i
STUDENT
S’ LIVED EXPERIENCES IN
LEARNING ENGLISH
AT THE VOCATIONAL SCHOOL
A THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum) Degree
in English Language Studies
by
P. Haryanta 056332029
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY
vi
ACKNOWLEDGMENTS
I am heartily thankful to my supervisor, Dr. J. Bismoko, for his encouragement, guidance and support throughout my research work. His moral support and continuous guidance enabled me to complete my work. I also would like to thank the head of ELS, Fx. Mukarto, Ph.D., and all lecturers in English Language Studies who really helped me to do this thesis. They have opened up my mind to learn more and to be better.
I also thank my beloved family. The support given strengthened me to reach the final step, especially my inspiring granddaughter Lucy. I also would like to express my thanks to all my friends in KBI for their encouragement. I am indebted to Mbak Lely, the secretary of KBI, for her kindness and patience in helping me to finish my thesis.
vii
TABLE OF CONTENTS
Page
TITLE PAGE ……… i
APPROVAL PAGE ……….. ii
DEFENSE APPROVAL PAGE ……….. iii
STATEMENT OF ORIGINALITY ……… iv
ACKNOWLEDGEMENTS ………. vi
a). Learning by Absorbing ………. 12
b). Learning by Doing ……… 13
c). Learning by Interacting ……… 13
d). Learning through Reflection ………. 13
e). Performance ……….. 13
2. The Pedagogy of Learning: Learning through Life ………….. . 14
a). Learning to Know ………. 14
b). Learning to Do………. . 17
c). Learning to Live Together………. 18
d). Learning to Be ……….. 19
3. The Essence of Vocational School ………. 20
a). What is a Vocational School? ………. . 20
b). What are the Different Vocational Careers? ………. 21
c). The Advantages of a Vocational School ……… 23
d). Entrepreneurship ……… 24
e). Start a Small Business: Bring a Lifetime of Fulfillment …… 25
4. English Language in a Vocational School ……….. 27
a). Syllabus of English at the Vocational School ……… 28
b). English National Exam ……….. 29
c) English Competency Standard for Vocational Graduates ….. 30
d). Supporting Factors ……….. .. 31
5. Lived Experience ……….. . 32
viii
CHAPTER III RESEARCH METHODOLOGY ……… 37
A. Research Method ……….. 37
1. Lived Experience ………. 37
2. The Nature of Lived Experience ………. 38
3. Orienting to the Phenomenon of Pedagogic Interest …………... 39
4. Formulating the Phenomenological Question ………. 40
5. Assumptions and Pre-understandings ………. 40
B. Research Design ……….. 41
C. Research Procedures ……… 42
D. Text Analysis ……….. 43
E. Trustworthiness of the Findings ……….. 43
CHAPTER IV DESCRIPTION AND INTERPRETATON ……. 45
A. Conducting Thematic Analysis ………. 45
B. The Pedagogy of Theme ………. 47
C. The Prefigured Phenomenological Themes ……… 48
1. The Lived Experience of Choosing a Vocational School……… 49
2. The Lived Experience of Learning English at the Workshop … 52
3. The Lived Experience of Praying while Studying ………. 58
4. The Lived Experience of Taking National Exam……… 67
D. The Emerging Phenomenological Themes ………. 70
1. The Lived Experience of Being Called in Their Names ……… 70
2. The Lived Experience of Falling Asleep ………. 74
3. The Lived Experience of Failing National Exam ……….. 77
E. The Essence of Life ……… 80
CHAPTER V CONCLUSION AND SUGGESTIONS…………. 84
A. Conclusion ……… 84
3. First Observation Data ……… 103
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LIST OF PICTURES
1. Picture 1: ……….. 9
Lucy is experiencing a process of learning how to be autonomous
2. Picture 2:……… 12
Concept Map of Learning
3. Picture 3: ……… 15
Bloom’s Taxonomy
4. Picture 4: ……….. 34
Framework of Thinking
5. Picture 5:……… 58
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LIST OF ANECDOTES
1. Anecdote 1……….. 20
2. Anecdote 2……….. 49
3. Anecdote 3……….. 52
4. Anecdote 4……….. 58
5. Anecdote 5……….. 67
6. Anecdote 6……….. 70
7. Anecdote 7……….. 74
xi ABSTRACT
Haryanta. P. 2010. Students’ Lived Experiences in Learning English at the Vocational School. Yogyakarta: English Language Studies. Graduate Program. Sanata Dharma University.
The purpose of this study was to reveal how the participants experience the essence of lived experiences in learning English at the vocational school as parts of their life fulfillment.
A phenomenological hermeneutic research methodology was utilized in this study. Close observations, informal conversational, and in depth interviews were made to get the data or texts. Three of level twelve students of SMK 1 Sedayu were involved to participate in this research. Two of them were majoring in the technique of computer and networking and the other one was majoring in the technique of drawing buildings. The researcher also recorded some natural daily life events to enrich the texts. Moreover, he browsed through internet to get some research reports related to his research. A description of the phenomenon based on the essential themes coming from the prefigured themes and emerging ones was made in the forms of narratives including anecdotes.
As the results of the research, deep understanding on each student’s personal background gives positive support to the achievement of learning goals. Students feel being humanized when they are called using their names properly. Students’ names may represent their identity and personality, even their future hopes. Furthermore, students can learn English in a contextual way related to their target competencies through the practice room or workshop. The deepest essence of life, including learning, is building harmonious relationship between God, the Creator, and human beings together with the world where they live in. Another result is about failure as an inseparable part of the learning process. Failure is a challenge to change towards betterment, to make new spirit, to create new strategies, and build stronger efforts to reach a success.
xii ABSTRAK
Haryanta. P. 2010. Students’ Lived Experiences in Learning English at the Vocational School. Yogyakarta: Program Pasca Sarjana, Kajian Bahasa Inggris, Universitas Sanata Dharma.
