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The Spark That Ignites My Passion ; The Batch 10 Sea Teacher in Indonesia

INTRODUCTION

Welcome to my Teaching Travels! Join me as I explore the world, share teaching experiences and discover new cultures. Follow along for stories, tips and insights from my adventures. I am Gleah Eloisa S. Talde, a 4th year student at Iloilo Science and Technology University taking up a Bachelor of Technical Vocational Education Major in Food Services. And have participated in SeaTeachers program batch 10 at South Kalmantan, Indonesia. Which is held from October 7, 2024, to November 1, 2024. This journey has left an indelible mark on my life.

THE INDONESIAN CONNECTION: A LIFE- CHANGING TEACHING EXPERIENCE

Participating in the SEA Teacher Program was an amazing experience that significantly contributed to my growth as an educator. The Indonesian people have truly captured my heart, and my time in Indonesia has left an indelible mark on both my personal and professional life.

Teaching Experience

Teaching English to Indonesian students was incredibly rewarding, as I witnessed the significant knowledge they gained from my instruction. I adapted my teaching methods to incorporate local examples and context, making my lessons more engaging and relevant. For instance, I used stories and cultural references that resonated with the students, allowing them to connect with the material on a deeper level. This approach not only helped them understand the language better but also instilled a sense of pride in their own culture and heritage. Throughout my teaching practice in Indonesia, I encountered many realizations. One of the most important lessons I learned was, "the world is not cruel to us, but our mind is." This phrase reminds us not to let negative thoughts hinder our personal development. It became a mantra for me, reinforcing the idea that challenges could be overcome with a positive mindset. The students and teachers at the school were kind and understanding, creating a supportive environment that encouraged growth. Admittedly, I faced challenges during my teaching practice, particularly because I am not an English major and sometimes struggled with my command of the language. I often found myself second-guessing my explanations or worried about making errors in front of my students. However, the support I received from my students and teachers played a crucial role in overcoming these obstacles. Their encouragement and willingness to help me navigate difficult topics made the experience manageable and fulfilling. I learned that vulnerability can lead to authentic connections, and my students appreciated my honesty.

Building Confidence and Connections

The student buddies, teachers from ULM, and my students at SMAN Banua brought out the best in me, even when I couldn't see it myself. They taught me to be confident and brave when facing life's challenges. Their belief in my capabilities was empowering. They continuously reminded me to do my best and that it’s okay to make mistakes, as they are part of the learning process. One memorable moment was when I struggled to explain a grammar concept. Instead of feeling embarrassed, my students rallied around me, offering suggestions and even sharing their own understanding of the topic. This collaborative spirit reinforced my belief in the power of teamwork and communication in the learning process. My students even gifted me a bracelet to commemorate the wonderful experiences and connections I made with them. This bracelet became a symbol of my journey and the relationships I nurtured during my time in Indonesia. Every time I see that bracelet, I feel proud of what I accomplished and recognize that I am a capable teacher. It serves as a reminder that teaching goes beyond imparting knowledge; it involves fostering connections, understanding, and mutual respect.

Culinary Adventures

The cuisine in Indonesia was incredible, and it played a significant role in my cultural immersion. I thoroughly enjoyed sampling various dishes, ranging from chicken barbecue known as sate to noodle soups referred to as bakso. Each meal was a delightful journey for my palate. I particularly loved the fresh spring rolls and the distinctive ayam bakso noodles, both bursting with flavor and texture. Trying pesang keju, a delicious fried banana with cheese that is quite popular, was a highlight of my culinary adventures. Indonesian food reflects the excellence of their agriculture and the ingenuity found in their culinary practices. Sharing meals with my students and their families not only introduced me to their rich culinary traditions but also deepened our bonds.

Exploring South Kalimantan

We also had the opportunity to witness the beauty of South Kalimantan. My student buddies, teachers, and some school staff took us on tours of famous tourist spots, enriching my experience beyond the classroom. They accompanied us to the floating market in Siring, a place that filled our minds with positivity and relaxation, especially because we experienced it with such wonderful people. I was mesmerized by the vibrant colors, the bustling atmosphere, and the variety of goods available. The experience taught me to appreciate the small joys in life, such as a friendly smile or a shared laugh. We also visited Lake Riam Kanan, Martapura, Danau Seran, Mandi Angin (Bat Wind), and Bukit Mawar, where I bought souvenirs for my family. Each location offered unique landscapes and cultural insights, allowing me to appreciate the natural beauty of Indonesia. The breathtaking views of the lush greenery and tranquil waters provided a perfect backdrop for reflecting on my journey. I was thankful for the opportunity to explore these places, creating memories that I will cherish forever.

