SEA- Teacher Batch 9th Exchange Program

Mabuhay! I am Eusebio Nelson O. Dameg Jr., currently pursuing a Bachelor of Secondary Education major in English at the University of Northern Philippines. I was honored to participate in the SEA Teacher Project at Universitas Borneo Tarakan from November 16 to December 12.

This experience was an incredible journey filled with many "firsts." Beyond exploring breathtaking landscapes, savoring diverse cuisines, and immersing myself in the rich tapestry of religion, practices, and beliefs, I gained profound insights into a new culture, its way of life, and its amazing people. It was truly a transformative adventure that deepened my understanding and appreciation of global education and cultural exchange.

ABOUT THE SCHOOL

The University of Borneo Tarakan (UBT) is a State University located in Tarakan City which is located in the Northern region of East Kalimantan Province, and is one of the homepages of the Unitary State of the Republic of Indonesia. The University of Borneo Tarakan is also located on the border area of Indonesia with Malaysia-Sabah, which geo-politically and geo-economically has an important role. The geographical factor in this border position will greatly determine the strong impression for neighboring countries on the picture of educational conditions in Indonesia.

The University of Borneo Tarakan (UBT) was born and developed in line with the development of science and technology as well as the demands of the community who always want to improve their abilities in order to be able to adapt to these developments. Among several universities in the Northern region of East Kalimantan, the University of Borneo Tarakan has a considerable opportunity to provide quality assurance and quality of education. The city of Tarakan and its surroundings where the Borneo University of Tarakan is located is experiencing quite rapid growth characterized by the growth of physical development, the number of population, facilities and infrastructure that are increasingly complete. This will add attraction and make the atmosphere conducive for students to study science.

VISION:

“To become a center for organizing research-based higher education to support the development and advancement of the potential of border areas and sustainable tropical marine resources.”

MISSION:

To provide nationally standardized higher education with an orientation toward entrepreneurship.
To develop research focusing on the potential of border areas and tropical marine resources that contributes to national development.
To promote community service activities through the application of science and technology for the welfare of society.
To encourage the realization of moral strength in building a civil society and sustainable development.

ORGANIZATIONAL STRUCTURE

The organizational structure of UBT owns the flexibility to hold its programs in accordance with the university's vision, mission, and purpose in which those form GBPP (the baseline of education implementation of UBT). The organizational structure further turns into the foundation which guarantees the quality of policy-making, current financial management, and achievements on the global stage. UBT executive and its support teams are proof that UBT is progressing into a modern educational institution. The campus, therefore, should be able to accommodate and integrate all aspects and suggestions from its units in a democratic realm along with modern management in pursuit of producing top-tier graduates. Thus, a modern atmosphere and a democratic yet modern management are the core and the spirit of Universitas Borneo Tarakan in the current era.

SUSTAINABILITY

As part of UBT, all students and staff can participate in environmental conservation by parking their private vehicles in the designated parking areas and using UBT public transportation for commuting. Buses and shared vehicles are available.

Energy Efficient Equipment

The everyday tools we use can have an impact on carbon emissions, indirectly affecting the environment. UBT is aware of this and is committed to environmental conservation by using energy-efficient equipment. One example is the use of energy-efficient LED lights.

B. Pedagogical Content

2.1 Teaching methods

Pedagogy and teaching have evolved dramatically in the last few decades. Gone are the days when students had to sit passively and just listen (or, better said, space out) while their teacher gave long lectures. New teaching methods have been integrated into physical and virtual classrooms, significantly improving the learning experience and knowledge retention. During the first week of observation at SMP 4 Negeri Tarakan, my cooperating teacher provided collaborative activities in relation to their previous discussion to test the prior knowledge acquired of the students. While doing the tasks, the teacher as a facilitator has been observed. He facilitated and roamed around to ensure that students are doing their tasks. Through collaborative activities, learners also start to work on their self-awareness, as they need to evaluate their strengths and choose their part in the project depending on their skills. The fact that all group members are accountable for the outcome teaches them how their actions can affect the whole group as well.

2.2 Learning materials

To aid the learning process, each student has their own book. More so, the teacher provided learning material which contains another task to delve into. Regarding the classroom management, it was difficult for the teacher to handle the students' behavior especially that it is a homogenous class. Overall, the teacher was able to teach effectively, because his voice alone (being the best instructional material) is modulated and energetic. Students can feel that they are really immersing themselves in the process of teaching and learning.

2.3 Integration of technology

In the teaching-learning process, the teacher made use of PowerPoint presentation to aid the delivery of content. Students were able to actively participate with the utilization of projector rather than the traditional way of using white board.

