THE STUDY OF THE ADHD LEARNING EFL

Submitted to English Education Department of Faculty of Languages and Literature State University of Makassar in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

ANDI SURYA PRADANINGRAT 085 204 033

ENGLISH DEPARTMENT FACULTY OF LANGUAGE AND LITERATURE STATE UNIVERSITY OF MAKASSAR 2012

1 CHAPTER I INTRODUCTION

A. Background Language teaching and language learning, especially English as a foreign language have to deal with any kind of students. English learners are usually normal learners. However, English learners are sometimes abnormal. There are many kinds of abnormal students. ADHD (Attention Deficit Hyperactivity Disorder) is one of many kinds of abnormality in students. ADHD is the most common childhood-onset behavioral disorder. Those who are affected have a greatly reduced ability to maintain attention without being distracted, to control what they are doing or saying (because of impulsivity) and to control the amount of physical activity appropriate to the situation (that is, they are restless and fidgety). ADHD is also called attention deficit disorder (ADD) or hyperactivity. The disorder should not be confused with normal, boisterous childhood behavior. They do not recognize if they have the disorder and think that other normal children are the same with them. Students with ADHD, which is the combination of Attention Deficit and Hyperactivity Disorder get some problem in learning language. Krashen stated that acquisition requires meaningful interaction while ADHD is easy to distract and have short term attention. This condition will not help them when they try to learn foreign language which needs more focus and attention.

2 Parents and teachers can miss the fact that children with symptoms of inattention have the disorder because they are often quiet and less likely to act out. They may sit quietly, seeming to work, but they are often not paying attention to what they are doing. They may get along well with other children, compared with those with the other subtypes, who tend to have social problems. But children with the inattentive kind of ADHD are not the only ones whose disorders can be missed. For example, adults may think that children with the hyperactive and impulsive subtypes just have emotional or disciplinary problems. However, ADHD could not be neglected. They have to be understood and given better environment, especially in education. ADHD is also learners, who have to be understood how they learn in order they can suit well. By seeing those things, I am interested to know how the ADHD learn English as foreign language. B. Problem Statement In association with the background above, the main concern is how the ADHD learners learn language by their dimness. Learning a language needs more focus and more attention. That is what the ADHD affected students do not have. In this inquiry, researcher formulates research focus as How do the ADHD students learn English as foreign language? C. The Objective of the Research Based on the predicaments above, the objective of this research is to find out how the ADHD students learn English as foreign language.

3 D. The Significance of the Research The result of this research is expected to provide many benefits for those who either work or not with ADHD affected. They could be teachers, parents, friends, or educational analyst. They will get information about ADHD especially how they learn a language. The information is expected to give better treatment to ADHD learners in order they can have a better education especially in foreign language. E. The Scope of the Research The research is under the study of psycholinguistics. This research deal with how the ADHD learners learn English as foreign language. Since this research is a case study research, the research will observe how the ADHD students activity in learning English as foreign language.

4 CHAPTER II REVIEW OF RELATED LITERATURE This chapter consists of previous related research finding, some pertinent ideas, and theoretical framework. A. Previous Related Research Finding This part discusses about the previous findings which are related to the current research. This part also discusses the relation between the previous finding and the recent research. 1. Greathead (2011) in her article Language Disorder and ADHD found ADHD student with a language disorder has problems with a particular style of learning e.g. auditory learning, try to work with their most successful learning style, say kinesthetic, in order to support the weaker style. 2. Isaacson (2000) found that children with LI were at the most disadvantage regardless of the nature of the psychiatric diagnosis. Contrary to prediction, working memory measures, used to tap the core cognitive deficit of ADHD in executive functions, were more closely associated with LI than with ADHD. It was concluded that caution must be exercised in attributing to children with ADHD what might be a reflection of problems for children with language impairment generally.

5 3. Whalen and Henker in Hefley (2011) reported that children with significant ADHD "... tend to have difficulty responding appropriately to others in social situations due to maladaptive response patterns, style of approach, and social information processing." These previous findings help the current research in getting the goal of the research. These findings also related with the recent research. Philippa Greatheads finding discuss about ADHD and their learning style. It is the same with the current research, even though they are different in the focus. The other findings also have relation to this research. Both of them studied about ADHD in communication. This research also explores the same thing, however this research is more focused in how the ADHD learn English as foreign language. B. Some Pertinent Ideas This part explains more about Attention Deficit Hyperactivity Disorder and EFL. 1. Attention Deficit Hyperactivity Disorder (ADHD) a. Definition 1) According to audioEnglish.net (2012) ADHD is a condition (mostly in boys) characterized by behavioral and learning disorders 2) KidsHealth (2010) stated that ADHD is a medical condition that affects how well someone can sit still, focus, and pay attention. People with ADHD have differences in the parts of their brains that control attention and activity. This means that they may have trouble focusing

6 on certain tasks and subjects, or they may seem "wired," act impulsively, and get into trouble. b. Kinds of ADHD Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders and can continue through adolescence and adulthood. Symptoms include difficulty staying focused and paying attention, difficulty controlling behavior, and hyperactivity (overactivity). Based on wikipedia.com which was retrieved on January 1st 2012, ADHD has three subtypes, they are predominantly hyperactive-impulsive, predominantly inattentive, and combined hyperactive-impulsive and inattentive. 1) Predominantly hyperactive-impulsive Most symptoms (six or more) are in the hyperactivityimpulsivity categories. Fewer than six symptoms of inattention are present, although inattention may still be present to some degree. 2) Predominantly inattentive The majority of symptoms (six or more) are in the inattention category and fewer than six symptoms of hyperactivity-impulsivity are present, although hyperactivity-impulsivity may still be present to some degree.

