ADHD in Learning EFL (a Thesis)

THE STUDY OF THE ADHD LEARNING EFL

Submitted to English Education Department ofFaculty of Languages and Literature

State University of Makassarin 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






085 204 033

ENGLISH DEPARTMENT



2012






085 204 033

ENGLISH DEPARTMENT



2012

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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.

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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.

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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.

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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.

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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 Greathead’s

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

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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 (over-

activity).

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 hyperactivity-

impulsivity 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.

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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,

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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.

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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 3–4 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.

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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).

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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 hyperactivity-

impulsivity 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.

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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 ICD-

10[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 child’s signs in more

than one setting.

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- 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 child’s 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.

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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. You’ve just to keep writing it out and eventually it will go

in.’

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c. Learning is acquiring facts or procedures that are to be used. ‘‘Well

it’s about learning the thing so you can do it again when you’re

asked to, like in an exam.’

d. Learning is making sense. ‘Learning is about trying to understand

things so you can see what’s going on. You’ve 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.

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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 José 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

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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 child’s 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

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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 one’s 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

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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

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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

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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. Chomsky’s

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. Chomsky’s 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

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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.

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Attenton DeficitHyperactivity Disorder

English as ForeignLanguage

The Process of ADHDLearning EFL

AverageAge

Language Development

6 months Cooing, changes to distinct babbling by introduction of consonants1 year Beginning of language understanding; one-word utterances12–18months

Single word use; repertoire of 30-50 words (simple nouns, adjectives,and action words), which cannot as yet be joined in phrases but are usedone at a time does not use functors (the, and, can, be) necessary forsyntax, but makes good progress in understanding

18–24months

Two-word (telegraphic) phrases ordered according to syntactic rules;vocabulary of 50 to several hundred words; understands propositionalrules

2 years New words every day; three or more words in many combinations;functors begin to appear; many grammatical errors and idiosyncraticexpressions; good understanding of language

3 years Full sentences; few errors; vocabulary of around 1,000 words4 years Close to adult speech competence

Table.1 Steps of Language Acquisition

C. Conceptual Framework

Figure.1 Conceptual Framework of the Research

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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.

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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

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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

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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

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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

teacher’s 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.

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Data Collection

Data Selection

Data Reduction

Data Display

Temporary Conclusion

Verification

Final Conclusion

From the data verification result, it enabled the researcher to take a final

conclusion as the research result.

(Miles and Huberman, 1994)

Figure 2. Scheme of Data Analysis

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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 PK-

PLK 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 they’re still learn how to write and read, Englishvocabularies become difficult for them. Sometimes they write and spellincorrectly. 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 joinand respond the conversation. Rahmat moves to sit next to me and ask mewhat I write.” (first meeting)

“Abrar and Rahmat go out of the class to meet their friends.” (firstmeeting)

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 inSMP 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 teacher’s

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. You’ve seen them, haven’t you? They like to hit their friends. Theylike to throw the book, even if the situation is quiet. They like makenoisy.”

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 Iusually 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 notesgiven. 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 finishedyet.”

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 toremember 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

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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. It’sdifficult. They have differences, they are slow learners. They arehyperactive, too. You’ve seen them, haven’t you? They like to hit theirfriends. They like to throw the book, even if the situation is quiet. They likemake noisy. That’s why I am as their teacher try to minimize it. In orderthey do not disturb their friends, I gave them assignments. When I wrote onthe board, I asked them to read. That made them concentrated. Forexample, Nauval. So I asked him to read. “Nauval, please read!” So heforgot to disturb his friends.”

“Since I taught them, I used multi method. There are 4 method Iusually 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. Themain is speech, then giving assignment , next is dialog. Basically, I usedmulti method to gain the goal. In writing, they finished all notes given.Sometimes I help them to find the answers of the assignments. Theweakness, if the teacher leaves them, the become “wild”, especiallyNauval. 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.You’ve seen them, haven’t you? They like to hit their friends. They like tothrow 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 teacher’s 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 thebook 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.

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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.

