TEACHING SPOKEN PROCEDURE TEXT TO YOUNG LEARNERS

(A Pre-Experimental Study at the Seventh Grade of SMPN 1 Banjarsari)

A PAPER

Submitted to the English Education Program Faculty of Teacher Training and Education Sciences of Galuh University in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

By YUSUF HIDAYAT

2109060194

ENGLISH EDUCATION PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION SCIENCES GALUH UNIVERSITY

2010

CHAPTER II

LITERATURE REVIEW

In this chapter, the writer would like to present the concept of teaching,

spoken language, defining young learners, genre-based approach, procedure text,

and the application of genre-based approach in the classroom.

A. Concept of Teaching

This chapter will highlight the terminologies used in this paper. To get

clear meaning of what teaching is, the writer would like to give the definitions of

teaching based on the experts’ statements. According to Brown (2000:7), teaching

may be defined as “Showing or helping someone to learn how to do something,

giving instructions, guiding in the study of something, providing with knowledge,

causing to know or understand”.

Based on the definition above, it can be considered that teaching is an

activity done by a person to show or help someone, to learn how to do something,

to know and to understand something. Besides that, Karo-karo (in Asopwan,

2003:9) says that “Teaching is a process of presenting by someone to another in

order that they receive, master, and develop the material”.

In the writer’s opinion, someone who is said above is a teacher that provides,

presents and develops the material or lesson to the students. And the word

“another”, it must be the students who receive the material or lesson.

11

In relation to the present study, the term “teaching” refers to the practice

of implementing a genre-based approach to teaching English especially speaking

skill that will be discussed in the subsequent part of this chapter.

1. Steps of Teaching

In this subsequent part of this chapter, the writer is going to discuss

about some steps of teaching in the classroom. As mentioned by Brown (2000:7)

and Karo-karo (in Asopwan, 2003:9) above, teaching is an activity and a process,

therefore if teaching is an activity and a process, teaching should have the steps or

procedures to attain the maximal goal for the students’ success.

This study deals with the teaching of spoken genre. Hence, it will be

quite worthwhile to take a look at the procedures in teaching spoken genre. Kang

Shin (2005:11) suggests that teaching spoken genre has some steps or procedures

in classroom routines, the steps are as follows:

a. Entering the classroom

b. Absences/Make-up procedures

c. Beginning teaching

d. Modeling

e. Working in groups

f. Independent work

g. Working in front

h. Homework

In addition, Harmer (2001:31) mentions some activities that can be done in

teaching speaking, namely:

12

1. Acting from a Script

It is an activity that we can ask from our students, to act from plays, their

course books, or sometimes filming the result. Students will often act out

dialogues they have written themselves. This frequently involves them in coming

out to the front of the class.

2. Communication Games

Communication Games which are designed to provoke communication

between students frequently depends on an information gap so that one student

has to talk to a partner in order to solve a puzzle, draw picture, put things in the

right order or similarities and differences between picture.

3. Discussion

One of the reasons that discussion fail is that students are reluctant to

give an opinion in front of the whole class, particularly if they cannot think of

everything to say and are not; anyway, confident of the language they might use to

say it. Many students feel extremely exposed in discussion situations.

4. Prepared Talk

A popular kind of activity is the prepared talk where students make a

presentation on a topic of their own choice. Prepared talks represent a defined and

useful speaking genre, and if properly organized, can be extremely interesting for

both speaker and listeners.

5. Simulation and Role-play

Many students derive great benefit from simulation and role-play.

Students stimulate a real-life encounter as if they were doing so in the real world,

13

either as themselves in that meeting or airplane. Stimulation and role-play can be

used to encourage students.

Then, both Kang Shin and Harmer implicitly suggest that teacher use

English as a classroom language to interact with students in their daily activities,

so that teacher will have a very rich English language environment. Next the

teacher should establish teacher’s routines, link to students to certain expressions,

and use those expressions as much as possible. To sum up, the writer concludes

that teaching spoken genre is very important in learning English so that some

steps above can be applied by every teacher in his/her classroom routines.

B. Spoken Language

This study also deals with the teaching of spoken genre. Hence, it will

also be quite worthwhile to attain the clarification meaning from the term

‘spoken’ which is one of the term used in teaching genre-based approach. The

term ‘spoken’ or ‘spoken language’ has some meanings. To make the meaning

clear and intelligible about spoken language, it can be defined as significant to an

individual’s living processes and experiences as the ability of seeing and walking.