7 Children with this subtype are less likely to act out or have difficulties getting along with other children. They may sit quietly, but they are not paying attention to what they are doing. Therefore, the child may be overlooked, and parents and teachers may not notice that he or she has ADHD. 3) Combined hyperactive-impulsive and inattentive Six or more symptoms of inattention and six or more symptoms of hyperactivity-impulsivity are present. Most children have the combined type of ADHD. Treatments can relieve many of the disorder's symptoms, but there is no cure. With treatment, most people with ADHD can be successful in school and lead productive lives. Researchers are developing more effective treatments and interventions, and using new tools such as brain imaging, to better understand ADHD and to find more effective ways to treat and prevent it. The symptoms of ADHD in children are inattention, hyperactivity, and impulsivity is the key behaviors of ADHD. It is normal for all children to be inattentive, hyperactive, or impulsive sometimes, but for children with ADHD, these behaviors are more severe and occur more often. To be diagnosed with the disorder, a child must have symptoms for 6 or more months and to a degree that is greater than other children of the same age. Children who have symptoms of inattention may be easily distracted, miss details, forget things, and frequently switch from one activity to another,

8 have difficulty focusing on one thing, become bored with a task after only a few minutes, unless they are doing something enjoyable, have difficulty focusing attention on organizing and completing a task or learning something new, have trouble completing or turning in homework assignments, often losing things (e.g., pencils, toys, assignments) needed to complete tasks or activities, not seem to listen when spoken to, daydream, become easily confused, and move slowly, have difficulty processing information as quickly and accurately as others, struggle to follow instructions. Children who have symptoms of hyperactivity may fidget and squirm in their seats, talk nonstop, dash around, touching or playing with anything and everything in sight, have trouble sitting still during dinner, school, and story time, be constantly in motion, have difficulty doing quiet tasks or activities. Children who have symptoms of impulsivity may be very impatient, blurt out inappropriate comments, show their emotions without restraint, and act without regard for consequences, have difficulty waiting for things they want or waiting their turns in games, often interrupt conversations or others' activities. ADHD is diagnosed via a psychiatric assessment; to rule out other potential causes or co morbidities, physical examination, radiological imaging, and laboratory tests may be used.

9 In North America, the DSM-IV criteria are often the basis for a diagnosis, while European countries usually use the ICD-10. If the DSM-IV criteria are used, rather than the ICD-10, a diagnosis of ADHD is 34 times more likely Factors other than those within the DSM or ICD however have been found to affect the diagnosis in clinical practice. A child's social and school environment as well as academic pressures at school are likely to be of influence. Many of the symptoms of ADHD occur from time to time in everyone; in patients with ADHD, the frequency of these symptoms is greater and patients' lives are significantly impaired. Impairment must occur in multiple settings b to be classified as ADHD. As with many other psychiatric and medical disorders, the formal diagnosis is made by a qualified professional in the field based on a set number of criteria. In the USA these criteria are laid down by the American Psychiatric Association in their Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), 4th edition. Based on the DSM-IV criteria listed below, three types of ADHD are classified: 1) ADHD, Combined Type: if both criteria 1A and 1B are met for the past 6 months 2) ADHD Predominantly Inattentive Type: if criterion 1A is met but criterion 1B is not met for the past six months 3) ADHD, Predominantly Hyperactive-Impulsive Type: if criterion 1B is met but criterion 1A is not met for the past six months.

10 The previously used term ADD expired with the most recent revision of the DSM. Consequently, ADHD is the current nomenclature used to describe the disorder as one distinct disorder which can manifest itself as being a primary deficit resulting in hyperactivity/impulsivity (ADHD, predominately hyperactive-impulsive type) or inattention (ADHD

predominately inattentive type) or both (ADHD combined type). The characteristics are explained below. DSM-IV IA. Six or more of the following signs of inattention have been present for at least 6 months to a point that is disruptive and inappropriate for developmental level: Inattention: 1) Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities. 2) Often has trouble keeping attention on tasks or play activities. 3) Often does not seem to listen when spoken to directly. 4) Often does not follow instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions). 5) Often has trouble organizing activities. 6) Often avoids, dislikes, or does not want to do things that take a lot of mental effort for a long period of time (such as schoolwork or homework).

11 7) Often loses things needed for tasks and activities (such as toys, school assignments, pencils, books, or tools). 8) Is often easily distracted. 9) Often forgetful in daily activities. DSM-IV IB. Six or more of the following signs of hyperactivityimpulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for developmental level: 1) Hyperactivity: a) Often fidgets with hands or feet or squirms in seat. b) Often gets up from seat when remaining in seat is expected. c) Often runs about or climbs when and where it is not appropriate (adolescents or adults may feel very restless). d) Often has trouble playing or enjoying leisure activities quietly. e) Is often "on the go" or often acts as if "driven by a motor". f) Often talks excessively. 2) Impulsiveness: a) Often blurts out answers before questions have been finished. b) Often has trouble waiting one's turn. c) Often interrupts or intrudes on others (example: butts into conversations or games). II. Some signs that cause impairment were present before age 7 years.

12 III. Some impairment from the signs is present in two or more settings (such as at school/work and at home). IV. There must be clear evidence of significant impairment in social, school, or work functioning. V. The signs do not happen only during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder. The signs are not better accounted for by another mental disorder (such as Mood Disorder, Anxiety Disorder, Dissociative Identity Disorder, or a Personality Disorder). ICD-10 In the tenth edition of the International Statistical Classification of Diseases and Related Health Problems (ICD-10) the signs of ADHD are given the name "Hyperkinetic disorders". When a conduct disorder (as defined by ICD10[114]) is present, the condition is referred to as "Hyperkinetic conduct disorder". Otherwise the disorder is classified as "Disturbance of Activity and Attention", "Other Hyperkinetic Disorders" or "Hyperkinetic Disorders, Unspecified". The latter is sometimes referred to as, "Hyperkinetic Syndrome". The American Academy of Pediatrics Clinical Practice Guideline for children with ADHD emphasizes that a reliable diagnosis is dependent upon the fulfillment of three criteria: The use of explicit criteria for the diagnosis using the DSM-IV-TR. The importance of obtaining information about the childs signs in more than one setting.

13 The search for coexisting conditions that may make the diagnosis more difficult or complicate treatment planning. All three criterias are determined using the patient's history given by the parents, teachers and/or the patient. Adults often continue to be impaired by ADHD. Adults with ADHD are diagnosed under the same criteria, including the stipulation that their signs must have been present prior to the age of seven. Adults face some of their greatest challenges in the areas of self-control and self-motivation, as well as executive functioning, usually having more signs of inattention and fewer of hyperactivity or impulsiveness than children do. The American Academy of Child Adolescent Psychiatry (AACAP) considers it necessary that the following be present before attaching the label of ADHD to a child, the behaviors must appear before age 7, and they must continue for at least six months. The symptoms must also create a real handicap in at least two of the following areas of the childs life, such as in the classroom, on the playground, at home, in the community, or in social settings. If a child seems too active on the playground but not elsewhere, the problem might not be ADHD. It might also not be ADHD if the behaviors occur in the classroom but nowhere else. A child who shows some symptoms would not be diagnosed with ADHD if his or her schoolwork or friendships are not impaired by the behaviors.