Tujuan penelitian ini adalah untuk menguak bagaimana para partisipan mengalami makna sejati dari pengalaman hidup dalam belajar bahasa Inggris di sekolah kejuruan sebagai bagian dari pemenuhan hidup mereka.
Menggunakan metode penelitian hermenetik fenomenologis peneliti mengadakan observasi secara akrab, perbincangan informal, dan wawancara mendalam untuk memperoleh data atau teks. Tiga siswa kelas duabelas dari SMK 1 Sedayu program keahlian komputer dan jaringan berpartisipasi dalam penelitian ini. Peneliti juga merekam beberapa kehidupan keseharian alami untuk memperkaya data atau teks. Peneliti menampilkan deskripsi dari fenomena berdasarkan tema-tema utama yang berasal dari tema gambaran awal maupun yang muncul dari data atau teks dalam bentuk narasi, termasuk anekdot.
Sebagai hasil penelitian, pemahaman yang mendalam terhadap latar belakang pribadi masing-masing siswa memberi dukungan positif dalam pencapaian tujuan pembelajaran. Siswa merasa dimanusiakan ketika mereka dipanggil dengan nama mereka secara tepat. Nama siswa dapat mencerminkan kepribadian dan identitas mereka, bahkan harapan masa depan mereka. Lebih jauh, siswa dapat belajar bahasa Inggris secara kontekstual terkait dengan sasaran kompetensi mereka di ruang praktek atau bengkel. Makna hidup sejati yang paling dalam, termasuk dalam pembelajaran, adalah membangun hubungan yang harmonis antara Tuhan Allah Sang Pencipta dan umat manusia bersama-sama dengan dunia tempat mereka tinggal. Hasil yang lain adalah bahwa kegagalan dalam proses pembelajaran merupakan bagian yang tidak terpisahkan dalam proses pembelajaran. Kegagalan merupakan tantangan untuk berubah menuju perbaikan, untuk membangun semangat baru, menciptakan strategi baru, dan membangun usaha yang lebih kuat untuk mencapai kesuksesan.
1
CHAPTER I
INTRODUCTION
It may be useful to state at the beginning what my intention in this study is
and what interest a reader may have in it. On one hand, I describe a human
science research with a prior interest of a teacher applying the methods of
phenomenology and hermeneutics. A definition of phenomenology proposed by
van Manen is “By „phenomenology‟ we mean all those forms of thinking or
inquiry which in some way maintain a perspective on the lived human
experience.” As a form of “critical” thinking, phenomenology reflects on
essentially and thereby transcends all lived experience and objective cognition to
discover the intelligibility that is their implicit ground (Darroch & Silvers, 1982,
p.1). In seeking the truth of lived experience in a transcending yet concrete
context of meaning, phenomenology both presupposes and makes problematic the
empirical distinction (Heidegger, 1962, p. 272). Phenomenological task is
essentially open-ended. It is so in the first place because the subject matter itself,
the intelligibility of lived experience, is in essence non an objective fact for
certain cognition but a latent and mutable context in meaning (Burch, p 198). The
open-endedness is also evident on the side of the interpreting.
The truth of phenomenology lies neither exclusively nor primarily in the correspondence of its explicit claims with lived experience taken as fixed object of knowledge, but in the possibilities of meaning which at any given time are inscribed in the intelligibility of a particular phenomenological explication of lived experience (Heidigger, 1962, p49)
Hermeneutics is the art of interpreting. Hermeneutics is philosophy in the
2
an understanding of human existence as possible. Hermeneutic theory is a
member of the social subjectivist paradigm where meaning is inter-subjectively
created, in contrast to the empirical universe of assumed scientific realism
(Berthon et al. 2002). As part of the interpretative research family, hermeneutics
focuses on the significance that an aspect of reality takes on for the people under
study. Phenomenology becomes hermeneutical when its method is taken to be
interpretive (rather than purely descriptive as in transcendental phenomenology)
(Manen, 2002).
On the other hand, I engage the reader(s) in pedagogic reflection on how
we live with students as parents, teachers or educators. I begin with discussing the
background of the study, followed by the problem identification, problem
limitation, the research question, the research goals and the research benefit.
A. Background of the Study
Webster defines education as the process of education or teaching. Educate
is further defined as “to develop the knowledge, skill, or character of …” Thus,
from these definitions it might be assumed that the purpose of education is to
develop the knowledge, skill, or character of students. Eric Hoffer (1979) states
that:
the central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents parents, and children are students together.
Ayn Rand (1987) proposes another definition of the purpose of education:
3
understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past-and he has to be equipped to acquire further knowledge by his own effort.
Bill Beattle (1988) states that the aim of education should be to teach us rather
how to think than what to think – rather to improve our minds, so as to enable us
to think for ourselves, thanto load the memory with thoughts of other men.
In the annual report of UNESCO under the Task Force on Education for the
Twenty-first Century in the title Chapter 4 of Learning: The Treasure Within, it is
stated:
… about the Four Pillars of Education. They are learning to know,
learning to do, learning to live together and learning to be. These four pillars of knowledge cannot be anchored solely in one phase in a person‟s life or in a single place. There is a need to re-think when in people‟s lives education should be provided, and the fields that such education should cover. The periods and fields should complement each other and be interrelated in such a way that all people can get most out of their own specific educational environmental all through their lives.
From the statement above it can be concluded that education encourages one
to be oneself and, at the same time, be able to live together with others in a
harmonious way.
In Indonesia, the goal of national education also leads the learners to be
democratic and autonomous. Indonesian Republic law number 20/2003 about
National Education System states the goal of national education as follows:
…developing the learners to be faithful and respectful to God the Almighty, have good morals, be healthy, scientific, competent, creative, and self support, and be democratic and responsible citizens.
