A Phenomenological Study of Students’Decision-Making and Lived Learning Experiences in English Course Centers in Pare

Hidayat, Muhamad Fahim (2026) A Phenomenological Study of Students’Decision-Making and Lived Learning Experiences in English Course Centers in Pare. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Muhamad Fahim Hidaayat, 2026: “A Phenomenological Study of Students’Decision-Making and Lived Learning Experiences in English Course Centers in Pare”
Keywords: Decision-Making, English Course Centers, Immersive Language Learning, Kampung Inggris Pare, Lived Learning Experiences, Phenomenology.
Pare has become increasingly popular as Indonesia’s largest immersive English learning environment, attracting students from various regions seeking to improve their English skills. Despite this growth, there is a limited number of studies that explore both students’ pre-enrollment decision-making and their holistic learning experiences in these English course centers. Understanding how students choose courses and how they experience learning in such an immersive environment is important for improving educational practices and optimizing student outcomes.
This study is guided by two research questions: (1) How do the students make decisions when choosing an English Course in Pare? and (2) What learning experiences do students have while participating in English Courses? Accordingly, the study seeks to analyze the student decision-making process for selecting English Courses in Pare by identifying their key motivators, primary information sources, and critical selection factors., and to explore the holistic learning experiences of students in Pare's English Courses by investigating their academic outcomes, as well as their social and personal developments.
A qualitative phenomenological design was employed, drawing on Moustakas’ transcendental phenomenology. Participants consisted of students and alumni of English course centers in Pare, selected through purposive sampling. Data were collected through in-depth semi-structured interviews and non-participant observations. Analysis followed phenomenological procedures including epoché (bracketing), horizontalization, clustering of meanings, textural and structural descriptions, and synthesis of essence, ensuring a rigorous exploration of participants lived experiences.
The findings revealed two main results. (1) Students’ enrollment decisions were primarily influenced by social recommendations, affordability, institutional reputation, future goals, and social media exposure. Rather than conducting extensive comparisons, most participants relied on trusted sources and perceived accessibility when selecting a course institution. (2) Students’ learning experiences were characterized by language immersion, social interaction, emotional adaptation, and motivational development. Through peer support and experiential learning, participants reported increased speaking confidence, communicative competence, self-efficacy, and independence, despite challenges such as homesickness, cultural adjustment, and fluctuating motivation.

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