Spoken language is also the most natural way to communicate. It isn’t just making

sound. Birds, animals, babies make sound and it may be a tool of communication

for them, but it’s not spoken language. Without spoken language, people must

remain in almost total isolation from the society. For most people, the ability of

spoken language is the same with knowing a language since the speech is the most

basic means of human communication. When we have spoken language, actually

14

we have a great deal more than just use our mouth, nose, lungs and more.

(Cornbleet and Carter, 2001:17).

In addition, Bryne (1998:8) states that “Spoken language is a two way

process between speaker and listener and involves the productive skill of speaking

and the receptive skill of understanding”. For further statement of spoken language, Cable

(2005:1) also argues that “We use spoken language to express our ideas, opinions and

feelings. We also use it to make sense of and confirm our understandings, to

question and test our assumptions and to explore meaning”.

Based on the previous three definitions, it can be synthesized that spoken

language is the process of sharing with another person related to knowledge,

interests, attitudes, opinions or ideas. Delivery of ideas, opinions, or feelings is

some important aspects of the process of spoken language which is a speaker’s

idea become real to his/her listener. Meanwhile, the writer has found some

different terms that are associated with spoken language from several resources

those are “talk”, “speech”, “oral communication”, “oral language” and

“speaking”. Basically, all the four terms above have similar meaning with term

spoken language.

Spoken is also a method, it is called as a spoken language approach. A

Spoken Language Approach is an approach to teach children that focuses on

developing speech, listening, and spoken language skills. Why is a spoken

language approach used to teach children not to adult? The writer thinks that age

has often been considered as a major factor in learning language, and over the

years, various hypotheses have been proposed to account for the correlation of age

15

of acquisition and mastery of the second language. A number of empirical studies

have been designed to investigate the question of optimal age to learn a second

language. According to Richards and Reynanda as cited by Wijarwadi (2008:20-

22) comment “There are four factors that affect student spoken language ability

those are: age or maturational constraints, aural medium, socio-cultural factors

and affective factors”, so young learners are the proper age as a focus of this

method. Because young learners still have a fresh brain to learn a new language.

In line with the previous statement, Penfield & Roberts as quoted by

Zhao and Morgan (2004:2), ‘A child's brain is more plastic compared with that of

an adult, and before the age of 9 years old, a child is a specialist in learning to

speak, he can learn 2-3 languages as easily as one’. It means that the child's brain

plasticity makes for superior ability especially in acquiring language. Teaching a

second language is better done at an early age in school, besides that a

commitment from the parents and families are important to work professionally

stimulating their child’s spoken language development throughout their child’s

day. Besides that, spoken language is a fundamental language process for teaching

and learning in the learning areas for young learners in the primary years.

In the reality, teaching written language is also important besides spoken

language, and there is not discrimination between of them. And in the writer’s

opinion, written language is better taught to the students of young learners after

the spoken language. Nunan (1999:279) summarizes the differences between

spoken and written language as follows:

16

Spoken language Context dependent generally used to communicate with people in the same time and place relies on shared knowledge between the interactants and often makes references to the shared context generally accompanies action Dialogic in nature usually involves two or more speakers creating spoken texts together

Written language Context independent used to communicate across time and distance Must recreate for readers the context it is describing Generally reflects action Monologic in nature usually written by one person removed from an audience

(Nunan, 1999:279)

C. Defining Young Learners

This study was conducted in an elementary school and in junior high

school particularly at the seventh grade where the students can be categorized as

Young Learners (YLs). In this subsequent part of the chapter, the writer tries to

discuss about who and why YLs are. Before discussing about young learners, the

writer would like to introduce what is meant by young learners. According to Nafi

(2003:2) argues that “Young learners are children ranged between 1 to 12 years

old. Young learners usually show different characteristics at different ages”.

Therefore the teacher requires different techniques to teach and guide them.

The previous statement means that young learners are categorized for all

children ranged between 1 to 12 years old. Meanwhile children ranged between 13

to 20 years old are categorized as adolescents. Then children ranged between 21

years old and more are categorized as adults. Many advantages are gotten by the

teacher in teaching young learners than adolescent or even adult. The reasons are

inferred by the writer from Kang Shin (2005:3) as follows:

17

1. Children are active learners and thinkers. It means, children construct

knowledge from actively interacting with the physical environment in

developmental stages. They learn through their own individual actions and

exploration.