14 2. English as Foreign Language This part will discuss about learning and teaching process in EFL. a. The students in learning What is learning? Answers to this question depend as much on the orientation of the definer as on the nature of learning. For a strongly committed behaviorist, learning is the modification of behavior brought about by experience. For most cognitive psychologists, learning is the study of how information is sensed, stored, elaborated and retrieved. Others would stress the importance of meta-cognition (learning to learn), or reflection on experience as well as experience per se. Humanistic psychologists are more likely to insist that personal growth and development are at the heart of learning, while constructivists argue that learning is primarily concerned with how people develop different conceptions and constructions of reality. Brown (2004) explained 5 (five) conceptions of learning as below: a. Learning as an increase in knowledge. The student will often see learning as something done to them by teachers rather than as something they do for themselves. b. Learning is memorizing. Learning is about getting it into your head. Youve just to keep writing it out and eventually it will go in.

15 c. Learning is acquiring facts or procedures that are to be used. Well its about learning the thing so you can do it again when youre asked to, like in an exam. d. Learning is making sense. Learning is about trying to understand things so you can see whats going on. Youve got to be able to explain things, not just remember them. e. Learning is understanding reality. Learning enables you to perceive the world differently. This has also been termed personally meaningful learning. These different views of learning are themselves examples of constructivism at work, of how different people view learning. Each view leads to a different emphasis and consequent neglect of other features of learning. Each view has different implications for course design, the tasks of the teacher, methods of teaching, the construction of learning opportunities and methods of assessment. Students learn, with varying degrees of success, through reading, memorizing, thinking, writing, note-taking in lectures, observing, listening to and talking with others and by doing things. They may learn in structured situations such as lectures, courses or learning packages; in informal situations, such as browsing through books or on the Net; and through casual conversations with peers.

16 However, these above descriptions of how students learn do not explain how students learn, nor do they account for why students learn. For answers to these questions one has to turn to various perspectives and theories of learning. These may be placed on a continuum with behaviourism at one end and radical humanistic approaches at the other. In between are Gestalt psychology, cognitive psychology, studies of student learning, and constructivist, reflective, and humanist theories. As one moves along the continuum, the theories become less positivistic, less concerned with control and prediction and more ostensibly concerned with social values. b. How Teachers Teach Language Modern ESL (EFL) methodology is characterized by a great variety of different methods and approaches developed for teaching English both to children and adults. Turketi (2010) stated that most of methods are universal (Communicative Language Teaching, Content-Based Instruction, Task Based Language Teaching, The Silent Way, etc), though some are oriented to suit a particular type of learners and learning goals (ESP - English for Specific Purposes). The Total Physical Response Method developed by Dr. James J. Asher, a professor of psychology at San Jos State University, California, has its roots in the coordination of speech and action where, according to this approach, language learning is facilitated by physical (motor) activity (Richards, 2001). Asher defines this process as a body-language

17 conversation when a teacher speaks and a student answers with a physical response such as looking, smiling, laughing, turning, walking, reaching, grasping, holding, sitting, running and so forth (Cook, 2001). Asher finds the Second Language Acquisition process similar to the childs First Language acquisition, where communication between a parent or a care-taker and a child consists predominantly of commands to which the child responds physically before beginning to retort verbally (Richards, 2001). The other advantage of the TPR method is that it normally requires no translation. All the vocabulary needed to be learned is presented via actions, real objects or pictures. Since ADHD children are mostly visual learners, this is more beneficial for their second language learning than translating words directly from their first language into the target one and vice versa. Students can see what each vocabulary item represents and associate it with a particular object, action or an attribute, but not with the corresponding word in their native language, which also makes their Second Language acquisition more natural, similar to the process of their First Language acquisition. Another beneficial quality of TPR is that the grammar of the target language is taught implicitly. As it has already been mentioned, ADHD children are characterized by poor analytical skills and it is normally easier for them to perceive grammar structures and internalize them intuitively. The human brain in general is better at memorizing whole patterns and chunks of information rather than some isolated items. Before starting to manipulate

18 nouns, verbs and adjectives in a sentence; children are able to internalize a considerable amount of phrases, words and even whole sentences, using them in oral speech as ready-made units. In general, the TPR method makes the language learning process enjoyable and satisfying, but it is important not to overuse this method in ones teaching practice. ADHD children are easily attracted by a novelty, but on the flip side can also quickly tire if similar activities are repeated often. Experience has taught me that blended with a combination of other language teaching methods, the TPR approach plays a key role in progressing ADHD students, while also serving well as a warm-up or a break between other activities during a lesson. Besides, we also have the Silent Way method. The Silent Way method was founded by Galeb Gattegno in the early 70s as an educational theory based on the cognitive principles of the learning process. Gattegno in Turketi (2010,p.29) stated that a considerable amount of his work is dedicated to the problems of language acquisition where he regards language as a substitute for experience. He pointing out that the second language learner cannot learn another language in the same way because of what he now knows. Gattegno finds it imperative for a learner to mobilize his or her inner abilities, figuring out its meanings and functions inductively, with the teacher only providing enough of language materials and visual prompts in order to stimulate the students autonomous learning. The teacher remains silent most of the time thus giving the students enough space to contemplate their own

19 language practice abilities. He believes that in silence students are able to concentrate on the task and its accomplishment much better. The teacher also facilitates students self-correction and helps them to develop awareness of their own learning. When hiding some sounds (or words, if a word chart is being used) deliberately, students curiosity is provoked. They start waiting for some new color (or word) to be opened to them as a new sound or a vocabulary item, making their attention more focused. It is essential to introduce only a small number of sounds and words each time, else the ADHD mind will be confused EASILY and start to wander off the topic. The Silent Way method stimulates self-awareness and self-correction, the essential skills that most ADHD students lack in their learning arsenal. In everyday surroundings it is hard for them to monitor their output, even if aware how to complete the task correctly. They seldom stop to use this knowledge as normal students might, too many times acting impulsively and in haste. SW makes the self-correction visual and tangible (and so, easier and more manageable for ADHD learners) with only physical objects rods, colored charts and hands (fingers) used for this purpose. A SW teacher does not have to correct students grammar or pronunciation by highlighting what the errors were. Instead, he(she) may point to a particular color on the Sound Chart, or to a rod (symbolizing a word, sound or a morpheme) which poses the problem in the utterance, encouraging learners to correct the mistakes

