1.7 Teaching Plan

  Here is the link for the Lesson Plan of my mentor, Pak Aprilian Ade Putra:

https://docs.google.com/document/u/1/d/1RfULwyAFa-3cJHNVT94goe4g79OWT8L-/edit?usp=drivesdk&rtpof=true&sd=true&pli=1

2. Pedagogical Contents

1.1 Teaching Methods

         During my observation of an English class taught by Pak Haryo for 8th grade students, I noted the effective learning strategies he employed. The class commenced with a prayer, followed by an icebreaker activity that was relevant to the topic. Pak Haryo captured the students' attention by involving them in a tongue twister activity, encouraging them to showcase their skills in front of the class. This activity not only energized and excited the students but also established a positive atmosphere for the remainder of the class. Afterwards, Pak Haryo introduced the topic and presented clear learning objectives to the students. He facilitated a thoughtful discussion about the lesson, frequently prompting students to provide examples and share their newfound knowledge. Following the discussion, a brief quiz was administered to gauge the students' comprehension of the material. 

1.2 Learning Material and Innovation

         The teacher incorporates books and PowerPoint presentations in their classroom instruction. They frequently utilize the internet as a valuable resource for learning materials and adapt assessments and activities to credible online sources. What impresses me about SMP is their readiness for each day's classes. Starting at 6:45 AM, the faculty assembles to discuss and plan the day's activities in advance. 

1.3 Sources of Learning and Technology

         SMP capitalizes on the utilization of modern technologies to impart valuable lessons to students in today's competitive world. Every classroom at SMP is furnished with essential learning resources, including projectors, speakers, whiteboards, and books, which are crucial for both students and teachers. 

1.4 Authentic Assessment

         During my observation and interviews with several teachers in SMP, I found out that they employ diverse evaluation methods to assess students. These methods include role plays, projects, and student performances. By utilizing these assessment techniques, students have the opportunity to showcase their abilities and enhance their skills while being evaluated. This approach provides a viable alternative to conventional tests that rely on pen and paper. 

4. Observation on Teacher (s)

1.1   Planning for Teaching

         From what I have observed, the teachers are well-prepared for the class because they are having a short meeting at exactly 6:45 AM. During the meeting, they talk about their respective agenda for the whole day. Their preparedness is commendable because it leads to smooth and convenient learning for students.

1.2 Preparing Lessons and Materials

        The teacher relies on the internet as a primary resource for learning materials. Based on my observation of Pak Haryo's class, I discovered that he diligently prepares his lessons and materials in advance. He carefully plans the timeline, sets clear learning objectives, designs engaging and meaningful learning activities, arranges the sequence of lessons, and prepares assessments for the students. 

1.3 Teaching in Class    

         At the beginning of the class, a prayer is offered to seek guidance. The teacher proceeds by reading out the learning objectives. To make the class enjoyable, an engaging icebreaker activity, relevant to the lesson, is introduced by the teacher. The discussion that follows is vibrant and lively, with students actively participating alongside the teacher, facilitated by the absence of any language barrier. Following the discussion, the teacher encourages students to ask questions if any aspects of the topic remain unclear. Students then share their newfound knowledge and insights. An authentic assessment is conducted to evaluate the students' learning outcomes. 

1.4 Measurement and Evaluation

         Since Curriculum Merdeka is being implemented, the teacher was given the freedom to use any materials such as authentic assessments adapted online, students’ performance through assigning a dialogue and letting the students perform, and projects or outputs.

1.5 Others

         I am assigned to teach English subject on the 7th grade. My class takes three hours per section because English subject is given more time than other subjects.