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BIBLIOGRAPHY

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Agusta,Ivanovich. 2003. Teknik Pengumpulan dan Analisis Data Kualitatif.Bogor:Indonesia

Creswell, J.W. 1994. Research designs: Qualitative and quantitative approachesThousand Oaks, CA: Sage.

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Isaacson,Lila.2000. The Interface between ADHD and Language Impairment: AnExamination of Language, Achievement, and Cognitive Processing. CambridgeUniversity Press. Great Britain.

McMillan,J.H. and Schumacher S.1993.Research in education: A conceptualunderstanding. New York: HaprerCollins.

Miles,MB and AM Huberman.1992. Qualitative Data Analysis: A Source Book ofNew Methods. SAGE:Beverly Hills

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Sanjek, Roger. 1990. Fieldnotes: The Making of Anthropology. Cornell UniversityPress

Schutz,Roger. 2007. Stephen Krashen’s 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 15January 2012 at 5. 31 p.m.

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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.

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http://deepblue.lib.umich.edu/bitstream/2027.42/71497/1/j.1553-2712.2007.tb02390.x.pdfhttp://www.charlesdennishale.com/books/eets_ap/9_Qualitative_Research_Designs.pdfhttp://www.umsl.edu/~lindquists/qualdsgn.html

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42

OBSERVATION GUIDE

How to Know the Learning Process

The indicators are below:

Cognitive

Acquire new knowledge; reinforce prior knowledge throughrepetition/direct concrete experience; accommodate/assimilatenew knowledge into existing schemas; set prior knowledge intocontext; learn how to apply existing knowledge e.g.experimenting, problem solving, finding creative solutions;connect concepts; draw analogies

AffectiveChallenge beliefs attitudes and values; increase understandingand empathy with other people’s view-points

SocialDevelop skills of co-operation, communication, helping othersto learn; developing social capital

Developing skills[mental and

physical]

Prediction, deduction, problem solving, investigation,observation, measuring, classification, making telling stories,decision making Physical skills e.g. manual dexterity, craftskills etc Skills of artistic appreciation and criticism Skills ofnumeracy, literacy, use of Information Technology Skills ofresearch and science process – designing experiments and fairtests, data collection, testing theories data analysis, drawingconclusions, assessing evidence

Personal

increase self-confidence and self-efficacy; motivate toinvestigate further; associate curiosity and thinking withenjoyable experiences; inspire interest and curiosity; inspireawe and wonder; increased sense of identity

(Gammon,2003)

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Written Field Notes of First Meeting

September, 5th 201209.21amI start the observation of my research in SLB Pembina Sentra PK-PLK. My researchis in SMPLB C. My subjects are ADHD learners in 9th grade. However, in this classthere are 2 classes in 1 room. The class beside is 1st 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 wasMr.Kamargono. They’re learning English now. When I came in, they were surprisingand looked at me curiously. I take the back seat and observe. They also watch mestrangely when I put my camcorder on the desk. The teacher teaches them vocabularyabout NOUN. While the teacher is talking, Abrar and Rahmat are also talking, toomuch and loudly. Abrar, who watches me write, ask me some questions. Rahmat alsojoin and respond the conversation. Rahmat moves to sit next to me and ask me what Iwrite.09.27amAbrar and Rahmat go out of the class to meet their friends. When they come in,they’re talking about traveling to somewhere by plane. Then, the teacher starts thelesson about NOUN. When the teacher starts writing on the board, they watchattentively. They listen to the teacher’s explanation well. They learn enthusiastically.However, because they’re still learn how to write and read, English vocabulariesbecome 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.

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Written Field Notes of Second MeetingSeptember, 10th 201208.22 amI begin to record. Today, they’re learning English. There are 3 students, Rahmat,Abrar and Putri. Putri and Naufal didn’t attend the previous meeting. So, this is ourfirst meeting to Putri. I still don’t know what Naufal looks like. Mr.Kamargonoteaches 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 stilluse 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 Indonesianvocabularies.After explaining the vocabularies, Mr.Kamargone gives them chance to write. Theywrite happily. Rahmat writes while standing. Putri and Abrar write while talking eachother. And the class is finished.They learn English about 25 minutes. They always learn shorter than in SMP asusual. It caused by their ability in learning is not as good as “normal” students.