In the field of foreign language education there has been a shift in focus
from the teacher to the learner, from exclusive focus on how to improve teaching
4
(Gremmo, 1995). The practice of language teaching has become more
communicative and more student centered (Yang, 1998).
B. Problem Identification
Having a clear perception on lived experience is very important because
phenomenological research begins in lived experience and eventually turns back
on it. Dilthey (1985) has suggested that in its most basic form lived experience
involves our immediate, pre-reflective consciousness of life. Actually, lived
experiences cover many aspects. They are awareness, understanding, desire,
intention or expectation, anticipation, relations with others, cultural patterns,
feelings, belief or sights, smells, sounds, etc (Murphy, 1960:13 in Bradley, 2002).
Students‟ lived experiences toward the world reality may vary among others. The
students have various lived experience toward certain phenomena. Creswell
(2007:57) states that the meaning for several individuals of their lived experiences
of a concept or a phenomenon is assigned to phenomenological study. The focus
of this study is, therefore, learning English at the Vocational School as the
phenomenon.
Observing the practice of learning English at the Vocational Schools, it
seems that the engagement of the students with their learning is still poor. The
students‟ commitment to their learning goals is not clearly seen. Motivation to
learn positively and reflectively is still unclear. This condition has challenged me
as a teacher to do a research.
5
C. Problem Limitation
In this research I limit myself in exploring the textual reflection on the lived
experiences and practical actions of everyday life of the participants related to
learning English at the Vocational School. There are three participants of level
twelve students of SMK 1 Sedayu. Two are majoring in techniques of computer
and networking and the other one is majoring in the techniques of building
drawing.
D. Problem Formulation
Since I do a phenomenological human research, my question of inquiry is
not a problem question but a meaning question. Problem questions seek solutions,
“correct” knowledge, effective procedures, winning strategies calculative
techniques, “methods” which get results (Manen, 1990: 23). A phenomenological
question is a meaning question. It does not seek for solutions upon the problem
but asks the meaning and significance of certain phenomenon. Meaning questions
can be better or more deeply understood so that, on the basis of this understanding
I may be able to act more thoughtfully and more tactfully in certain situations. The
meaning question of my study is how the participants experience the essence of
lived experience in learning English as parts of their life-fulfillment.
E. Research Goals
To do a phenomenological hermeneutic research is to attempt to accomplish
the impossible: to construct a full interpretative description of some aspect of the
6
any explication of meaning can reveal (Manen, 1990). Therefore, through this
research I try to describe the lived experiences of the students in learning English
at the Vocational School and interpret it. By doing so, I hope I can obtain the
essential meanings of the lived experience of the participants in learning English.
Therefore, hopefully the participants can have more reflective life and have more
commitment so that they succeed in their studies. Furthermore, as the researcher I
hope I can have more emphatic understanding on the essential meanings of the
lived experiences of the participants.
F. Research Benefits
As the study attempts to address the research question „how the participants
experience the essence of being autonomous in learning English as parts of their
life fulfillment‟, I hope this research will give some contribution for empowering
the students better. The research benefits of the study cover the theoretical
benefits and the practical benefits. They are as follow:
1. Theoretical Benefits
The study is meant to provide scientific information in education in general,
especially in encouraging learners in learning English at the vocational school. It
may function as comprehensible input in the development of education, English
language teaching and learning at the vocational school.
2. Practical Benefits
The study may provide teachers, educators, school counselors, school
managements, and the readers or audience with some anecdotes and interpretation
7
understanding on the essential meanings of the lived experiences of the
participants. Finally, the study may help the participants and me as the researcher
8
CHAPTER II
LITERATURE REVIEW
In this chapter I attempt to take the discussion in the previous chapter
further forwards exploring some theoretical review and pre-understanding.
A. Theoretical Review
In discussing the theoretical review I divide the discussion into five
sections. In the first section I attempt to explore the essence of learning through a
lived experience of my granddaughter. From there I will make some reviews on
the theories of learning. In the second section I explore the pedagogy of learning.
The third section will discuss about essence of a vocational school. In section
four I try to discuss about English language at the vocational school. In the last
section I discuss about lived experience
1. The Essence of Learning
In broadest sense, learning is the act, process or experience of gaining
knowledge or skill. Jeff Cobb (2000) defines learning as the lifelong process of
transforming information and experience into knowledge, skills, behaviors, and
attitudes. He adds that learning is not dependent upon classes and courses and it
does not require a degree, certificate, or grade to prove its worth. However, It does
require – in varying degrees, and in varying times and circumstances – activities
like practice, reflection, interaction with the environment (in the broadest sense),
9
even most of the time – happen consciously – whether at work or otherwise – tend
to be more successful in pretty much whatever way they define success.
Furthermore, Brooks argues that learning is to find problems and solve
them. Getzels and Csikszentmihalyl (1976, quoted by Brooks 2020) suggest that
formulating problems is an essential element in understanding creativity – more
so than solving problems. Arlin (1990) suggests that the same is true in
understanding wisdom: problem finding is more significant than problem solving.
I offer the following story from my own family as one characterization of
what it has meant to one group of people to find problems and to solve them.
It is so amazing and surprising to enjoy the video of this little one and a half
year old „girl‟ learning how to eat. Accompanied by her grandmother (not seen in
the picture), her grandfather, two aunts, Lucy- that‟s her familiar name among the
family- is experiencing a process of learning in a real and natural way in the
middle of world life. Firstly, she observes the surroundings. She gets the
knowledge about the names of some objects from the nearest surroundings and
Lucy is experiencing a process of learning how to find problems and to solve them. (Taken from: Family collection)
10
their functions. For example a spoon, a plate, a „dingklik‟ (stool), etc. She also
observes how the adults around her use those things. It is very fascinating to
watch all of her activities in experiencing herself with the things around her. How
happy she is when tries to sit on the „dingklik‟. She laughs and looks at every one
around her when she is successful sitting on it. Surely, she wants to celebrate her
success in sitting on the „dingklik‟ to everyone around her. She has learnt a new
„skill‟ how to sit on a „dingklik‟ by doing several actions. She practices the
experience again and again. People say: practice makes perfect!