Reflection and Encouragement

My SEA Teacher Program experience in Indonesia was transformative, contributing to my personal and professional growth. I encourage fellow educators to embark on similar adventures, embracing the rewards of cultural immersion and international collaboration. The friendships I formed, the lessons I learned, and the experiences I shared have shaped my perspective on education and life. As I reflect on this journey, I am filled with mixed emotions—sadness to leave yet immense gratitude for the experiences we’ve shared. In conclusion, my time in Indonesia was more than just a teaching experience; it was a journey of self-discovery, cultural exchange, and personal growth. I returned home with a renewed sense of purpose and a deeper understanding of the transformative power of education. I hope to carry forward the lessons learned and the connections made, inspiring others to embrace the beauty of different cultures and the importance of education in building bridges across communities.

SCHOOL PROFILE

SMAN Banua Kalsel Bilingual Boarding School is a public secondary school located in Jalan A. Yani Gambut, Kabupaten Banjar, Kalimantan Selatan. Established in 2011, the school offers a comprehensive education with facilities including on-campus boarding, a science laboratory, sports center, and school health unit.

SMAN Banua Kalsel Bilingual Boarding School is a premier educational institution in South Kalimantan, Indonesia, offering a unique blend of academic excellence, Islamic values, and bilingual education. The school fosters a supportive community, equipping students with 21st-century skills, critical thinking, and character development. With a rigorous curriculum, innovative teaching methods, and experienced faculty, The school prepare students for higher education, future careers, and responsible global citizenship."

Notably, SMAN Banua Kalsel has participated in the National Science Olympiad (OSN) and is renowned for producing outstanding alumni. With a strong commitment to excellence, the school empowers students with knowledge, skills, and character.

ACADEMIC SUPPORT SYSTEM

SMAN Banua's Academic Support System caters to students' diverse needs, providing state-of-the-art facilities senior high levels. The campus features well-equipped science and language laboratories, smart classrooms with interactive whiteboards, a spacious library with extensive book collections and digital resources, computer labs, and internet facilities. Students also have access to online learning platforms, comfortable boarding facilities, a counseling room, prayer room, and recreation areas. This comprehensive infrastructure supports students' academic journey in advanced studies in senior high (Grade 10-12), fostering academic excellence and holistic development.

SMAN Banua offers a comprehensive Academic Support System, ensuring students' success and well-being. Our support services include mentoring, academic advising, tutoring, study groups, remedial classes, enrichment programs, and counseling.

Regular assessments, standardized tests, and feedback mechanisms monitor student progress. Our teachers engage in professional development, collaborative planning, and peer mentoring to provide top-notch guidance. By fostering a supportive community, SMAN Banua empowers students to reach their full potential.

TEACHING SYSTEM

SMAN Banua combines the Indonesian National Curriculum with Cambridge English Language Assessment to enhance students' communicative language skills. Both Indonesian and English are used as mediums of instruction, aiming to improve students' proficiency in English while ensuring they thoroughly understand the subject matter. The teachers use various methods like task-based learning, project-based learning, and technology-enhanced learning to engage students.

For assessments, students participate in quizzes, tests, projects, and presentations. The school utilizes a mix of textbooks, online platforms, and multimedia resources to support learning. The teaching system at SMAN Banua focuses on holistic development, emphasizing not only academic excellence but also the overall growth of students through extracurricular activities and programs. They foster a supportive and engaging learning environment that encourages collaboration among students and provides resources for both academic and personal growth.

PEDAGOGICAL CONTENT OF ENGLISH EDUCATION

The pedagogical content of the English subject at SMAN Banua Kalsel is designed to promote comprehensive language skills and cultural understanding while aligning with the school's bilingual instruction approach. The curriculum incorporates various elements to ensure that students develop proficiency in English across reading, writing, listening, and speaking.

One of the core components of the English curriculum is communicative language teaching, which emphasizes interaction as a primary means of language learning. This method encourages students to engage in conversations, role-plays, and group discussions, allowing them to practice real-life communication skills. Additionally, the curriculum includes a focus on literature, where students read and analyze texts from diverse genres and cultures, enhancing their critical thinking and appreciation for different perspectives.

Grammar and vocabulary are also integral parts of the pedagogical content. Lessons are designed to teach students the rules of grammar and expand their vocabulary through context-based activities, ensuring that they can apply these skills in both spoken and written English. Furthermore, the curriculum includes components of listening comprehension, utilizing audio materials such as podcasts and videos to improve students' ability to understand spoken English in various contexts.