20 themselves. If the student is still confused and does not locate the error, a teacher may opt to use other learners as a resource, engaging their help with the student repeating the correct version as a follow-up. This helps to develop learners attention, cooperation and awareness, which is beneficial for all students in the classroom and vital for those with ADHD. 3. Language Acquisition a. Definition 1) Based on Wikipedia (2012) Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words to communicate. 2) Chomsky postulated in Singhal (2010) that the mechanism of the language acquisition is derived from the innate processes. Innate is something which is already there in mind since birth. The theory proposed by Chomsky is proved by the children living in same linguistic community. Moreover, they are not influenced by the external experiences which bring about the comparable grammar. He thus proposed his theory on language acquisition in 1977 as "all children share the same internal constraints which characterize narrowly the grammar they are going to construct." He also proposed that all of us live in a biological world, and according to him, mental world is no exception. He also believes that as there are

21 stages of development for other parts of the body language development can also be achieved up to a certain age. b. Kinds of Language Acquisition Why is there interest in studying languages? To answer this important question, Chomsky proposed linguistic theories. Chomskys language acquisition theories are the most important in the world of linguistics. One of the greatest linguists of all times, Chomsky asserts that language is innate. He wrote his famous book, Language and Mind in 1972, in which he proposed his famous theories on language acquisition. In this book Chomsky wrote, When we study human language, we are approaching what some might call the 'human essence,' the distinctive qualities of mind that are, so far as we know, unique to man." According to Chomsky, language is one characteristic that is unique to humans among all other living beings. Chomskys theories have made it easier to understand the evolution and development of the languages. Chomsky's theories on language are based upon the importance of linguistics in modern sciences. According to him, to study languages, it is important study human nature that lies in human mind. Chomsky postulated that the mechanism of the language acquisition is derived from the innate processes. Innate is something which is already there in mind since birth. The theory proposed by

22 Chomsky is proved by the children living in same linguistic community. Moreover, they are not influenced by the external experiences which bring about the comparable grammar. He thus proposed his theory on language acquisition in 1977 as "all children share the same internal constraints which characterize narrowly the grammar they are going to construct." He also proposed that all of us live in a biological world, and according to him, mental world is no exception. He also believes that as there are stages of development for other parts of the body, language development can also be achieved up to a certain age. c. Steps in Language Acquisition Recent advances in functional neuro-imaging technology have allowed for a better understanding of how language acquisition is manifested physically in the brain. Language acquisition almost always occurs in children during a period of rapid increase in brain volume. At this point in development, a child has much more neural connections than he or she will have as an adult, allowing for the child to be more able to learn new things than he or she would be as an adult.

23 Average Age 6 months 1 year 1218 months Language Development Cooing, changes to distinct babbling by introduction of consonants Beginning of language understanding; one-word utterances Single word use; repertoire of 30-50 words (simple nouns, adjectives, and action words), which cannot as yet be joined in phrases but are used one at a time does not use functors (the, and, can, be) necessary for syntax, but makes good progress in understanding Two-word (telegraphic) phrases ordered according to syntactic rules; vocabulary of 50 to several hundred words; understands propositional rules New words every day; three or more words in many combinations; functors begin to appear; many grammatical errors and idiosyncratic expressions; good understanding of language Full sentences; few errors; vocabulary of around 1,000 words Close to adult speech competence Table.1 Steps of Language Acquisition

1824 months 2 years

3 years 4 years

C. Conceptual Framework

Attenton Deficit Hyperactivity Disorder

English as Foreign Language

The Process of ADHD Learning EFL

Figure.1 Conceptual Framework of the Research

24 This research which focused on how the ADHD students acquire foreign language, in this case the foreign language is referred to English. Since the ADHD students have different way in acquiring a language, this research will study about how they communicate with the language they acquire. This study will observe how the process of foreign language acquisition in ADHD learners.

25 CHAPTER III RESEARCH METHOD This chapter elucidates the research design, variables, population, sample, instrument of the research, procedure of collecting data, and technique of data analysis. A. Research Design This research used qualitative method. The object of this method was to describe how the ADHD the students learning English as a foreign language. McMillan and Schumacher in Hale (2010) defined qualitative research as, primarily an inductive process of organizing data into categories and identifying patterns (relationships) among categories. This definition implies that data and meaning emerge organically from the research context. The characteristics of qualitative design are soft science, focus: complex & broad, holistic, subjective, dialectic, inductive reasoning, basis of knowing: meaning & discovery, develops theory, shared interpretation, communication and observation, basic element of analysis: words, individual interpretation and uniqueness. The specific approach of qualitative design that used in the research was case study approach. Creswell in Hale (2010) stated that in a case study, a single person, program, event, process, institution, organization, social group or phenomenon is investigated within a specified time frame, using a

26 combination of appropriate data collection devices. The methods used in case study are direct observation and interaction with the object. B. Variable Variable of this research was how the language learning process of ADHD students as single variable. Language learning is a process while someone learns a language. In this study, the language learning refers to the learning process of English as a foreign language by the ADHD learners. C. Subject of the Research Subject of the research was the ADHD students in 9th grade SMPLB Pembina Sulawesi Selatan Sentra PK PLK, IX grade. The amount of the subject was 4 (four) students. SLB Pembina Sulawesi Selatan is located on Dg.Tata street, Makassar. This school is specially deal with disable students, include ADHD. D. Instrument of the Research The key instrument of the research is the researcher himself. The researcher had important role in the research, because the researcher is the main media to collect the data. The researcher used recording to observe, written field notes and interview as the supporting instruments. During the research, the researcher observed and recorded how the ADHD learners learned English and interviewed the teacher in SMPLB Pembina Sulawesi Selatan Sentra PK-PLK. The observation is used to get information about how

