Pedagogical Strategies and Adaptations

Despite these strategies, a critical challenge emerged: the students’ limited fluency in English, which is taught as a foreign language in Indonesia. Unlike in the Philippines, where English is widely used in education, BSS students struggled with complex vocabulary and sentence structures. To bridge this gap, Hannah and I employed scaffolding techniques. We used basic English terms (e.g., “kind” instead of “compassionate”) and avoided idioms, displayed images of individuals wearing specific clothing (e.g., “The girl is wearing a violet dress”) alongside labeled diagrams, and acted out scenarios, such as greeting someone politely, to demonstrate language in context.

These strategies not only addressed language barriers but also paved the way for cultural exchange. Our first lesson, a cultural introduction to the Philippines, exemplified this approach. We showcased Filipino traditions through photos of festivals, traditional dances (tinikling), popular dishes (adobo, tinola), and iconic destinations like Mt. Mayon, Chocolate Hills and Boracay. To reinforce vocabulary, students participated in a matching game, pairing Tagalog terms like “salamat” (thank you) with their English and Indonesian equivalents. Building on this interactive foundation, Ma’am Yusi’s emphasis on collaboration led us to integrate group work into every lesson. During a unit on descriptive writing, students collaborated to create “Character Profile Posters,” where each group described an animal using adjectives, illustrations, and short bios. This activity not only reinforced vocabulary but also encouraged peer teaching—a strategy that empowered confident students to support shy or struggling peers.

However, this collaborative approach also highlighted the need for cultural sensitivity. For example, during a lesson on describing people, we included illustrations of individuals in casual Western attire, such as gym outfits or bras. To our surprise, students giggled and averted their eyes, signaling discomfort. In the Philippines, such visuals might be deemed appropriate for Grade 7, but in Indonesia’s more conservative context, they clashed with local norms. This experience underscored the importance of filtering content to align with cultural values—a lesson in adaptability we carried forward.

To deepen relatability, we incorporated local Indonesian contexts into lessons. When teaching descriptive terms for skin color, we compared Filipino words like “moreno” (brown) with Indonesian terms like “sawo matang” (medium brown). This approach tied language learning to cultural identity, enhancing engagement and fostering cross-cultural curiosity.

Although, the condensed timeline and language barriers demanded flexibility and creativity. Key takeaways included the universal effectiveness of visuals, gestures, and realia to transcend language gaps; the value of movement-based tasks like performance tasks to reduce anxiety; and the gradual confidence-building enabled by repetition, modeling, and bilingual glossaries. These strategies collectively underscored the power of adaptive, student-centered teaching. While the lack of observation time initially left us unprepared, Ma’am Yusi’s mentorship and our adjustments ensured pedagogical strategies evolved to meet students’ needs. By the demonstration teaching end, students actively participated in discussions, demonstrating improved comprehension and willingness to experiment with English—a testament to how tailored pedagogy can transcend linguistic and cultural barriers.