Assessment strategies in the English subject are varied, incorporating formative assessments like quizzes and class participation, as well as summative assessments such as essays and presentations. This approach ensures that students receive comprehensive feedback on their language development and areas for improvement.

Overall, the pedagogical content of the English subject at SMAN Banua is structured to foster language proficiency, critical thinking, and cultural awareness, preparing students for effective communication in an increasingly globalized world.

TEACHING PLAN

A teaching plan for SMAN Banua involves outlining the objectives, content, methods, and assessments tailored to the school's unique environment and student needs. The lesson plan at SMAN Banua is a detailed document that enhances clarity and effectiveness. The importance of a detailed teaching plan is not merely a formality; it is a vital component of effective teaching. It enhances clarity, engagement, and adaptability while promoting professional growth and confidence. By investing time in creating comprehensive lesson plans, educators can significantly improve the learning experience for their students.

This is the flow of my teaching plan:

I. OBJECTIVES:

At the end of the lesson, the learners will be able to:

a. Use a lexical set related to ability correctly

b. Understand a radio programme about talented people

c. Use modals and phrases of ability to talk about things they can and could do

d. Talk about personal success and what helped them be successful.

e. score at least 75% on their assessments.

II. SUBJECT MATTER:

A. Topic:

People and their ability

B. Lesson components

A. Ability

B. Modals and phrases of ability

C. References: Teacher’s Guide Pages.:

Learner’s Materials Pages: Cambridge Eng. B+ 4A pg. 44-46

Empowered Intermediate teachers Book Pg. 60-62

Other learning Resources: https://www./search/essay-rubrics-xF0TSXs7RIW4hGS3xKJp

https://www.youtube.com/watch?v=N9uHR5pL0XE

https://www.youtube.com/results?search_query=improve+ understanding + ability

https://wordwall.net/resource/80479199

D. Tools: Laptop, Projector, Textbook, worksheet,

E. Value Focus: Vocabulary, Listening and Speaking

III. Preliminary Activity

A. Greetings

B. Checking of attendance

C. Review:

What did you learn in the previous meeting?

D. Motivation

Motivation: The activity involves fixing scrambled words based on definition clues. I will group the students into two teams, and each group will select a leader. I will allow the students to use my phone to answer the game. The first group to finish answering the game will be the winner.

E. ACTIVITY

VOCABULARY

Ø Present a PowerPoint presentation about the topic.

Ø Before we proceed to proper discuss student must have a motivation first. The activity involves fixing scrambled words based on definition clues. I will group the students into two teams, and each group will select a leader. I will allow the students to use my phone to answer the game. The first group to finish answering the game will be the winner.

Ø Ask students to open their book on page 44.

Ø Tell students to write down three things they are good at. How long have they been able to do these things?

Ø Give students five minutes to write down they think they are good at. Encourage them to think of reasons.

Ø Ask students to look at the little of the article and the two photos. Ask: Have you heard of Andrew Halliburton? What about Oprah Winfrey?

Ø What happens to talented children when they grow up? Did the children become successful adult?

EXTRA ACTIVITY

Write these questions on the board. Ask students to read the article again and answer the questions.

1 What subject is Andrew Halliburton good at? (maths)

2 Why did he leave university early? (He thought the course was too easy.)

3 What did he do after university? (He cleared tables in a fast-food restaurant.)

4 What was his childhood like? (His parents pushed him; he didn't spend enough time making friends; other children didn't like him because he was so clever - or at least that's what he thinks now.)

5 What is Oprah Winfrey's mowell-known job? (She is a TV presenter.)

6 What was her childhood like? (Difficult; her family had no money; she did well at school.

7 Did she feel positive or negative about her future when she was young? [positive!)

Students underline the correct words in the article. Monitor to check that students are pronouncing the words correctly.

Ø Put students into pairs to discuss the words and phrases. Check answers as a class.

Look at the words and phrases in the box. Which are about?

1 how clever you are

2 your feelings/emotions

3 what you have done

4 stopping something

talented confident brilliant ability intelligent a positive attitude successful

achievement give up bright

LISTENING

Ø Ask student to think about the photos below of four talented people and ask the questions

1. What is each person good at?

2. Do you think they always had this talent?

3. What age do you think they were when they become successful?

Ø Play the recording for students to check which of their ideas were correct.

Ø Give students time to read through the sentences, then play the recording again. Students compare answers in pairs. Check answers as a class. Ask students to correct the sentences which are false.

1 Tsung Tsung first became famous when he appeared on a TV show.

2 As a boy, Messi could play football better than the older boys.

3 A recent study showed that most talented children do much better than other adults when they grow up.

4 Vivienne Westwood used to be a teacher.

5 Bocelli's solo classical album became an international success when he was in his 40s.

6 Ed believes that talented people don't usually make mistake.

SPEAKING

Ask the class a few questions about the graduation photo:

What's just happened? How's he feeling? Give students time to read through the topics and prepare what they are going to say. You may wish to give a short, personal example of your own as a model.