2.4 Authentic assessment

Authentic assessments conducted by the English Teacher for grade 9 learners may include variations designed to reflect real life situations related to everyday life’s encounter and measure students’ understanding and skills.

C. TEACHING PLAN

3.1 Curriculum

The Merdeka Curriculum, developed as an emergency response to the Covid-19 pandemic, streamlines lesson content to focus on essential material. It is designed to be adaptable to the interests and abilities of students, requiring educators to understand the individual character and potential of each student. The curriculum aims to address learning disadvantages, particularly important as half of the participants in the 2021 National Assessment did not reach the minimum literacy competency. Indonesia’s literacy score on the 2018 Programme for International Student Assessment (PISA) test was ranked 74 out of 78 countries, highlighting the need for a more effective and tailored approach to education. (Source: Gandhawangi, S. (2023, June 27)).

3.2 Teaching Plan

On the first day of deployment at SMP Negeri 4 Tarakan, we had an opening program with the headmaster as well as the Vice Dean, Pak Ridwan. Pak Supardi, S.Pd, the Principal of SMP Negeri 4 Tarakan, mentioned about the school, rules and regulations, profile of the students, and its practice. We were guided with student’s manual. Afterwards, I was tasked to share my impression - highlighting about our purpose in the SEA-Teacher program. On the same day, I was formally introduced to my cooperating teacher as well as to the students. They were informed that I will be staying here for 4 weeks of my practicum. On the following day, Pak Hasto provided me the information on what specific lessons I will be teaching, particularly, the grammar content. I was assigned to the different grade levels to see the difference. My cooperating teacher then introduced me the format of lesson plan as well as shown me some examples. I was overwhelmed at first considering that it is totally different from ours. However, with his guidance, I was able to come up with my own lesson plans for four consecutive teachings.

D. Teaching Practice

4.1 Procedures of Teaching

During my first attempt, I handled the 7th grade which led me to extremely surprised. I concentrated mainly on the content-based learning. Which I certainly believe is the best way to teach a grammar point per se, but students were not able to actively engage in my discussion considering the communication barriers that existed evidently. They merely understand few basic English. However, with the help of my student buddy who served as my translator so that students could somehow understand and learn from me, I have seen how these learners thrived. Fast forward, as I met the 8th grade, I switched my teaching strategy immediately to something that could cater to their interests. I used the gamification approach to ensure that students learn English in less intimidating environment. Learners were able to participate well in the quest of new knowledge particularly the grammar points. I also introduced them some techniques to acquire English words through the use of five vocabularies in each day. I also shown them educational tools such as TikTok and Youtube as a teaching aid. Overall, I was challenged differently, because I had to make my teaching effective in my participation in the SEA-Teacher program.

4.2 Time management and organizing activities

In our modern world, technology is naturally a driving force behind learning and the development of curricula. To achieve better results from learners, I utilized cutting-edge digital tools and strategies as part of my teaching methods. Using gamified elements can positively impact student engagement and collaboration, allowing them to learn more efficiently as a result. Further, considering the allotted time for English class, I also integrated technology to monitor the time frame for every activity.

4.3 Classroom management

Classroom management is defined as the methods or processes in which a teacher ensures that the learning process occurs smoothly and time is used efficiently for the growth of the students. It comprises three Cs that will make the classroom a better space for learning; you manage the Content of the discussion, which is derived from the lessons, the Context that is from the application, and the Conduct coming from the discipline. With these being tackled, I believe that the management style of the teacher in the class affects how learners interact and learn. If teachers are authoritarian and intimidating, I think that students would not have the opportunity to learn on their own and express their ideas about the subject matter. If their environment feels like they are being held back with their thoughts and talents, purposive learning will not occur as little amount are given to them to grow. However, if the teacher acts as the supporter of the class and ensures that the classroom is a safe space for learning, I believe that students will be able to acquire adequate knowledge, develop skills, and maximize the learning space given to them.

4.4 Problem-solving

Considering the communication barriers, especially that English is not their foreign language, I considered this as the toughest challenge of all. However, with the determination and perseverance to push through myself with limits, I learned and practiced a little to speak Basaha language to suffice the needs of the students, to at least, guarantee that we understand each other even in the simplest way we could. This is the way how I captured students’ interests by greeting them with Bahasa phrases, “Senang bertume anda, siswa!”. I always set the mood of the learners by stating this statement.