2. Children learn through social interaction. It means that children construct

knowledge through other people, through interaction with adults. Adults or

teachers work actively with children in the Zone of Proximal Development

(ZPD). Zone of Proximal Development is the difference between the child’s

capacity to solve problems on his own and his capacity to solve them with

assistance.

3. Children learn effectively through scaffolding by adults. It means, the adult’s

role is very important in a child’s learning process. Many experts focused on

the importance of language in a child’s cognitive development. They showed

how adult uses “scaffolding” to guide child’s language learning through

finally –toned talk.

In line with the previous statement, Cable (2005:1) also argues that:

Children who have been learning English since birth will have developed and honed their speaking and listening skills in English through their contact with trusted adults and peers and learnt to use English to support their developing understanding of the world. They will have learnt to use spoken language to interact with others for different purposes and have begun to develop their understanding of different registers, tones and the use of expressive language. Children who have learnt another language from birth will have done all the same things but in a different language with different conventions and within a different cultural context.

The statement above means because children still have fresh

neurological, cognitive, psychological, and an extraordinary ability in learning,

18

particularly in learning language such as English. Even if the children have learnt

language since birth, they are going to acquire the language quickly and can

interact with others without any difficulties although in a different culture context.

In short, young learners are generally observed to be intrinsically better learners.

On the other hand, they may be more greatly affected by the other factors

influenced them in learning language.

Young learners generally are not consciously interested in learning

language for its own initiative. Usually they interest towards things that are easy

for them to understand. One of the easy ways to help young learners learn a new

language is natural desire that make them actively participate in the social life

around them. If they know how to pronounce a word easy for them, they are

going to add it their speaking vocabulary, and use them immediately in their

communication. According to Piaget's theory of cognitive development stages,

children process languages through sensory experience, and intelligence develops

their form of motor actions, young learners receive more concrete input.

Therefore their instruction should preferably involve concrete references in the

language which is being taught and actively engaging tasks (Zhao and Morgan,

2004:5).

The backgrounds above make the trend of Teaching English to Young

Learners (TEYL) become the latest issue in the world including in Indonesia. To

attain satisfactory goals in teaching them, the teacher should understand the

characteristics of young learners and the principle in teaching them.

19

1. The Characteristics of Young Learners can be categorized into two parts. The

first is characteristics of young learners under 7 years old and the second is the

characteristics of young learners between 7 to 12 years old. To get clear about the

characteristics of young learners, it can be inferred from Slatterly and Willis’

explanation as follows:

YLs (under 7) YLs (7-12) - learn things through playing; they

are not consciously trying to learn new words or phrases – for them it’s incidental

- love playing with language

sounds, imitating, and making funny noises

- their grammar will develop

gradually on its own when exposed to lots of English in context

- can learn reading and writing in

L1

- can plan and organize how best to

carry out an activity - can work with others and learn

from others

(Slatterly and Willis, 2001)

The previous statement means that the characteristics of young learners

are different depending on their ages. For young learners under 7 years old, they

learn language through hearing, playing, imitating and making funny noises. But

they are not able to read or write, and their grammar ability will develop gradually

when they expose a lot in context. While the characteristics for young learners

between 7 to 12 years old, they can begin to learn reading and writing in their L1.

Besides that, they are also able to work with others and learn from others in their

class activities and routines.

20

2. The Principles for Teaching Younger Learners can be inferred from Bruner’s

(1983) explanation as follows:

a. created interest in the task;

b. broke the task down into smaller steps;

c. kept a child on task by reminding him of the purpose or goal;

d. pointed out the important parts of the task;

e. controlled the child’s frustration during the task;

f. modeled the task, including different ways to do the task.

The previous statement means that to get success in teaching young learners, the

teacher and parents should have the effective ways to keep the young learners

learning. And the effective ways are the principles for teaching or the effective

scaffolding which is expressed by Bruner (1983) above.

D. Genre Based Approach

Recently the focus on genre significantly increases particularly in the

discourse analysis both in teaching English as First Language and English as

Foreign Language. Genre based approach is used to teach English for specific

purpose (ESP) and composition study in many universities in the United States

and also in Australia, even though in School Based Curriculum for Junior and

Senior High School in Indonesia (Djuharie, 2007:9).