Common thinking is that learning is simple. However, Brooks states that it
is not true. She states that:
learning requires an active mind. It requires a question that rouses
intrigue, or a piece of information that doesn‟t seem to fit, or a novel that
transports the reader to places previously unknown, or a math equation
that challenges the learner‟s suppositions about numerical relationships, or
any prompt that provokes some dissonance in the learner. (Brooks 2002, p11)
Learning also requires a teacher who has the skills and insight it takes to
drive students‟ thinking processes forward. Learning is not simple. But when
sought and pursued actively and mindfully, it is energizing, dynamic, and
cherished. When learning is not sought, but pursued passively and perfunctorily, it
is most often shallow, incomplete, and short lived. (Brooks 2002, p 11).
The following lived experience that Lucy has will give a description of the
characterization of learning above.
Another real experience that Lucy has undergone is how she learns to
coordinate her hands holding the spoon and the plate with her mouth to receive
11
the spoon does not meet her mouth; instead, it strikes her short nose and the food
scatters on her face and clothes. This is the right time for the grandmother to give
a help. Softly and tenderly the grandmother guides her granddaughter‟s hand to
hold the spoon correctly, takes some food from the plate and then directs it to the
girl‟s mouth. When the girl is successful in doing this new real life experience of
eating, she claps her hands, shouts and jumps around the stool. She looks so
happy and cheerful. The grandmother, grandfather and aunts support her by
clapping hands while saying „Berhasil, berhasil, berhasil‟. Receiving appreciation
for a success seems to be a very common lived experience. Every one undergoes
that and will forget it after a few years. But let us try to reflect it deeper. Actually
this anecdote is a part of the process of learning. When the girl experiences the
new life experience of eating she has interacted with the other members of the
family. She interacts with her grandmother, aunts and others. She needs help and
the others support her. When she is successful she expresses to the others and the
others respond it with appreciation. It is a real lived experience which can be
reflected to seek the essence of learning in general. It may lead to a wisdom that
human beings living together in this world possess a value of togetherness and
build a learning society.
In this study I would like to adopt a concept of learning proposed by
Wertenbroch and Nabeth (2000). The concept map of learning is described in the
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a) Learning by Absorbing
Learning by absorbing includes activities of reading, seeing, listening, and
feeling. According to Wertenbroch (2000), however, information obtained from
those activities does not instantly become knowledge once we have absorbed it as
we have simply copied the information from one source, such as a book, to another
source, our brain. To help make it part of one‟s knowledge base, he needs to take it
through a “learning cycle”. The cycle consists of observing and reflecting, forming
concepts, testing in new situations, and gaining experience. By observing and
reflecting one can form a concept or concepts. This concept is then applied or tested Picture 2: Concept Map of Learning
13
in new situations and from the activity he will gain new experiences as part of his
learning.
b) Learning by Doing
Doing is an activity that involves either manipulating information mentally or
physically manipulating an object. The mental manipulation of information differs
from reflection in that it normally involves a planned exercise or activity, where as
reflection is more a free form activity that involves a lot of “what ifs” (Wertenbroch
and Nabeth, 2000)
c) Learning by Interacting
Interacting here means interacting with others, rather than interacting with an
object. For example, discussing a problem with others rather than operating a
forklift.
d) Learning through Reflection
Reflection is thinking for an extended period by linking recent experiences to
earlier ones in order to promote a more complex and interrelated mental schema
(Dewey, 1933 cited by Wertenbroch, 2000). The thinking involves looking for
commonalities, differences, and interrelations beyond their superficial elements.
The goal is to develop higher order thinking skills.
e) Performance
Performance is focused behavior or purposeful work (Rudman, 1998). That is,
jobs exist to achieve specific and defined result. This is performed by accomplishing
tasks. Gilbert (1998) said that performance has two aspects – behavior being the
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2. The Pedagogy of Learning : Learning throughout Life
In the annual report of UNESCO under the Task Force on Education for the
Twenty-first Century in the title Chapter 4 of Learning: The Treasure Within, it is
stated about the Four Pillars of Education. Jacques Delors, the chairman of the
body, states that:
The Four Pillars of Education are learning to know, learning to do, learning to live together and learning to be. These four pillars of knowledge cannot be anchored solely in one phase in a person‟s life or in a single place. There is a need to re-think when in people‟s lives education should be provided, and the fields that such education should cover. The periods and fields should complement each other and be interrelated in such a way that all people can get the most out of their own specific educational environmental all through their lives. (UNESCO PUBLISHING)
a) Learning to Know
In that report it is explained that this type of learning is concerned less
with the acquisition of structured knowledge than with the mastery of learning
tools. It may be regarded as both a means and an end of human existence. Looking
at it as a means, people have to learn to understand the world around them, at least
as much as is necessary for them to lead their lives with some dignity, develop
their occupational skills and communicate with other people. Regarded as an end,
it is underpinned by the pleasure that can be derived from understanding,
knowledge and discovery. Learning to know implies learning how to learn by
developing one‟s concentration, memory skills and ability to think. From infancy,
young people must learn how to concentrate – on objects and on other people.
15
aided by the many different learning opportunities that arise in the course of
people‟s lives (games, work experience programs, travel, practical activities, etc.)
Related to the aspect of learning, Benjamin Bloom (1950‟s) developed a
taxonomy of cognitive objectives which is known as Bloom‟s Taxonomy. He
identified three domains of educational activities: Cognitive: mental skills
(Knowledge), Affective: growth in feelings or emotional areas (Attitude), and
Psychomotor: manual or physical skills (Skills). His taxonomy follows the
thinking process. It is a continuum from Lower Order Thinking Skills to Higher
Order Thinking Skills. They are arranged below in increasing order, from lower
order to higher order.