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Written Field Notes of Third MeetingSeptember, 24th 2012This is my third observations. Finally Naufal comes. He is big, dark skinned and sohyperactive. Today, they’re learning about NUMBERS. Naufal try to stand and walkaround, 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, theylearn and write attentively.Naufal shows an active respond to the teacher’s explanation and so expressive. Helooks so happy when he could answer correctly. Naufal also looks smarter than theother friends.

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Teacher’s Interview

R: researcherK: Kamargono (teacher)

R: Sir, please introduce yourself firstlyK: Thank you. I am one of teachers who teach in class C. I am Kamargono.I’ve been teaching here for 27 years, since 1984. I was graduated fromSGPLB, 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 becamecivil servant or teacher here. We continued our S1 at PLB Department of IKIPUjung Pandang. It was IKIP, now it is UNM. We were graduated in 1989from Tuna Grahita C department. That made me placed as teacher in TunaGrahita 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 inTuna Grahita until nowadays.

R: Since my research is about how they, the ADHD learners learn English, could youtell me how they learn?

K: Generally, honestly, it is kind of difficult, especially with the ADHD, thehyperactive. It’s difficult. They have differences, they are slow learners. Theyare hyperactive, too. You’ve seen them, haven’t you? They like to hit theirfriends. They like to throw the book, even if the situation is quiet. They likemake noisy. That’s why I am as their teacher try to minimize it. In order theydo not disturb their friends, I gave them assignments. When I wrote on theboard, 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 disturbhis 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 takesresponsible for it. So, he feels “great, the teacher likes me”. It’s one way tominimize his action, to bother his friends. You’ve seen it, haven’t you? If Iasked 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 theeldest of his four siblings. He has 3 sisters, surely Abrar is more mature.However, Nauval liked to bother him. Sometimes Rahmat is punched. Ofcourse he punched back. Overall, Rahmat and Abrar are calm. No problemwith them.

47

R: Because they are ADHD, do you think they can understand what they havelearned well?

K: For Nauval, I guess he can understand about 90%. Because he is able toread, 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 usenormally. First is speech, so they listen. They are not deaf. The second isgiving assignment , as you saw, I gave them homework. The main is speech,then giving assignment , next is dialog. Basically, I used multi method to gainthe goal. In writing, they finished all notes given. Sometimes I help them tofind 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 notfinished yet.

R: I realize that they are weak in learning English as foreign language. What do youthink?

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. Forexample, “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 tointroduce them with familiar words. So if they hear someone says “wall”, theycan 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. Ialso teach them simply. The words, not sentence, the simple words andfamiliar.

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 thesimple words. For example, “gajah”, show them the picture, and ask theEnglish, “elephant, Sir”. I ignored their mispronounce, at least theyunderstand.

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 toforget. We gave them the words to remember today, they will forget ittomorrow. We got difficulties to follow the curriculum. We can not move tonext lesson. How could we move, if the yesterday lessons have been forgottenby them? That is the difficulties. We cannot achieve the goal of thecurriculum.

R: What is the solution?

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K: The solution is, we give the students what they want, what they can. Justlike Family, even though I’ve given them 2 days ago, when they want it, Ihave 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 manypictures, sometimes the students take the book home, to take the picture. Theylike it, they like the picture. If we have media, we can show them directly. Thewords, and the noun. It’s 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, thisis 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.

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DOCUMENTATION

Learning process in 4th meeting



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DOCUMENTATION




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DOCUMENTATION




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When the teachers out (2nd meeting)


Learning process in 3rd meeting

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The Classroom

The Classroom

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The Classroom

The Classroom

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The Classroom

The Classroom

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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 Baharuddin,S.Pd. and Andi

Marjuni,S.Pd.SD.. He has 4 siblings, 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).

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CURRICULUM VITAE






















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CURRICULUM VITAE




