E. Summary and Suggestion

5.1 Purpose of practicum

The SEA Teacher Project or the “Pre-Service Student Teacher Exchange in Southeast Asia” is a project that aims to provide opportunities for pre-service student teachers from universities in Southeast Asia to have teaching experiences(practicum) in schools across the borders.

5.2 Procedures of practicum

The duration is for one month and based on the mechanism of cost sharing basis. My roles and responsibilities are assigned weekly during the one-month period (observe, assist in teaching, teach and reflect). Moreover, the host university provided mentors to supervise and monitor me throughout the practicum period.

5.3 Outcomes of practicum

The outcomes of the practicum shared with two things: physical and non-physical results. In terms of physical, these are the teaching aid and lesson plans. On the other hand, non-physical pertains to the ability to execute lesson plans with mastery and skills. Most significantly, meeting new people that transcended my SEA-Teacher journey. Teachers, mentors, students, friends, as well as the community that welcomed us warmly.

5.4 The challenges of practicum

In a capsule form, in terms of communication, I had witnessed the difficulty in handling students especially since English language is not their foreign language, but through the incorporation of different strategies to cater to their needs, they were able to cope up with me and we had met halfway. It is indeed the beauty of thinking the best teaching approach to fill in the gaps between and among us. At least, to impart a basic knowledge that will embed in their minds.

5.5 Overall impression
Through this journey, set off on a month-long to explore new cultures and meet new forms of living. Seemingly, walking to a place that differs from your country of origin is the best part of all. Firstly, let me point out that the expedition was marked with many unexpected challenges, but it taught me a lot about myself and what I am capable of.

The SEA-Teacher program ahead promises to be very fruitful and unforgettable ones. Yet the strength of this project lies more in its cultural visit, exploration, and adaptation of the way of living in a new setting. Hence, being an exchange student is an exclusive chance that opens a person with so many new opportunities to see the world and experience new things. To a certain extent, this is by far the best encounter of my college journey. Indulging myself in the teaching and learning process along with the Indonesian learners in SMP Negeri 4 Tarakan, still keeps me overwhelmed and motivated.

I am humbled to hear these thoughts from the Principal of the SMP. The message truly impacted my participation in the SEA Teacher program. These are only a few of the words that surely carved in my heart for a lifetime. Indeed, a manifestation of hard work and perseverance to push through yourself to become more. Although, I must admit to myself that I am far from being complete, but I firmly believe that there is always room for improvement. To Universitas Borneo Tarakan (UBT), Dr. Suyadih, Pak Ridwan, the Vice Dean and at the same time my supervisor, and all the lecturers, our utmost gratitude for accepting us in your prestigious university. I noticed the magnanimity and hospitality of the university, something we have to be grateful for. Alongside our student buddies, Max, my very hands-on buddy, Kiel and the rest of the team, the same amount of gratitude goes to you for always making sure that all is fine and runs smoothly. "Every tear has a story to tell." You have seen me at my saddest part the moment we bid goodbye to each other. Pardon me with my unspeakable thoughts. To SMP Negeri 4 Tarakan, Dr. Supardji, Pak Hasto, for allowing us to stay here for a month with love. Also, to my roommate Nathaniel, I will always carry with me all the good shared memories together.

To University of Northern Philippines, headed by our President Dr. Erwin F. Cadorna, alongside the dean of CTE Dr. Ma Teresa Susan L. Manzano, Asst. Deans Dr. Leilanie Raquepo and Dr. Jenny Lou Taan, students' exchange coordinator Dr. Jose Pichay, Director for International Linkages, Dr. Sally Jarin, our overflowing gratitude to you for granting us this opportunity. Likewise, to all the people who helped me behind this journey, a big thank you! You have brought me the finest experience ever. I started as a young dreamer who always sought a reminder for himself that one day he would be bound for other countries. Amazingly, you turned it into reality. I couldn't get there without your love and support. This sweet milestone is all for you.

To the land of Indonesia, you will always hold a special place in my heart. So many firsts with you. Aside from exploring your exquisite landscapes, cuisines, religion, practices and beliefs, and its people and community, that transpires you to be known as very accommodating and hospitable. I am still in awe and fascination. As I end this note, it all boils down to the once-in-a-lifetime opportunity that introduced me to a different view of life. For the last time, as part of the last episode of my series in Indonesia, I say terima kasih for the wonderful experience you captured through my eyes.

5.6 Suggestions for future improvement
The SEA-Teacher Project is a long month set to be a great avenue to explore the diversity of learners across the borders. However, the time frame should be extended for two or three-month long so that participating pre-service teachers would widely acquire more about the education of other countries. It is hoped that this suggestion would cater to sake of the future development of this program.

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