Picture 3: Bloom‟s Taxonomy
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The following table is exemplification of Bloom‟s taxonomy for each
category with the keywords and some examples.
Category Example and Key Words (verbs)
Knowledge: Recall data or information.
Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules.
Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.
Comprehension: Understand the meaning, translation,
interpolation, and interpretation of instructions and problems. State a problem in one's own words.
Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.
Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.
Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the
classroom into novel situations in the work place.
Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test.
Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
Analysis: Separates material or
Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.
Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs,
differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.
Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.
Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.
17 about the value of ideas or materials.
Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.
Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends,
routine, they will find that their thinking skills are increasing being challenged at
their place of work.
b) Learning to Do
In addition to learning to a job of work, it should require the acquisition of
a competence that enables people to deal with a variety of situations, often
unforeseeable, and to work in teams, a feature to which educational methods do
not at present pay enough attention. In the third Sourcebook, Learning to Do:
Values for Learning and Working Together in a Globalized World, the definition
of learning to do is given as follows:
“Learning to do can …no longer have the simple meaning…. Of
preparing someone for a clearly defined task….(and)… can no longer be
regarded as the simple transmission of a more or less routine practice…the ascendancy of knowledge and information….is bringing personal competence to the fore…employers are seeking competence, a mix, specific
to each individual; of skill, social behavior, of an aptitude for teamwork, and
18
Learning to do can no longer mean what it did when people were trained to
perform a very specific physical task in a manufacturing process. Skill training
therefore has to evolve and become more than just a means of imparting the
knowledge needed to do a more or less routine job.
c) Learning to Live Together
Learning to live together can be pursued by developing an understanding
of others and their history, traditions and spiritual values. It can also be achieved
by developing an appreciation of inter-dependence in a spirit of respect for the
values of pluralism, mutual understanding and peace.
Human history has constantly been scarred by conflicts, but the risk is
heightened by two new elements. First there is the extraordinary potential for
self-destruction created by humans in the twentieth century. Then the mass media that
have the ability to provide the entire world with information and unverifiable
reports on ongoing conflicts. Public opinion becomes a helpless observer or
hostage of those who initiate or keep up the conflicts.
One of education‟s tasks is both to teach pupils and students about
human diversity and to instill in them an awareness of the similarities and interdependence of all people. From early childhood, the school should seize every opportunity to pursue this two-pronged approach. (UNESCO PUBLISHING)
Moreover, whether education is provided by the family, the community or
the school, children should be taught to understand other people‟s reactions by
looking at things from their point of view. Where this spirit of empathy is
19
for the rest of their lives. One of the essential tools for education in the
twenty-first century will be a suitable forum for dialogue and discussion.
d) Learning to Be
Faure (1972) gives the definition of learning to be:
Learning to be takes account of all the powers, faculties and innate potentials within the human person, respecting the dignity and worth of each individual. It underscores the humanistic dimensions in quality education, highlighting the role of values and attitudes towards a holistic and integrated approach to education.
One of the fundamental principles of education is that it should contribute to
every person‟s complete development – mind and body, intelligence, sensitivity,
aesthetic appreciation and spirituality. All people should receive in their childhood
and youth an education that equips them to develop their own independent, critical
way of thinking and judgment so they can make up their own mind on the best
courses of action in the different circumstances in their lives.
The aim of the development is the complete fulfillment of man, in all the
richness of his personality, the complexity of his forms of expression and his
various commitments – as individual, member of a family and of a community.
This human development, which begins at birth and continues all through a
person‟s life, is a dialectic process which is based both on self-knowledge and on
relationships with other people. It also presupposes successful personal
experience. As a means of personality training, education should be a highly
individualized process and at the same time an interactive social experience.
Furthermore, Delors in the report to UNESCO comments that in a highly
20
social innovation, imagination and creativity must undoubtedly be accorded a
special place. As the clearest expressions of human freedom, they may be
threatened by the establishment of a certain degree of uniformity in individual
behavior. The twenty-first century needs a varied range of talents and
personalities even more than exceptionally gifted individuals. , who are equally
essential in any society. Both children and young persons should be offered every
opportunity for aesthetic, artistic, scientific, cultural and social discovery and
experimentation, which will complete the attractive presentation of the
achievements of previous generations of their contemporaries in these fields.
Concern with developing the imagination and creativity should also restore the
value of oral culture and knowledge drawn from children‟s or adults‟ experiences.
3. The Essence of Vocational High School
I would like to describe some aspects of a vocational high school by starting
from the following anecdote:
Anecdote 1:
On the first day of new students enrollment or „Penerimaan Peserta
Didik Baru‟ I met one of student candidates and asked him, “Why do choose a vocational school to continue your study?” He answered, ”Yes, Sir. I want to get a job after I graduate from this school.” Then my next question was,
"Why do you choose this school?” He answered, “My neighbor who used to
study here told me that this school trained the students to have specific
competencies which can be used to find a job.”
a) What is a Vocational High School?
A vocational high school is a public or private learning institution that
differs from the general secondary school in many ways. Students at vocational
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practical expertise than students in general high schools. Individuals are given the
opportunity to explore and identify potential career goals. This includes specific
trades such as welding, blacksmithing, mechanics. Other careers that are typical at
a vocational school include plumbing, electricity, carpentry, floral designer,
motorcycle repair technician, etc. There are more than one hundred and fifty
different skill programs (program keahlian) in Indonesia. A vocational is
sometimes the best way to enter the labor market. As shared by the student
candidate in the anecdote above, you should always investigate all options before
making a final choice.
b) What Are the Different Vocational Careers?
Vocational careers are classified as jobs based on a skilled trade or practical
skill. Many people who are good with their hands and enjoy seeing the results of
their efforts find great success in vocational careers. The primary difference
between vocational and other career streams is the focus on practical or manual
activities. In most cases, this category includes all the skilled trades or careers
where the training is provided through an apprenticeship program.