27 the ADHD students learned a language while the interview is aimed to get more information about how the ADHD acquire foreign language. The research used written fields notes in the observation where the researcher recorded and noted every activity during the observation. The research also conducted the semi structured interview where the researcher prepared the main questions and gave another related questions based on the answers to the teacher. E. Procedure of Collecting Data To collect the data, the researcher observed and recorded the situation when ADHD students were learning English as foreign language. There were three phases in collecting the data. The first step, the researcher observed and recorded the situation in the class while they were learning English. The second step, the researcher conducted an interview to the teacher of the ADHD students regarding to the result of previous step. The last step, researcher analyzed the data from the recording, notes and the interview. F. Technique of Data Analysis The data analyzed based Miles and Huberman theory about qualitative data analysis. The phases are data collection, data selection, data reduction, data display, temporary conclusion, verification and final conclusion. Data collection is the process to collect the data. In this phase, the researcher did an observation in the classroom when the subject learned English. The researcher observed how they learned and recorded it. The

28 researcher also held a semi-structured interview with the teacher. From all those activities, the researcher got the raw data such as written field notes and the transcript of interview. Data selection is the phase where the data which has collected then selected as needed. In this research, the data needed is the data related to the purpose of this research. In this case, how the ADHD learners learn English. The data selected from the written field notes and the transcript of the teachers interview. After selecting it, the data then reduced based on the problem statement of this research. The problem is how the ADHD learners learn English as foreign language. The data had taken from the result of observation, recording and interview where the data will be explored in findings. The researcher then found all things related to how the ADHD learners learn English. The data found then displayed. Here, the data is explained. The data connected with the previous research findings and compared to the data taken from the research. After those steps, the researcher then made a temporary conclusion based on the data got in data display. Then the researcher conducted verification data of the temporary conclusion. The verification includes the data taken from the observation, the interview and the previous findings.

29 From the data verification result, it enabled the researcher to take a final conclusion as the research result.

Data Collection Data Selection Data Reduction Data Display Temporary Conclusion Verification Final Conclusion
(Miles and Huberman, 1994) Figure 2. Scheme of Data Analysis

30 CHAPTER IV FINDINGS AND DISCUSSION This chapter particularly presents the findings of the research and its discussion. The result of the data analysis is presented into two sections, namely the research findings and discussion. A. Research Findings In this section, the researcher presents the data result. As showed in the previous chapter, this research is done by using qualitative method. The data was collected through the observation and interview in SMPLB Pembina Sentra PKPLK Makassar. The data is analyzed by using Miles and Huberman theory. 1. Observation and Recording Result Based on the observation and recording, the researcher found how the ADHD learners learn English as a foreign language. First, they did not learn English itself, but also learn how to write, say and spell it. When they learn English, they do not only learn English, but also Indonesian. They learn how write the words, how to spell it, and how to say it. It could be shown in written field notes as follows: However, because theyre still learn how to write and read, English vocabularies become difficult for them. Sometimes they write and spell incorrectly. For example, when Mr.Kamargono asked Rahmat to write papan tulis, he wrote panpantus. (first meeting)

Second, they looked easy to get distracted. They looked easy to lose their concentration. Since they are Attention Deficit Hyperactivity Disorder (ADHD),

31 they were easily to distract. For example, when the researcher did the recording using handy cam, they sometimes looked back to the researcher. It could be seen as follows: Abrar, who watches me write, ask me some questions. Rahmat also join and respond the conversation. Rahmat moves to sit next to me and ask me what I write. (first meeting) Abrar and Rahmat go out of the class to meet their friends. (first meeting)

Third, they need more effort to make them understand what they learn. They got it easy to forget the lessons. They also got easy to distract. They were also easy to forget the lesson they have learn. As in the 1st meeting, the teacher has explained about some familiar nouns. After the teacher erased the board, they also forget the writing. It made the teacher asked them to write the words in their note book. It could be seen as follows: when Mr.Kamargono asked Rahmat to write papan tulis, he wrote panpantus. (first meeting) During the lesson, sometimes they cannot distinguish the number. (third meeting)

Fourth, they did not learn as long as the normal students. If the normal students generally have 90 minutes for one lesson, they only have 20-30 minutes for one lesson. It is caused by their disability. They cannot be forced to learn longer. It could be seen in written field notes as follows:

32 They learn English about 25 minutes. They always learn shorter than in SMP as usual. It caused by their ability in learning is not as good as normal students. (second meeting)

To sum the observation and recording findings, as students generally ADHD learners also curious when finding something new and try to solve their curiosity in their own way like when they ask the researcher what he was doing while the teacher explaining, in this case we will not find this behave in general students because the students generally will consider the teacher reaction when they do not keep on giving attention to the teacher. The ADHD learners have different way in expressing the way they act in learning, they do what they want to do but they are still eager to learn because they try to get what the teacher explain like spelling the words, write them down and answering the teachers questions even though they doing the learning activity in conversation with their friends, standing and walking around. 2. Interview Result Here, the researcher interviewed Mr. Kamargono the class teacher. Based on the interview result (the script is in appendices) it is found that the ADHD learners are the slow learners. They have unpredictable behavior, they often hit their friends or throw the book when the situation is quiet because they like to make noise. They have differences, they are slow learners. They are hyperactive, too. Youve seen them, havent you? They like to hit their friends. They like to throw the book, even if the situation is quiet. They like make noisy.

33 However, Nauval liked to bother him. Sometimes Rahmat is punched. Of course he punched back.

During the English lesson, the teacher used multi method that could give them better way in learning. The teacher tried to maximize their potential. However, this method requires full attention from the teacher. If the teacher do not pay attention to them, they become wild. Since I taught them, I used multi method. There are 4 method I usually use normally. First is speech, so they listen. They are not deaf. The second is giving assignment , as you saw, I gave them homework. The main is speech, then giving assignment , next is dialog. Basically, I used multi method to gain the goal. In writing, they finished all notes given. Sometimes I help them to find the answers of the assignments. The weakness, if the teacher leaves them, the become wild, especially Nauval. He hit his friend, but his writing is not finished yet.

ADHD learners are easy to forget what they have learnt. It caused by their memory. They cannot memorize everything in long term. It needs more effort to make them remember everything they have learnt. They are ADHD, easy to forget. We gave them the words to remember today, they will forget it tomorrow.