Based on 2006 English Curriculum, competence standard of English for

junior high school is to communicate orally and written by using appropriated

language. In general genre is classified to be two aspects. First, genre is classified

as spoken genre and the second genre is classified as written genre (Callaghan and

21

Rothery, 1988:21-22). In addition, Pare as quoted by Belcher (2005:4), states ‘Genre

can be spoken or written’. It means that genre as spoken has the reason as

language is said to be functional, because its organization quite fundamentally

reveals the purposes for which any natural language came into being. Meanwhile

genre as written has reason as language is to be understood as text, any

meaningful passage of language that serves some social purpose. Text is related to

the context, therefore the theory aforementioned says that text is only known by

the context itself and realizes it. The nature of the text produces at any time

depends upon context of situation, to use term, and people exercise to produce

different texts are said to be differences with respect to register, choices involving

field of activity, tenor of activity, and mode of activity.

Meanwhile, based on the previous studies discussed in the previous

chapter, Belcher (2005) in her research entitled “Effectiveness of the Genre-based

Approach for Graduate Students’ Writing”, in the findings stated that there is the

effectiveness of the genre-based approach for the students’ writing ability. In line

with the statement stated by Belcher (2005), Kongpetch (2008) in his research

entitled “The Implications of The Genre-based Approach on The Teaching of

English Writing at The Department of Foreign Languages, Khon Kaen University

in North-Eastern Thailand” and Widiyanti (2009) in her research entitled “The

Mastery in Writing Procedure Text of The Students of SMPN 1 Wiradesa

Pekalongan” also stated in their findings that there is positive impact of the genre-

based approach for the students’ writing ability. But in contrast to their researches,

Astuti (2009) in her research entitled “The Problems of The Implementation of

22

Teaching Transactional/Interpersonal Dialogues Based on School Based

Curriculum (KTSP)”, stated in her findings that teaching speaking based on

genre-based in spoken cycle gives more opportunities for the students to speak

actively for language performance in daily life context besides to write a text type

of genre. But teaching writing based on genre-based in writing cycle only gives

opportunity for students to write a text type. After analyzing all findings from four

researches above, the writer decided to choose Astuti’s research (2009), because

the writer would like to investigate and prove that teaching speaking based on

spoken genre particularly procedure text to students of young learners, can

improve students’ speaking skill besides writing skill which is still rare to be

investigated.

Besides discussing the gap of the previous studies, the writer would also

like to give clarification about genre. Because the term “genre” is very important

part of this study, in this part, the writer would like to explain what genre is.

Many experts try to introduce and present their concept about genre.

Christie (2005:233) argues that “Genre is a technical tem for a particular instance

of a text type”. The argument above means genre is a term of technique how to

create a particular text type both in spoken and written. Therefore, genre is

important for the learner because it is a technique to make a good and functional

text. In addition, Hyland (2007:4) explains that “Genre is a term for grouping

texts together, representing how writers typically use language to respond to

recurring situations”. The previous statement means genre is only a term for

grouping texts and how the writer writes those texts according to the situations.

23

In line with the statement above, Nunan (1999:308) also stated that:

Genre is a purposeful, socially constructed oral or written communicative event, such as narrative, a casual conversation, a poem, a recipe, or a description. Different genres are characterized by a particular structure or stages, and grammatical forms that reflect the communicative purpose of the genre in question.

The statement above infers that genre is a meaningful oral or written

communicative event, and its forms are influenced by its structures, stages,

grammar and its purpose. It can be a poem, a recipe, a descriptive, a narrative, a

recount, a report and so on.

In addition, Knapp and Watkins (2009:21) argue that:

Genre is an organizing concept for our culture practices, any field of genres constitutes a network of contrasts according to a variety of parameters, genre is a place occasion, function, behaviour, and interactional structure; it is very rarely useful to think of it is a kind of ‘text’, genre is culture competence involves knowing the appropriateness principle for any genre, knowing the kind of margin you have with it, being able to vary it, knowing how to shift from one to another and how many factors would be involve in any such shift.

Knapp and Watkins’ arguments above imply that genre has four meanings, first,

genre is an organized concept; second, genre is a network of contrasts variety;

third, genre is a place occasion, function, behaviour, and interactional structure;

and fourth, genre is culture competence. From the fourth meanings of genre

above, the writer may conclude that genre is an organized concept which is a

network of contrasts variety of occasion, function, behaviour, and interactional

structure which have a culture competence.

Based on four previous definitions, it can be synthesized that genre is a

term for an organized concept and technique which has purposeful and

meaningful constructed activities, and it also has grammatical forms, stages and

24

aimed orientation to create a particular text types both in oral and written

according to the situations.