5. Teaching Practice

1.1 Procedures of Teaching

         On my first day of teaching, I commenced the class by introducing myself and fostering a sense of connection among the students through a question-and-answer session. I could perceive their curiosity, so I shared insights about Philippine culture, cuisine, and scenic destinations. Formally initiating the class, I presented the learning objectives. To provide motivation and a glimpse of the topic, I assigned a short activity. This activity also allowed me to gauge their initial understanding. As I delved into the topic, I incorporated icebreaker activities whenever I noticed a lack of attention to re-engage the students. Finally, once I was confident in their comprehension, I administered a quiz to evaluate their learning. If time permitted, I assigned relevant homework for the following day. 

1.2 Time Management and Organizing Activities

         The school places a high priority on the English subject, allocating three hours for its instruction. Fortunately, this ample time allows me to delve deeper into the discussions, provide engaging activities, and conduct thorough evaluations and assessments. I am content with the allotted time as it grants me the opportunity to address challenges and enhance the overall quality of learning. 

1.3 Problem-solving 

         The main problem that I encounter during class is the language barrier. There were times when the students cannot understand my instructions and lessons. Luckily, I have 2-3 translators inside the class and they made the learning much easier for the students. Moreover, I was given three hours in teaching one subject so I have enough time to translate my lessons from English into Bahasa.

1.4 Classroom Management       

         Before having a class, I agreed with students that there are specific rules inside the class. I told them to respect one another at all times, listen when the teacher is talking, raise their right hand if they want to speak, use seat signals if they want to go outside, and refrain from talking if it is not related to the topic. Luckily, they are very obedient and respectful so I did not experience any difficulty in managing the class.

6. Summary and Suggestions

1.1 Purposes of Practicum

         The "Pre-Service Student Teacher Exchange in Southeast Asia" project, often known as the "SEA Teacher Project," intends to give pre-service student teachers from Southeast Asian institutions the chance to gain teaching experience (practicum) in classrooms in other Southeast Asian nations. "Revitalizing Teacher Education" is one of the key areas in developing and bolstering the capacity of teachers in the region, and it is based on the seven SEAMEO priority areas for the eleven SEAMEO Member nations to cooperate to improve the quality of education in Southeast Asia. Specifically, its purpose is to help pre-service student teachers refine their pedagogy and teaching techniques, to inspire incoming student instructors to improve their English, to enable pre-service student teachers to acquire a wider regional and global perspective, and to introduce aspiring educators to a variety of teaching and learning opportunities and the importance of flexibility.

1.2 Procedures of Practicum

                     During the SEA-Teacher program, student-teachers are expected to accomplish observations, assist in teaching, create lesson plans, teach, and reflect. The student teachers have to follow four stages during one month of an exchange program. In this case, the receiving university is given the flexibility to be able to arrange a schedule that meets these four stages that can be fulfilled within 4 weeks of the program. 1st Stage is orientation and class observation. 2nd Stage is the teaching assistant working with a classroom teacher and lesson plan consolidation. 3rd Stage is teaching in the classroom Adequate teaching hours Monitoring and evaluation by the mentor, and 4th Stage is a reflection of the student’s performance in general & discussion of the lesson learned, finalizing the blog, and report (if any is required by Sending University).

1.3 Outcomes of Practicum

         The Sea-Teacher Program is truly a gift for teachers aspiring to gain international experience. It not only prepares us for the modern challenges in education but also equips us with essential skills and knowledge to become exemplary educators. Through this program, we are immersed in a new environment, where we learn valuable teaching pedagogies and have the opportunity to share our own teaching expertise.

                  Adapting to a different educational system in a foreign country poses a challenge, but as Sea Teachers, we are trained to be flexible and adaptable to change. The obstacles we encounter during our student-teacher exchange journey enhance our teaching skills and contribute to our personal growth and development. Moreover, teaching abroad offers an excellent platform to build a professional network and gain invaluable experience that can open doors to future career opportunities.

1.4 Challenges of Practicum

                 During our SEA Teacher program in Indonesia, we faced several challenges, with one of the primary ones being the language barrier. In Indonesia, many students communicate in regional languages instead of the national language, Bahasa Indonesia, and only a limited number of them have a grasp of the English language. This language barrier posed difficulties in expressing our thoughts effectively, resulting in suboptimal learning experiences for the students.