There is a wide range of vocational careers, but they can be grouped into
three primary categories: technology based, manual process, or skilled trade.
People drawn to this type of career are active learners, do not enjoy theoretical
discussions, and are results-oriented. Professional pride in a job well done is very
common in this career stream, as the end work product is usually a physical item
that meets a practical purpose. (
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Technology based careers include everything from a mechanical
technologist to a computer technician. The primary focus of the career and the
training is on practical, physical work that must be done. It is important to note
that theory is useless if it does not translate into a physical unit or item that can be
used to complete a task. A career in technology from a vocational perspective
provides opportunity to make a difference in everyday life. These positions are
well compensated and offer a range of career advancement options.
A manual process based vocational career includes positions such as baker,
florist, carpenter, cabinet maker, and cook. All these careers rely on the physical
completion of manual steps. These steps cannot be automated, enhanced with
technology, or replaced with alternate processes. All these careers provide a
wealth of opportunities for growth and are often the basis for starting a company
or business. The skills required to complete these jobs must be learned in a
vocational training program.
Skilled trades include auto mechanic, plumber, electrician, and other
construction related careers. All these jobs require a combination of physical skill
and knowledge. Of all the vocational careers, the skilled trades are the most
recognized by the general public. Training in any of these vocational careers
provides the skills necessary to start work immediately upon graduation or open
your own business.
All vocational careers have the potential to provide a very comfortable
income. However, this is based on the level of effort, skill, and determination of
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c) The Advantages of a Vocational High School
Most vocational schools recognize the importance of general academic
studies as well as career preparation, and offer fully accredited high school
diplomas. Depending on a student‟s abilities and interests, a vocational high
school can provide several advantages. Vocational learning helps individuals learn
the tools and techniques that are vital to certain occupations, gain hands-on
experience with different technologies and machines, and develop
problem-solving skills that will help in any career path.
Many vocational high schools provide students with career preparation in
health care, computer science, education, business, and any number of highly
specialized trades. Individuals have the opportunity to gain the knowledge and
experience necessary to become carpenters, electricians, machinists, painters,
plumbers, or other professionals. Some programs administer licensing or
certification examinations in such programs that allow students to become eligible
for employment immediately after graduation.
While programs certainly emphasis career development, they do not fail to
provide students with well-rounded educations. A typical vocational high school
program splits its curriculum between job-specific courses and classroom
instruction on more general subjects, including math, science, language arts, and
physical education. Vocational school students are usually required to complete
classroom and homework assignments very similar to those given at traditional
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Another major advantage of a vocational high school is the availability of
job placement resources. Guidance counselors at vocational high schools typically
have access to career information and a number of different resources for students
who want to find immediate work while attending courses or after they graduate.
In addition, many employers and labor unions are closely affiliated with
vocational schools, and give preference to job applicants who have completed
such programs. With recommendation from guidance counselors and teachers,
many students are able to obtain paid apprenticeships or entry-level jobs with
ease.
d) Entrepreneurship
Vocational schools encourage their graduates to be entrepreneurs. An
entrepreneur is an individual who accepts financial risks and undertakes new
financial ventures. The word derives from the French "entre" (to enter) and
"prendre" (to take), and in a general sense applies to any person starting a new
project or trying a new opportunity. Characteristics of an entrepreneur include
spontaneous creativity, the ability and willingness to make decisions in the
absence of solid data, and a generally risk-taking personality (. An entrepreneur
may be driven by a need to create something new or build something tangible
((http://www.wisegeek.com/what-is-a-vocational-school.htm). As new enterprises
have low success rates, an entrepreneur must also have considerable persistence.
Entrepreneurs are generally highly independent, which can cause problems when
their ventures succeed. In a small company the entrepreneur is able to personally
25
has grown beyond a certain size. Management conflicts often arise when the
entrepreneur does not recognize that running a large stable company is different
from running a small growing company. The problem is often resolved by the
entrepreneur either leaving to start a new venture, or being forced out by
shareholders.
e) Start a Small Business: Bring a Lifetime of Fulfillment
It is easy to start a small business. It is not so easy to make it profitable.
Starting a small business requires that one wears every hat imaginable, and that he
works far more hours than he would at a typical job. Still, for those with the
desire, motivation, and energy, starting a small business can bring a lifetime of
fulfillment (http://www.ditpsmk.net/)
The prospective small business owner should first have a firm grasp of the
type of enterprise he wishes to create. Prior expertise in the field of endeavor is
crucial. The most successful small businessperson is the one who opens his doors
not just to earn a living, but because he loves what he does. Without a high degree
of enthusiasm, the worries, headaches, and demanding pace inherent to operating
a small business can soon lead to exhaustion and failure.
To start a small business, one should first write a business plan. This does
not have to be a massive tome covering every theoretical aspect of his business,
but it should at least outline his estimated costs, expenses, and goals for the first
three years. The business plan should serve as a guideline, with plenty of room for
26
of potential obstacles, and will provide a rough idea of the revenue needed to
remain in operation.
A business plan should also identify primary competitors, the general
economic conditions of the area in which a business will be located, and likely
demographic trends. Once the plan is completed, one should have a reasonable
idea of how much money he needs to start his business. This brings up the next
stage of his start-up, which is acquiring his initial funding.
Some people have the resources to start a small business on their own, but
most require some sort of financing. Check with local financial institutions as to
the possibility of a Small Business Administration (SBA) loan. Better yet, if one‟s
idea seems innovative, he might be able to entice private investors to back his
enterprise. The least desirable course is to borrow money from friends and family.
They might be willing to help, but if his business fails to succeed then his familial
relationships may fail with it.