E. Procedure Text

There are several genres which are currently learnt by students in junior

and senior high schools in Indonesia. One of the genres is procedure text.

According to Anderson and Anderson (2003:50) argue that “Procedure text is

piece of text that gives us instructions for doing something. The purpose of a

procedure text type is to explain how something can be done”. Meanwhile Bima,

et. al. (2005:79) state that “Procedure text is a kind of text designed to describe

how something is achieved through a sequence of actions or steps. It explains how

people perform different process in a sequence of steps”. From the two statements

above, the writer infers that procedure text is a kind of text type that gives us

instructions to do something through a sequence of actions or steps. Procedure

text usually uses the sample present tense, often the imperative sentence. It also

usually uses the temporal conjunction, such as first, second, then, after that, next,

finally, etc..

Regarding the procedure text, Bima et. al., (2005:79) summarize that

procedure text has the following structure and linguistic features:

1. The Structure of Procedure Text

The structure or generic structure of procedure text means a frame in

making the text. The generic structure of procedure text is:

a. Aim/ Goal (or title)

Aim or goal is the purpose of doing something that want to be achieved.

25

b. Material

Material is kids of things that are needed in order to do a particular activity.

c. Steps

Steps are one of series of things that somebody does which forms part of a

process.

2. Linguistic Features

One of the important things in procedure text is linguistic features. The

linguistic features of procedure text that it uses:

a. Simple present tense

b. Imperative sentence

c. Temporal conjunction

d. Mainly material process

F. The Application of Genre Based Approach in the Classroom

The application of Genre Based Approach in the classroom covers

several stages according to the genre experts. Callaghan and Rothery (1988:39-47)

suggested that there are three main stages in the curriculum genre for teaching-

learning cycle, those three main stages are as follows:

1. Stage one: Modeling of the Text

If the teacher just introduces a genre for the first time in a classroom. In

this case, the teacher begins with the modeling stage. Here are some other

practical ideas according to Callaghan and Rothery that can be carried out in the

classroom. First, the teacher introduces a model of the genre to the classroom.

Second, the teacher discusses the social function or purpose of the text with the

26

students. Third, the teacher asks the students to suggest local or community issue

that they have strong opinions about it and would like to support through that

argument. Fourth, the teacher demonstrates to the students how the text achieves

its purpose. And also the teacher introduces another copy of the same text with the

stages of the genre clearly marked. According to statement above, the writer

concludes that in modeling of the text, the teacher should do some steps begins

with introduce a model of the text to the students, then discuss the social function

or purpose of the text to the students. After that ask the students to suggest local or

community issue to support their argument, finally demonstrate the text in front of

the students.

2. Stage Two: Joint Construction of the Text

The second stage of the cycle is the joint construction of the genre.

During this stage teacher and class work together to produce a text, the teacher

guides the students into the joint construction with questions that focus on the

stages of the genre. Here are some other practical ideas suggested by Callaghan

and Rothery that can be carried out in the classroom. The teacher begins with

preparing for writing the topic, then pooling the information together in a group,

finally assessing the students’ progress.

3. Stage Three: Independent Construction of the Text

In this stage, the teacher can do these following steps in the classroom as

suggested by Callaghan and Rothery. First, choose a new topic and research the

topic as preparation. Second, the student writes a draft. Third, the student consults

with the teacher about the draft. Fourth, the teacher assesses the students’

27

development in writing the genre. Fifth, editing and publishing provide an

optional final step in the teaching cycle. Sixth, the students reach the point where

they can undertake writing a genre in a completely independent fashion.

Meanwhile, according to Hammond et. al., (1992:17) as cited in

Kurikulum 2004 (2004:66) ruled that the programming in the classroom is based

on four stages in a Teaching-Learning Cycle, which are aimed at providing

support for learners as they move from spoken to written text. They involve the

selection and sequencing of classroom task and activities and are related to the

starting point of topic or type of text. Each stage is associated with different types

of activities. To get more understanding about those activities, please consult on

the following diagram:

Diagram: The Four Stages of Teaching Learning Cycle

(Hammond et. al., 1992:17)

The four stages are ruled by Hammond et. al., (1992:17) above can be

summarized as follows:

1. Stage One: Building Knowledge of the Field

28

Building Knowledge of the Field can be assumed as the first stage which

supplies background knowledge to the learners about the topic will be discussed

later on. Its aim is to lead learners’ cognitive aspects to the discourse or topic the

teacher wants to reach. The significance of this stage is based on the held-out

belief that learners have already had particular knowledge gained from experience

and previous learning, which can be called out when they encounter new

information. Therefore, to bring about new information, the teacher should

facilitate his students’ current abilities to understand and learn to go to the further

stage.