               Teaching English to 7th graders proved particularly challenging since they had limited knowledge of vocabulary and the parts of speech. However, I managed to navigate these challenges by enlisting the assistance of translators. With their help, I was able to overcome the language barrier and ensure that the students were able to understand and engage with the lessons.

               Overall, despite the language obstacles, I was able to adapt and find solutions to create a meaningful learning environment for the students during my time as a SEA Teacher in Indonesia.

1.5 Overall Impression

             First and foremost, I would like to express my heartfelt gratitude to SEAMEO for providing such an incredible opportunity through the SEA Teacher Exchange Program. Being given this chance is truly overwhelming, and I am immensely grateful. My experience in Indonesia, filled with meeting amazing individuals and immersing in their vibrant culture, has surpassed all my expectations. This program exemplifies the fact that teaching knows no borders and has no limits.

             I would also like to extend my sincere appreciation to our partner university, Universitas Muhammadiyah Purwokerto, for their exceptional dedication and effort in accommodating us. Their excellent service and provision of everything we needed are deeply appreciated.

             Assigned to SMP Muhammadiyah 1 Purwokerto, from the moment I stepped foot into their school, I felt an immediate warmth and love from everyone. The school quickly became a second home to me, with teachers treating us like family. The faculty and staff are truly remarkable individuals, and they hold a special place in my heart. The students themselves are incredibly respectful and considerate, making us feel truly valued and cherished.

             Indonesia holds a special place in my heart for numerous reasons. The country's cultural richness, delicious cuisine, and awe-inspiring locations are among its many attractions. However, it is the people of Indonesia who have captured my love for the country. Their kindness and generosity are qualities that deserve to be shared with the entire world.

Improvement

          The SEAMEO program has truly been a blessing for student-teachers like myself. It has not only enhanced my skills and knowledge, but also boosted my self-confidence and allowed me to experience the beauty of teaching across borders. The program as a whole exceeded my expectations, and I have gained valuable lessons that are essential for becoming a high-quality and outstanding educator.

           While I am satisfied with the program, I would like to suggest extending the duration of the practicum. In just 26 days, I have learned so much, and I can only imagine how much more I could have gained if the program were extended to approximately one month. My stay in Indonesia was enjoyable, and 26 days felt insufficient to spend time with the people who became my family and played a significant role in my SEA Teacher journey. I am immensely grateful for this opportunity, and I express my heartfelt thanks.

Day 1

SEA Teacher Exchange Program Begins

We are filled with immense gratitude as we are received with open arms by the faculty and students of Universitas Muhammadiyah Purwokerto and SMP Muhammadiyah 1 Purwokerto. Upon our arrival at the school, the SMP students showcased their traditional dance, leaving us awestruck. The love and kindness bestowed upon us as student teachers overwhelmed our hearts. We were treated with traditional foods, and the campus tour was a visual delight, satisfying our senses. 

Day 2

We had the chance to visit the beautiful city of Purwokerto. We went to the Tratae Tower also known as Lotus Tower. Through that tower, we can see the beauty of the whole Purwokerto. We tried some delicious Indonesian meals like Nasi Padang. We stroll around the City and we enjoyed its breathtaking beauty.

Day 3

We have embarked on our teaching journey at SMP Muhammadiyah 1 Purwokerto, where we are instructing students in Grade 8c as well as Grade 7b, 7d, and 7E. The classroom experience has been enjoyable, with the students displaying great cooperation. Although there is a language barrier, we can clearly perceive the students' eagerness and dedication to learn. 