By the interview result, the researcher got information that ADHD learners are easy to forget the materials in order they cannot absorb the materials completely. In learning process they need to be impressed to make them remember the materials longer such us using pictures in learning process, but this effort will not guarantee that the students will keep the

34 materials in their mind. By this problem the teacher guess that they cannot reach the goals of curriculum. The ADHD learners is like the general learners that when they feel it appreciated they will do more, like Naufal. B. DISCUSSION This section presents the discussion of data analysis. It describes how the ADHD learners learn English in SMPLB-C Sentra PK-PLK Makassar and the relation with the previous findings. As Greathead (2011) found ADHD has problems with learning style, it could be seen in the result of the research. The objects of the research need more attention to make them understand the material. Because of their disability, they were easily to forget the lesson. When the teacher taught them, they looked understand. However, after the teacher erased the material on the board and asked them about the material, they did not know and did not remember. To deal with this condition, the teacher used the multi method to teach the object and it suited well with them in order they could understand and they could remember the material in longer term. As the teacher said in the interview: It is kind of difficult, especially with the ADHD, the hyperactive. Its difficult. They have differences, they are slow learners. They are hyperactive, too. Youve seen them, havent you? They like to hit their friends. They like to throw the book, even if the situation is quiet. They like make noisy. Thats why I am as their teacher try to minimize it. In order they do not disturb their friends, I gave them assignments. When I wrote on the board, I asked them to read. That made them concentrated. For example, Nauval. So I asked him to read. Nauval, please read! So he forgot to disturb his friends. Since I taught them, I used multi method. There are 4 method I usually use normally. First is speech, so they listen. They are not deaf. The

35 second is giving assignment , as you saw, I gave them homework. The main is speech, then giving assignment , next is dialog. Basically, I used multi method to gain the goal. In writing, they finished all notes given. Sometimes I help them to find the answers of the assignments. The weakness, if the teacher leaves them, the become wild, especially Nauval. He hit his friend, but his writing is not finished yet. By this method, it is expected to increase the students memory because they wrote and spell it. After that, they memorized it, and wrote and spell it again. It gave them something to remember when the lesson ended. Even though it is teacher centered, overall it could help the students. Whalen and Henker in Hefley (2011) reported that ADHD have difficulty to respond appropriately. This statement is supported by Kamargono, the teacher who said that sometimes they were stutter when they tried to say something. They also like to punch or hit their friends, even though the situation is quiet. They have differences, they are slow learners. They are hyperactive, too. Youve seen them, havent you? They like to hit their friends. They like to throw the book, even if the situation is quiet. They like make noisy.

Based on those facts, the researcher found that ADHD learners are really different with normal students. They like to attract our attention while they study. Sometimes they shout just to get attention from the teacher. They also liked to move and walk around, made noise or hit the table. Besides, they also need more attention. When the teacher did not show attention to them, they started to do anything to get teachers attention. They also need compliment in order they felt proud with their ability and they accepted it as attention from the teacher. The more teacher gave compliment, they learned more actively and attentively.

36 They are also easy to forget what they have learned. It is caused by their ability. They are ADHD, means they have short term memory. To deal with this situation, the teacher should use media that makes them impressed so that the materials will be memorized in longer term. This idea is based on the interview result that one of the students brought books home because he likes to see pictures. As the teacher said, Because the books have many pictures, sometimes the students take the book home, to take the picture. They like it, they like the picture They need some media may such as realia, colorful pictures or video. But, in fact they do not have the media. If the teacher had it, maybe the easy to forget problem could be reduced, because they can lively see the things that represented by the words. Overall, they looked enjoy when they learned English.

37 CHAPTER V CONCLUSIONS AND SUGGESTIONS This part consists of the conclusion and suggestions based on the research. A. Conclusions Related to the previous chapter, the researcher concludes how the ADHD learners in SMPLB-C learn English. Based on 3 meetings observed them, they were really inattentive and hyperactive. Sometimes they disobeyed their teachers, keep talking while the teacher was explaining the lesson, and walk around the class. It showed that they really need more effort to make them understand what they have learned. The ADHD learners learned English in their own way, which is different from the normal students. Since they are easy to distract and easy to forget, the teachers need to find the best method that can suit well with them, in order they could give their best ability in learning English. They also need more activity when they learn to stimulate them. B. Suggestions 1. The teachers of ADHD learners should give more attention to them, in order they can pay attention to the teachers. 2. The ADHD learners should be given more chance to learn English in an easy way for them to understand, for example, using media or realia. 3. The ADHD learners should be given more stimulus to make them remember the things they have learned.

38 BIBLIOGRAPHY AECT. 2001. The Handbook of Research for Educational Communications and Technology. Bloomington. Agusta,Ivanovich. 2003. Teknik Pengumpulan dan Analisis Data Kualitatif. Bogor:Indonesia Creswell, J.W. 1994. Research designs: Qualitative and quantitative approaches Thousand Oaks, CA: Sage. Creswell, J.W. 2008. Educational Research. New Jersey,USA: Pearson Edu.Inc Gammon, Ben. 2003. Assessing Learning in Museum Environment. London: Learning and Audience Development Science Museum Greathead, Philippa. 2011. Speech Language Pathologist. An article from http:/ /www. addiss. co.uk/languagedisorders.htm retrieved on 15 January 2012 at 3.55 p.m. Hefley, Glenn .2011. ADHD and Social Interactions. http://www.4-adhd . com/ article5.html. retrieved on 15 January 2012 at 5.03 p.m Isaacson,Lila.2000. The Interface between ADHD and Language Impairment: An Examination of Language, Achievement, and Cognitive Processing. Cambridge University Press. Great Britain. McMillan,J.H. and Schumacher S.1993.Research in education: A conceptual understanding. New York: HaprerCollins. Miles,MB and AM Huberman.1992. Qualitative Data Analysis: A Source Book of New Methods. SAGE:Beverly Hills Riduwan. 2010. Belajar Mudah Penelitian. Bandung: Alfabeta Sanjek, Roger. 1990. Fieldnotes: The Making of Anthropology. Cornell University Press Schutz,Roger. 2007. Stephen Krashens Theory of Second Language Acquisition. Singhal, Vandana. 2010. Chomsky's Theories on Language. An article from http:// www.brighthub.com/education/languages/articles/71728.aspx retrieved on 15 January 2012 at 5. 31 p.m.