2. Stage Two: Modeling of the Text

In this stage, the teacher shows “model” of the text to the students in

order to be imitated or used as the basis for a related idea, process or system. In

this modeling stage, the learners have the rich representative model of the text.

The real example in the classroom is in procedure text-spoken cycle,

teacher demonstrates the step of how to make of coffee in front of the class by

using an instant coffee. Students internalize the step by watching teacher’s

presentation. Another example is by distributing the text of dialogue and read a

loud.

3. Stage Three: Joint Construction of the Text

The aim of Joint Construction of the Text is to work together for the

teacher and students to construct the text. The emphasis of this stage is on the

teacher providing guidance and support in order to convert and reshape the

language from the spoken to the written mode. The teacher and the students can

29

share their ideas, as well as negotiate meaning to construct text together, by all

means, discussion, negotiation, and communication are not only the way to

promote cooperation. As long as the purpose is achieved, whatever ways deemed

to be reliable are suggested.

4. Stage Four: Independent Construction of the Text

Having seen that learners are ready to construct the text independently,

teacher can move on this stage. When learner is ready at this stage, he must be

able to generate the text by himself with assistance neither from the teacher nor

from his friends. The function of independent construction of the text stage is

twofold. It does not only serve as the time for students to perform independently.

The students are able to apply what they have learned previously. Then, the

teacher can assess their performance independently to measure to what extent

students can grasp the materials.

Then, In line with two previous statements, genre-based teaching-

learning cycle consists of five stages. This argument is stated by Hyland

(2007:128-129), the fifth stages can be inferred as follows:

1. Stage one: Setting the Context. It means revealing genre purposes and the

settings in which a genre is commonly used.

2. Stage Two: Modeling. It means analyzing the genre to reveal its stages and

key features.

3. Stage Three: Joint Construction. It means guided, teacher-supported practice

in the genre.

4. Stage Four: Independent Construction. It means independent writing is

30

monitored by the teacher.

5. Stage Five: Comparing. It means that relating to what has been learned to

other genres and contexts.

Each of these stages seeks to achieve a different purpose and as a result is

associated with different types of classroom activities and different teacher-learner

roles.

Based on the three differences of the stages in teaching-learning cycle

above, some genre experts assumed that in the fact, teaching-learning cycle is

intended to be used flexibility, allowing students to enter at any stage, and

depending on their existing knowledge about genre. However, the teacher and

students should decide to work creating the text type in particular stages both in

written and spoken genre.

In the present study, the writer chose the four stages as teaching-learning cycle of

genre such as suggested by Hammond et. al., (1992:17) above, because normally

this four stages is common used by the teachers in teaching the students both in

Junior and Senior High School in Indonesia. And in the fact, the four stages have

been proven more effective to be taught to improve students’ ability both in

spoken and written genre.

31

CURRICULUM VITAE

Yusuf Hidayat was born in Ciamis, December 9th 1983.

He is the first son from two siblings of Mr. Sarip

Hidayat and Mrs. Yayah Rokayah. The writer got

married with Euis Ika Gartika, S.Pd on December 9th

2008. He graduated from SDN Kubangpari Banjarsari

in 1996, SLTPN 1 Banjarsari in 1999 and SMK

Muhammadiyah 2 Banjarsari in 2002. Then he continues his study to the English

Education Program Galuh University in 2006 up to now.

When he was studying in SMK Muhammadiyah 2 Banjarsari, he was active in

Intra School Organization (OSIS), in Boy Scouts organization and in an English

Club. In 2002 he got the first winner for the best speaker category in the Speech

Contest Program of SMK level for regency level conducted by SMKN 1 Ciamis.

After being the student of English Education Program of Galuh University, in

2008 he got the big 10th winner of the International Youth Exchange Program

2008. In November 2009 he was elected as one of the ten of the honor invitation

guests from all over Indonesia invited by the Australian Consulate, Australian

Ambassador, Indonesia Australia Language Foundation (IALF) and the KangGuru

Indonesia (KGI) in the 20th Anniversary of Australia Indonesia Partnership (AIP)

in Bali. And recently he is active teaching in MTs. Al-Hidayah located in Desa

Ciulu, Banjarsari, and in an English Club in his village.