Put students into small groups and make sure each student gets a chance to talk for a minute or so. Encourage students to listen carefully to each other and to think of questions to ask at the end. Monitor for correct usage of vocabulary to talk about ability and modals and phrases of ability. Take feedback as a class.

Reference:

Teacher’s Guide Pages.: Empowered Intermediate teachers Book Pg. 60-62

Learner’s Materials Pages: Cambridge Eng. B+ 4A pg. 44-46

Other learning Resources: https://www.perplexity.ai/search/essay-rubrics-xF0TSXs7RIW4hGS3xKJpXg

F. ANALYSIS

What have you learned about the topic?

G. ASSESSMENT

VOCABULARY

Complete the sentences with the correct prepositions.

1 She is good ________ making friends.

2 He's brilliant____________ playing the piano.

3 I'm not very talented ____________ art.

4 It's important to have a positive attitude______________ your work.

5. She has the ability___________ without even trying. pass exams

Complete the sentences so they are true for you.

1 It's important to have a positive attitude and not give up because

2 I'm talented at ...

3 I'm not very good at ...

4 If you want to be successful in life, you need to

5 One of my biggest achievements is ...

LISTENING

Do you agree with the statement? State your reason.

1. Talented children don’t succeed as adults because they don’t develop social skills/

2. It’s better to be successful when you are young- you can enjoy it more.

3. If you want success in creative job, hard work is more important than talent.

SPEAKING

Which of the things from 4a helped you to be successful? Which do you think are the most

Important? Support your answer.

H. Assignment

Essay

15 point each essay

It must be 150 words.

Question: Of the four people you’ve just head about, whose story do you find most interesting? why?

Prepared by:

Gleah Eloisa S. Talde

TEACHING PRACTICE

In Indonesia, the teaching approach emphasizes that the more students speak, the more engaged they become. It is beneficial to allow students to read the PowerPoint presentations prepared by the teacher. Additionally, it is important to capture students' attention before discussing or delivering the topic. The students at SMAN Banua are kind, bright, and eager to learn, making it relatively easy to teach them. They quickly grasp the ideas presented, and the all-girls environment contributes to a polite and participative classroom atmosphere. The students listen attentively and show a strong desire to explore the topics they are passionate about.

The teaching practice at SMAN Banua is a comprehensive program designed to equip student teachers with essential skills and real-world experience in a bilingual boarding school environment. The program begins with observation, allowing student teachers to learn from experienced educators and understand various teaching styles and classroom dynamics. Following this, they engage in co-teaching, collaborating with mentor teachers to deliver lessons, which helps build their confidence and provides immediate feedback. Eventually, student teachers take full responsibility for their classes, implementing their lesson plans and managing the classroom independently. Throughout this process, they receive constructive feedback from mentors and peers, which is crucial for their professional growth. This hands-on experience not only bridges the gap between theoretical knowledge and practical application but also fosters a positive learning environment for students. By investing in the development of future educators, SMAN Banua enhances the overall educational experience, preparing student teachers for successful careers in education.

Overall, the supportive and enthusiastic nature of the students at SMAN Banua creates an ideal setting for effective teaching and learning.

SUMMARY AND SUGGESTIONS

The blog highlights the teaching practice experience at SMAN Banua, a bilingual boarding school that offers a comprehensive program for student teachers. The program begins with observation, allowing student teachers to learn from experienced educators and understand different teaching styles and classroom dynamics. This is followed by co-teaching, where they collaborate with mentor teachers, which helps build confidence and provides immediate feedback. Eventually, student teachers take full responsibility for their classes, implementing lesson plans and managing the classroom independently. Throughout this process, they receive constructive feedback, crucial for their professional growth.

The blog emphasizes that the teaching approach in Indonesia encourages student engagement through active participation. It notes that students at SMAN Banua are bright, polite, and eager to learn, making the teaching process more manageable and enjoyable. The supportive environment fosters a positive learning experience, allowing students to quickly grasp concepts and explore topics of interest.

Suggestions for Improvement

Incorporate More Interactive Activities: To further enhance student engagement, consider integrating more interactive activities, such as group discussions, role-playing, or hands-on projects, that encourage students to collaborate and share their ideas.
Utilize Technology: Leverage technology to create dynamic presentations and interactive lessons. Tools like educational apps, online quizzes, and multimedia resources can make learning more engaging and accessible.

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