39 Sudjana, Nana and Ibrahim. 2010. Penelitian dan Penilaian Pendidikan. Bandung: Sinar Baru Algensindo. Turketi, Natalia. 2010. Teaching English To Children With ADHD). AYMAT IT. Vermont, USA. Websites http://www.sciencedirect.com/science/article/pii/0022103179900416, 270112, 1.07 pm redirected at April 8th 2012 http://academics.tjhsst.edu/psych/oldPsych/language/chomsky.html http://aggslanguage.wordpress.com/chomsky/ http://en.wikipedia.org/wiki/Teaching_English_as_a_foreign_language http://plato.stanford.edu/entries/science-theory-observation/ http://teacher2b.com/strategies/introsp.htm http://teacher2b.com/strategies/motivate.htm http://teacher2b.com/strategies/values.htm http://teacher2b.com/strategies/viewpnt.htm http://www.cmy.net.au/Assets/446/1/Participant_Chapter_5.pdf http://www.ed.uiuc.edu/courses/edpsy313/notes/hh02.htm http://www.lotsofessays.com/viewpaper/1691949.html http://www.mimersbrunn.se/Language_Acquisition_5528.htm http://www.miusa.org/ncde/tipsheets/foreignlanguage http://www.moneycrashers.com/teach-english-abroad-esl/ http://www.sk.com.br/sk-krash.html http://www.slideshare.net/cupidlucid/theories-of-language-acquisition1-presentation710182 http://www.sparknotes.com/psychology/psych101/languageandcognition/section2.rht ml http://www2.vobs.at/ludescher/Ludescher/LAcquisition/Nativist/nativist%20theory.ht m redirected at April 29th 2012 http://en.wikibooks.org/wiki/How_to_Teach_a_Language http://www.linguatics.com/methods.htm http://www.scholastic.com/teachers/article/how-young-children-learn-language http://www2.gsu.edu/~wwwrld/6429.html redirected at October 22nd 2012 http://people.uwec.edu/piercech/researchmethods/data%20collection%20methods/dat a%20collection%20methods.htm http://www.egohid.eu/Documents/Methods%20of%20collecting%20data,%20intervie ws%20and%20questionnaires%20in%20practice%20(Dr%20Alby).pdf

40 http://deepblue.lib.umich.edu/bitstream/2027.42/71497/1/j.15532712.2007.tb02390.x.pdf http://www.charlesdennishale.com/books/eets_ap/9_Qualitative_Research_Designs.p df http://www.umsl.edu/~lindquists/qualdsgn.html

41

42 OBSERVATION GUIDE How to Know the Learning Process The indicators are below: Acquire new knowledge; reinforce prior knowledge through repetition/direct concrete experience; accommodate/assimilate new knowledge into existing schemas; set prior knowledge into context; learn how to apply existing knowledge e.g. experimenting, problem solving, finding creative solutions; connect concepts; draw analogies Challenge beliefs attitudes and values; increase understanding and empathy with other peoples view-points Develop skills of co-operation, communication, helping others to learn; developing social capital Prediction, deduction, problem solving, investigation, observation, measuring, classification, making telling stories, decision making Physical skills e.g. manual dexterity, craft skills etc Skills of artistic appreciation and criticism Skills of numeracy, literacy, use of Information Technology Skills of research and science process designing experiments and fair tests, data collection, testing theories data analysis, drawing conclusions, assessing evidence increase self-confidence and self-efficacy; motivate to investigate further; associate curiosity and thinking with enjoyable experiences; inspire interest and curiosity; inspire awe and wonder; increased sense of identity

Cognitive

Affective Social

Developing skills [mental and physical]

Personal

(Gammon,2003)

43 Written Field Notes of First Meeting September, 5th 2012 09.21am I start the observation of my research in SLB Pembina Sentra PK-PLK. My research is in SMPLB C. My subjects are ADHD learners in 9th grade. However, in this class there are 2 classes in 1 room. The class beside is 1 st grader. There are 4 students who become my subject, Abrar, Rahmat, Putri and Naufal. Today, there are just 2 of 4 students. They were Abrar and Rahmat. The teacher was Mr.Kamargono. Theyre learning English now. When I came in, they were surprising and looked at me curiously. I take the back seat and observe. They also watch me strangely when I put my camcorder on the desk. The teacher teaches them vocabulary about NOUN. While the teacher is talking, Abrar and Rahmat are also talking, too much and loudly. Abrar, who watches me write, ask me some questions. Rahmat also join and respond the conversation. Rahmat moves to sit next to me and ask me what I write. 09.27am Abrar and Rahmat go out of the class to meet their friends. When they come in, theyre talking about traveling to somewhere by plane. Then, the teacher starts the lesson about NOUN. When the teacher starts writing on the board, they watch attentively. They listen to the teachers explanation well. They learn enthusiastically. However, because theyre still learn how to write and read, English vocabularies become difficult for them. Sometimes they write and spell incorrectly. For example, when Mr.Kamargono asked Rahmat to write papan tulis, he wrote panpantus. The whole class are laughing.

44 Written Field Notes of Second Meeting September, 10th 2012 08.22 am I begin to record. Today, theyre learning English. There are 3 students, Rahmat, Abrar and Putri. Putri and Naufal didnt attend the previous meeting. So, this is our first meeting to Putri. I still dont know what Naufal looks like. Mr.Kamargono teaches them vocabularies of FAMILY. During the lesson, they listen attentively. Putri always try to write what her teacher writes on the board. In this class, they still use blackboard and chalks to write. Eventhough the teacher asks them to listen first, Putri always want to write. Sometimes they are confusing about the English vocabularies, even the Indonesian vocabularies. After explaining the vocabularies, Mr.Kamargone gives them chance to write. They write happily. Rahmat writes while standing. Putri and Abrar write while talking each other. And the class is finished. They learn English about 25 minutes. They always learn shorter than in SMP as usual. It caused by their ability in learning is not as good as normal students.

45 Written Field Notes of Third Meeting September, 24th 2012 This is my third observations. Finally Naufal comes. He is big, dark skinned and so hyperactive. Today, theyre learning about NUMBERS. Naufal try to stand and walk around, but Mr.Kamargono asks him to sit. Rahmat stands, looks for ruler, disobeying the teachers explanation. Putri and Abrar are quiet today. During the lesson, sometimes they cannot distinguish the number. However, they learn and write attentively. Naufal shows an active respond to the teachers explanation and so expressive. He looks so happy when he could answer correctly. Naufal also looks smarter than the other friends.