Day 4

We had a tour at Baturraden, Banyumas. The environment is such a great place to unwind and feel the warmth of nature. It has a pool, waterfalls, a miniature railroad, paddle boats, a water slide, and panoramic views. Its name comes from a folktale about a manservant named Batur and a noblewoman named Raden who were star-crossed lovers. At a height of roughly 640 meters (2,100 feet) above sea level, Baturraden may be found in the Banyumas Regency of Central Java on the slopes of Mount Slamet. Since the region is about 6 kilometers (3.7 mi) from the mountain's summit, fewer people visit while the volcano is active. Administratively, it is a part of Baturraden District's Rempoah Village.

Day 5

We watched a free concert at Universitas Muhammadiyah Purwokerto. We were amazed with the impeccable talents of UMP students when it comes to dancing, singing, and arts. During the concert, we had the chance to participate on their exhibit and see their expressive and aesthetic artworks.

Day 6

We had a class in 7th grade and 8th grade. This time, in one section I and Ma'am Romena Pagay was assigned to teach English. We made one lesson plan and we divided the topics to properly manage our time.

DAY 7

Visited the Educational Expo in celebration of National awakening day.  The event was participated by different schools in Purwokerto. We felt like celebrities because of how the faculty and students of every school treated us. We are very grateful to experience the unique and diverse culture of Indonesia. They also gave us souvenirs and traditional foods.

Day 8

We attended the inauguration of the new Presidents of the student council. We are given the chance to have a conversation with all students, answer their questions, and share some facts about the Philippines.

Day 9

As an initiative of SMP Muhammadiyah Purwokerto to let us explore the different education system in Purwokerto, we visited the elementary school which is MI Muhammadiyah Sidabowa. We were welcomed by the faculty and the cutest and most adorable pupils. We sang some nursery songs to entertain the pupils and performed an experiment called, ‘Make the Water Rise’ and ‘Blow Up the Balloon.’ We had so much fun because of the very warm welcome and the loving kids. The school also gave us some traditional foods and fruits.

Day 10

We visited another elementary school which is SD Muhammadiyah Purwokerto. We are overwhelmed by the number of students who welcomed us while waving the Philippine and Indonesian flags. We performed some dance and science experiments. They also gave us some souvenirs like Batik.

Day 11

Two of our teachers invited us to visit their house. We went to Bu Himma’s house and we had a barbeque party and tried some delicious foods. Bu Harafi also invited us to eat some traditional foods like Bakso. She gave us extra food for dinner.

Day 12

We spent our Sunday reminiscing our experiences here in Purwokerto. It’s a rest day but we have to start making our blog.

Day 13

We are invited to attend the welcome ceremony of UMP to Nueva Ecija University of Science and Technology (NEUST).

Day 14

Last day of visit to the elementary school, SD Muhammadiyah Cindaga. We are once again welcomed with the kindhearted faculty and students.

Day 15

We are assigned as proctor during the exam day at SMP Muhammadiyah 1 Purwokerto.

Day 16

We spent the day for practicing our dance performance at graduation ceremony of SMP Muhammadiyah 1 Purwokerto.

Day 18

We are requested to attend the graduation day, we performed a dance and gave speech in Bahasa.

Day 19

We went to Rita Mall to buy foods that we will bring to the Philippines.

Day 20

Farewell to the students and faculty, and our withdrawal from SMP Muhammadiyah 1 Purwokerto.

Day 21

We went to Jakarta to visit the Philippine Embassy. We travelled from Purwokerto to Jakarta for about 8-9 hours via bus. The courtesy call at the Philippine Embassy was spearheaded by the International Affairs Office of Universitas Muhammadiyah Purwokerto. During our visit, we shared our program to the Ambassadress as well as our experience in Indonesia. Afterwards, we had a tour to the largest Mosque in Asia and to the Catholic Church in Jakarta.

Day 22

Closing ceremony at Universitas Muhammadiyah Purwokerto.

Day 23 

It is our last in day in Purwokerto, Indonesia. We had a dinner with Bu Shofi as we are leaving Purwokerto the next day. We saved the best for last as we enjoyed the delicious cuisines that we will surely miss.