As reported in (http://www.wisegeek.com/what-is-a-vocational-school.htm),
having ample capital is the make or break factor if one seeks to start a small
business. Most small businesses that fail do so not because of bad management,
because they are under-capitalized. A financial cushion is needed during slow
times, and unexpected expenses are inevitable. Be prepared at any time for
increases in leases and insurance premiums, equipment breakdowns, staffing
problems, and costs associated with the never-ending licensing fees and regulatory
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Starting a small business is not for everyone, and in truth it can be either a
dream or a nightmare. For those who seek to be their own boss, and to pursue the
vocation of their choosing, it is a taste of freedom. The greatest chance of success
lies in advance preparation, and in possessing an attitude that places the pursuit of
happiness over large profits.
4. English Language in a Vocational School
In vocational high schools in Indonesia, the lessons or subjects are grouped
into three groups: normative, adaptive and productive groups. The lessons in the
normative group help the students learn „to be‟ and „to live together‟. The subjects
are religions, Indonesian language, Sports, and Civics. The students learn the
English language as an adaptive lesson, together with Math, physics, chemistry,
entrepreneurship, and some others. The purpose of adaptive lessons is to build the
students‟ characters to have broad and strong basis of knowledge in adapting
themselves to changing. It can be changing in the social environment, working
environment, as well as in science and technology. They learn the concepts and
principles of science and technology that can be applied in their daily lives or that
become basis of working competencies. Students learn the adaptive lessons deeply
enough. They do not only learn „what‟ and „how‟ a job is done, but they also learn
why it should be done. The third group is productive lessons which are given to
students according their skill programs. The skill programs are based on the
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a) Syllabus of English at the Vocational School
Vocational Schools in Indonesia uses a curriculum called School Based
Curriculum or „Kurikulum Tingkat Satuan Pendidikan (KTSP)‟. In the school
based curriculum (KTSP) English syllabus is subdivided into three levels based
on the standards of competencies.
The first level is equal to Novice Level. Normally it is for level ten or the
first year students of vocational school. For the first semester it has eight basic
competencies with time allotment of 148 lesson hours (@ 45 minutes). For the
second semester it has seven basic competencies with time allotment of 146
lessons hours.
The second level is equal to Elementary Level. It is for the second year
students or level eleven. For the first semester it has ten basic competencies with
time allotment of 148 lessons hours. For the second semester it has nine basic
competencies with time allotment of 146 lesson hours.
The third level is equal to Intermediate Level. For this level there are seven
basic competencies which are not clearly separated for the first semester and the
second semester. The time allotment is 146 lesson hours. It is so because there are
two factors which influence the application of the syllabus. The first factor is that
the third year students or level twelve have a period for doing field working
practice for about three months. They leave school and go to industrial places to
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fully have effective lesson hours because the program will end in late of March by
having National Exam.
b) English National Exam
English lesson at the vocational school is one of the lessons which are
ended by National Exam. It is regulated under the decision of Minister of
National Education. The test consists of two parts, namely listening and reading.
There are fifty questions altogether with a composition as follows:
Part I: Listening : 15 questions using formats:
Pictures : 3 questions
Question and Responses : 4 questions
Short Dialog : 4 questions
Short Talk : 4 questions
The questions are presented using cassettes or CDs.
Part II : Reading : 35 questions using formats:
Incomplete Sentences : 10 questions
Error Recognition: 10 questions
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The implementation of the national Exam is managed by the National Board
of Education Standard or BSNP (Badan Standar Nasional Pendidikan). The score
of National Exam becomes one of the factors to decide whether a student passes
the program or not.
c). English Competency Standard for Vocational Graduates
The English competency standard for vocational graduates is determined
to meet the requirements of industry or users. It is formulated by the national
board of education standard or BSNP. The required competencies are put on the
blue print of the school tests and national final exams. The competencies standard
involves the issues of assessment both in terms of formative and summative
evaluation. Douglas (2000) points out that a specific purpose of language test is
one in which test content and methods are derived from an analysis of the
characteristic of the specific target language use situation.
The English competency standard of vocational graduates is stressed on the
listening, speaking, reading, and writing skills. On the listening and speaking,
vocational graduates should be able to speak and listen in ways that assist
communication with others. They should be able to make plans, comments and
reports, to describe ideas adjusted in different situation. They should also be able
to present information on a known topic, to describe the process of operating
things and the process of making the products.
On reading, vocational graduates should be able to use basic strategies for
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and experience. They should also be able to point out and explain the purpose of
some organizational features of written texts such as headings, diagrams, memo,
tables, and others.
On the writing skill, vocational graduates should be able to write brief ideas
about familiar topics, write application letters and curriculum vitae, write simple
directions or instructions involving a few steps in sequence, write a note or letters
to someone giving a few items of information.
Briefly, the vocational graduates are expected to develop themselves and to
be able to adjust themselves in the development of knowledge, art and technology.
English for vocational school is focused in developing students‟ capability of
English for everyday life and English for the future job field.
d) Supporting Factors
There are some supporting factors which influence the process of learning
English at the vocational schools. English teachers at the vocational schools
commonly graduate from general English. To adapt their teaching with the
vocational program they usually attend a training of English for Vocational
School in Teachers Upgrading Center like LPMP Yogyakarta, TTUC Bandung, or
VEDC Malang. They are trained for one or two months. English teachers of
vocational schools also have an organization called MGMP or „Musyawarah Guru
Mata Pelajaran‟. Through this forum they can discuss and share experiences
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To provide learning materials, the government has been publishing
electronic books which can be downloaded by teachers or students. For English
lessons there have been electronic books for all levels. Using computers or
notebooks and video projectors the electronic books can be used to teach in the
classroom. The e-books can also be printed into paper books.
Certain vocational schools have provided English learning with English
Language Laboratory, Self Access Room, Virtual Library, Computer Assisted
Language Learning (CALL), or Internet. Students may have greater chances to
learn English outside the classroom learning activities.