46 Teachers Interview R: researcher K: Kamargono (teacher)

R: Sir, please introduce yourself firstly K: Thank you. I am one of teachers who teach in class C. I am Kamargono. Ive been teaching here for 27 years, since 1984. I was graduated from SGPLB, Sekolah Guru Pendidikan Luar Biasa. At first, I took Tuna Daksa, which is why this school is SLB Tuna Daksa. I was from Java, we became civil servant or teacher here. We continued our S1 at PLB Department of IKIP Ujung Pandang. It was IKIP, now it is UNM. We were graduated in 1989 from Tuna Grahita C department. That made me placed as teacher in Tuna Grahita C. R: How long have you been teaching in Tuna Grahita C? K: Since 1991. I was 6th grader teacher for Sport. In 2004, I became teacher in Tuna Grahita until nowadays. R: Since my research is about how they, the ADHD learners learn English, could you tell me how they learn? K: Generally, honestly, it is kind of difficult, especially with the ADHD, the hyperactive. Its difficult. They have differences, they are slow learners. They are hyperactive, too. Youve seen them, havent you? They like to hit their friends. They like to throw the book, even if the situation is quiet. They like make noisy. Thats why I am as their teacher try to minimize it. In order they do not disturb their friends, I gave them assignments. When I wrote on the board, I asked them to read. That made them concentrated. For example, Nauval. So I asked him to read. Nauval, please read! So he forgot to disturb his friends. R: Among the students, is Nauval the one who likes to hit? K: Yes, he is. The other is Putri, she is the most hyperactive. To anticipate it, Nauval is given trust as the leader, to correct his friends notes. He takes responsible for it. So, he feels great, the teacher likes me. Its one way to minimize his action, to bother his friends. Youve seen it, havent you? If I asked him to read, eventhough he was stutter, but he was proud. R: What about the other two students? K: Actually, they are good. They are calm, especially Abrar. Abrar is the eldest of his four siblings. He has 3 sisters, surely Abrar is more mature. However, Nauval liked to bother him. Sometimes Rahmat is punched. Of course he punched back. Overall, Rahmat and Abrar are calm. No problem with them.

47 R: Because they are ADHD, do you think they can understand what they have learned well? K: For Nauval, I guess he can understand about 90%. Because he is able to read, to write, and understand the goal of the lesson. For Putri, Abrar, Rahmat (shake his head) it is only about 60%. R: To increase their understanding, what method do you think suit well with them, especially in learning English? K: Since I taught them, I used multi method. There are 4 method I usually use normally. First is speech, so they listen. They are not deaf. The second is giving assignment , as you saw, I gave them homework. The main is speech, then giving assignment , next is dialog. Basically, I used multi method to gain the goal. In writing, they finished all notes given. Sometimes I help them to find the answers of the assignments. The weakness, if the teacher leaves them, the become wild, especially Nauval. He hit his friend, but his writing is not finished yet. R: I realize that they are weak in learning English as foreign language. What do you think? K: Actually, it is difficult to teach them. That is why I modify the curriculum. In it, there is introducing simple words, but familiar in the daily life. For example, kelas, class. Itu, it is not this is, but that is class. Also teman, temanku, my friend. I make it simple, really simple. Then noun, for example dinding, what is the English of it? Wall. It is only to introduce them with familiar words. So if they hear someone says wall, they can remember it. They also have difficulties in writing. R: So, you are teaching with the method that K: The multi method, the multi dimension. Complete and complex method. I also teach them simply. The words, not sentence, the simple words and familiar. R: In this school, they learn English since 7th grade, right? K: Yes, right. For 3 years until 9th grade. R: What about the grammar? K: They had it in 8th grade. For 7th graders, they are introduced with the simple words. For example, gajah, show them the picture, and ask the English, elephant, Sir. I ignored their mispronounce, at least they understand. R: What difficulties do you face in dealing with them, in C class? K: Okay, actually it is their faith to be like now. They are ADHD, easy to forget. We gave them the words to remember today, they will forget it tomorrow. We got difficulties to follow the curriculum. We can not move to next lesson. How could we move, if the yesterday lessons have been forgotten by them? That is the difficulties. We cannot achieve the goal of the curriculum. R: What is the solution?

48 K: The solution is, we give the students what they want, what they can. Just like Family, even though Ive given them 2 days ago, when they want it, I have explain it again and again. But in simple way. R: Last, what is your desire to make the ADHD learners can learn well? K: I wish I could have media, picture. Here, we only have books, text books. We also need better books. We lack of books. Because the books have many pictures, sometimes the students take the book home, to take the picture. They like it, they like the picture. If we have media, we can show them directly. The words, and the noun. Its more simple and easier. We used to have 2D medias. But it is better if we have 3D medias, like realia. So, we can show them, this is elephant, this is apple, like that. R: Ok,Sir. Thanks a lot for your time. K: Yes, I hope there is betterment in teaching English for ADHD.

49 DOCUMENTATION

Learning process in 4th meeting

Learning process in 4th meeting

Learning process in 4th meeting

50

When the teachers out (2nd meeting)

Learning process in 4th meeting

Learning process in 3rd meeting

51

The Classroom

The Classroom

52 CURRICULUM VITAE Andi Surya Pradaningrat a.k.a Surya or Uya was born on September 30th, 1990 in Watampone, Bone regency, Sulawesi Selatan province. The eldest son of Andi He Baharuddin,S.Pd. has 4 siblings, and Andi

Marjuni,S.Pd.SD..

A.T.Ajeng,

A.T.Jemma, A.T.Abeng and A.T.Sumpala. His educational background was TK Adhyaksa (95-96), SDN 5

ManurungE, Watampone (96-02), SMPN 4 Watampone (02-05) and SMAN 1 Watampone (05-08) He took his undergraduate program in English Education major, English Department FBS UNM. During his study, he joined some organizations such as HMPS ACCESS, BKMJ ECC, and BKMF PUSDAMM. He was the General Secretary of HMPS ACCESS (2009-2011). He also had some achievements such as finalist of Celebes Debate Open at UNISMUH Makassar (2009). He represented UNM in National University English Debating Championship (NUEDC) in UNY (2010). He was also chosen as Duta Bahasa Sulawesi Selatan (2010) and represented Sul-Sel in Pemilihan Duta Bahasa Nasional at Balai Bahasa, Jakarta. Again, he represented UNM in Indonesian Varsities English Debating (IVED) in January 2011 which was held in UNHAS. In 2011, he was also elected as Duta Kerjasama UNM. His working experience was started as an English tutor in PIA School of English (April 2010-June 2012). Now, he works at English Language Training International (ELTI) Gramedia Tamangapa as Academic Coordinator. He could be found in FB (Surya Pradaningrat) and Twitter (@surya_awesome).