues, such self-awareness is a conceptually necessary condition for an organism to be a subject of phenomenal feelings,
or for there to be anything that its experiences are like. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34 Four factors above had been the basis for the fields of lived experience.
They are understanding, belief, feeling, intention and action. In investigating the highly-motivated students
’ lived experience of CA and FNE, I focused on belief, feeling and action. First, when it comes to belief, I am very sure that every student
brings a variety of preconceived beliefs to the foreign language class. Puchta 1999 in Arnold 2007 has stressed the importance of beliefs for any learning
experience. Puchta 1999 in Arnold 2007, p. 30 states that “beliefs are strong perceptual filters; they serve as explanations for what has happened and they give
us a basis for future behavior.” In the other words, beliefs are likely to influence the actions. Lonergan 1953 identifies five stages of the process of true belief.
They are 1 preliminary judgment on the value of belief in general, on the reliability of the source, 2 a reflective act of understanding that, in virtue of the
preliminary judgments, grasps as virtually unconditioned the value of deciding to believe some particular proposition, 3 the consequent judgment of value, 4 the
consequent decision of the will, and 5 the assent that is the act of believing. Second, lived experience is related to how people feel the experience.
“Feeling is a state, which is in its entirety in every moment of time as long as it endures
” Peirce, 2009, p. 363. When a person asks how someone feels, the responses will include adjective responses expressing feelings such as anxious,
happy, afraid, confident, and so on Patton, 2002. Since CA and FNE are closely related to the feeling itself
, the participants’ feelings are interesting to be explored. Third, it was about action. Action involves the use of five senses and bodily
movements Lonergan, 1985. According to Wilson 2007, action is something that an agent does that was intentional under some descriptions. Van Manen
35 1990, p. 154 states “human science is concerned with action in that hermeneutic
phenomenological reflection deepens thought and therefore radicalizes thinking and the acting that flows from it.” A situation that each participant had is likely to
insist his or her to take actions. For the purpose of this study, the highly-motivated students
’ lived experience of CA and FNE is defined as their past experience that is already
passed or lived through and may include the beliefs, thoughts, feelings and actions that represent the essence of the situation when they experienced CA and FNE. I
focus on the lived experience in which the participants are powerfully animated.
B. Framework of Pre-Understanding
Many studies have been reported that the number of students who experience CA and FNE is amazing.
Students with high motivation are not the exception. In foreign language learning, they cannot avoid dealing with CA and
FNE. It is interesting to find out how the students who are closely associated with language achievement and considered as successful learners experience, handle
and give meaning to CA and FNE. Highly-motivated students tend to be motivated internally and externally
although the degrees are not exactly the same. The students have motivation which comes from the students themselves such as their own goals and the needs
to learn. They learn foreign language in order to experience pleasure and satisfaction such as the joy of doing a particular activity or satisfying ones
curiosity. This type of students is also triggered by the challenging nature of an activity. The students are also eager to learn to get external reward. The rewards
can be tangible e.g. grades and intangible e.g. recognition. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36 Even though they have equipped themselves with such kind of motivation,
they cannot avoid dealing with CA and FNE. In the teaching learning process, CA and FNE can be caused by some factors. The factors are from the student
themselves, the teacher, the classmates and the classroom’s activities. When they have to face CA and FNE, they will manifest several symptoms. The symptoms
can be physical, psychological, behavioral and other symptoms. Therefore, they have to cope with their anxieties. They will act as how they are aware of factors
contributing to their CA and FNE. They will come up with some strategies to cope with their CA and FNE. The strategies may be one of these strategies;
cognitive, affective, behavioral and resignation. Combination of more than one strategy is possible.
One’s strategy to cope with CA and FNE may also be different since CA and FNE are actually two different types of FLA.
The strategies might not fully represent the further decision of highly- motivated students. Let us consider my experience that I use in the beginning of
my background of study in chapter I. When in the middle of the class, the lecturer asks a question. The highly-motivated students may know the answer but they
experience FNE. Therefore, they have fights in minds whether to give answer or not. The highly-motivated students probably answer the question since their
motivation is greater than their anxieties or in the other words, they cope with his or her FNE successfully. However, the decision of not answering the question is
still possible. In sum, in the process of foreign language learning, highly-motivated
students have high possibility in experiencing CA and FNE. Experiencing CA and FNE covers several essential themes. They are causes of
students’ CA and FNE, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37 students’ beliefs, students’ manifestation of CA and FNE and students’ strategies
to cope with CA and FNE. These themes are bracketed off. Bracketing describes my attempts to set aside all personal feelings, beliefs and preconceptions so that
an unbiased account of participants’ lived experience were made Creswell,
2012. At the end, the awareness of these things will result in students’
understanding of themselves. Therefore, they may use the understanding to make a difference to the lived world of themselves and others. The figure below
represents the construct of my study. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
STUDENT
Classmates Characteristics
Intrinsic
Knowledge Skills
Curiosity Challenge
Extrinsic
Grade Recognition
Competition
High Motivation
CA and FNE
Student’s Characteristic
Personal trait Belief about
language learning
Teacher’s Characteristic
Teacher- learner
interaction
Classroom Characteristic
Class activities
The Highly-Motivated Students’ Lived
Experience of CA and FNE
Belief
Psychological Physical
Behavioral Other signs
Manifestation of CA FNE
Affective Behavioral
Resignation Cognitive
Strategies to Cope with CA FNE
Feeling Action
Figure 2.1. Construct of the Study PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39
CHAPTER III RESEARCH METHODOLOGY
This chapter explores the methodology employed to answer the research question of this study, nature and the source of data, instruments, data collection,
data analysis and trustworthiness.
A. Research Method
This study was a hermeneutic phenomenological study. “Phenomenology because it is the study of lived experience phenomenon in an attempt to enrich
lived experience by mining its meaning” van Manen, 1990, p. 38. “Hermeneutics because it is the interpretive study of the expressions and
objectifications texts of lived experience in an attempt to determine the meaning embodied in them” van Manen, 1990, p. 38.
Hermeneutic phenomenological method was the most appropriate method for conducting this study since this study aimed at finding the scientific truth of
the highly- motivated students’ lived experience of CA and FNE specifically by
describing and interpreting their lived experience of CA and FNE. Hermeneutic phenomenological method does not focus only on describing the experience but
also interpreting it. The purpose of interpretation is to understand the essential meaning of experience Heiddegger, 1927, 1962 in Langdridge, 2007. Heidegger
began the hermeneutic turn in phenomenological philosophy by stressing how all understanding involves interpretation.