5. Lived Experience
I feel necessary to share my understanding on lived experience because
phenomenological human inquiry begins in lived experience and eventually turns
back to it. Dilthey (1985) has suggested that in its most basic form lived
experience involves our immediate, pre-reflective consciousness of life: a
reflexive or self-given awareness which is, as awareness, unaware of itself.
A lived experience does not confront me as something perceived or represented; it is not given to me, but the reality of lived experience is there-for-me because I have a reflexive awareness of it, because I possess it immediately as belonging to me in some sense. Only in thought does it become objective (p223)
The aim of phenomenology is to transform lived experience into a textual
expression of its essence - in such a way that the effect of the text is at once a
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notion by which a reader is powerfully animated in his or her own lived
experience.
Furthermore, Dilthey (1985) suggested that lived experience is the soul
what breath is to the body: “Just as our body needs to breathe, our soul requires
the fulfillment and expansion of its existence in the reverberations of emotional
life” (p.59). Lived experience is the breathing of meaning. In the flow of life,
consciousness breathes meaning in a to and fro movement: a constant heaving
between the inner and the outer.
Gadamer (1975) observed that the word “experience” has a condensing
and intensifying meaning: “If something is called or considered an experience its
meaning rounds it into the unity of a significant whole” (p.60). “Lived
experiences are related to each other like motifs in the andante of a symphony,”
said Dilthey (1985, p. 227). He talked of “structure” or “structural nexus” as
something that belongs to a particular lived experience (something like a pattern
or unit of meaning), which becomes part of a system of contextually related
experiences, explicated from it through a process of reflection on its meaning.
B. Theoretical Framework
Contextualizing the theoretical review on the research question of the
study, it is needed to link the conceptual meaning of students‟ lived experience to
meet the characteristic of learning English at the vocational school. The factors
involved in the issue and the interaction between students‟ lived experience and
learning English at the vocational school construct the framework of thinking of
34
learning English at the vocational school may be understood from the following
framework of thinking as illustrated on picture 4:
35
articulating students‟ lived experiences in learning English at the vocational
school is drawn from the following factors:
1. The government policy concerning the educational reform. Government
policy has enable students to proactive in their learning practice. By increasing
the national budget for education sector, the government may provide vocational
schools with facilities to support the teaching-learning process. The schools are
completed with workshops and laboratories, e-library, multi media, etc.
2. Students‟ background. Students‟ background may cover motivation,
educational goals, self discipline, personal responsibility, religiosity, financial,
etc. Each student may have different personal background which may influence
her lived experience in learning English.
3. School management. School management may cover the system applied
in the school. SMK 1 Sedayu has been applying Quality Management System of
ISO 9001:2008. It is applied in all components of the school.
4. Community of learning. Community of learning are people who are
involved in the process of learning. They are school principal, teachers, fellow
students, librarians, councelors, tutors, industrial tutors, etc.
5. Vocational Students‟ Study program. There are more than 150 different
skill programs in vocational schools. SMK 1 Sedayu has five skill programs
namely automotive, welding, electrical, computer and network, and building
36
6. English competency standard of vocational graduates. Vocational school
graduates should meet the competency standards which are formulated by the
government.
7. Lived experiences in learning English. They become the focus this study.
They are categorized into two groups: prefigured or pre-understanding lived
experiences and emerging lived experiences. Pre-understanding lived experiences
are the interpretation of the nature of the phenomenon before we have even come
to grips with the significance of the phenomenon question (Manen, 1990:46).
Emerging lived experiences are interpretation of the nature of the phenomenon
37
CHAPTER III
METHODOLOGY
A. Research Method
I apply the methodology of phenomenology to try to discharge any
tendency towards constructing a predetermined set of a fixed procedures,
techniques and concepts that would rule-govern the research project. And yet, it is
not entirely wrong to say that phenomenology and hermeneutics have a certain
methodos – a way. Significantly, Heidegger (1971) talked about
phenomenological reflection as following certain paths, “woodpaths,” towards a
“clearing” where something could be shown, revealed, or clarified in its essential
nature. However, the paths (methods) cannot be determined by fixed signposts.
They need to be discovered or invented as a response to the question at hand.
1. Lived Experience: A phenomenon which seriously interests me and
commits me to the world
As a teacher who has been teaching and accompanying students for almost
30 years, I really concern with the lived-experience of the students in my school. I
started to teach at SMK 1 Sedayu in 1982. This school is located outside of the
city, about ten kilometers to the west of Yogyakarta. Most students come from
villages of Bantul, Sleman and Kulon Progo residences. They come from various
family backgrounds like farmers, private workers, factory labors, etc. In average,
their economical background is low level income. I have witnessed from year to
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year of my work, there were twenty-one groups of study or classes. Now there are
thirty three classes, it has been developing so fast. Now I have about 1050
students who come together, learn together, live together in a learning community
of SMK 1 Sedayu. My deep concern is how I can involve myself better in this
learning community. I choose „students‟ lived experiences in learning English at
SMK 1 Sedayu‟ as the focus of my study. I involved three of level twelve students
of SMK 1 Sedayu majoring in techniques of computer and networking to
participate in this research. I would like to search how the participants experience
the essence of being autonomous in learning English as parts of their life
fulfillment. This is my commitment that always drives my phenomenological
inquiry. Heidegger said “To think is to confine yourself to a single thought that
one day stands still like star in the world‟s sky” (1971, p.4)
2. The Nature of Lived Experience
I feel necessary to share my understanding on lived experience because
phenomenological human inquiry begins in lived experience and eventually turns
back to it. Dilthey (1985) has suggested that in its most basic form lived
experience involves our immediate, pre-reflective consciousness of life: a
reflexive or self-given awareness which is, as awareness, unaware of itself.
A lived experience does not confront me as something perceived or represented; it is not given to me, but the reality of lived experience is there-for-me because I have a reflexive awareness of it, because I possess it immediately as belonging to me in some sense. Only in thought does it become objective (p223)
The aim of phenomenology is to transform lived experience into a textual
