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⋆ ˚｡⋆୨୧˚ SMA Negeri 1 Alalak ˚୨୧⋆˚｡⋆
The school where I am currently placed to teach is SMA Negeri 1 Alalak (SMAN 1 Alalak). This institution is one of the prominent state high schools located in the Alalak District, which is part of the Barito Kuala Regency in South Kalimantan, Indonesia. SMAN 1 Alalak holds a significant role in providing quality education to students in the region and has become a cornerstone for educational development in the district. The school was officially established on July 1, 2002, following the issuance of the Establishment Decree Number 400/2002, under the supervision of the Ministry of Education and Culture. Since its inception, SMAN 1 Alalak has been committed to fostering academic excellence and character development among its students.
The school is currently led by its dedicated Principal, H. Rasyidi, who plays a key role in shaping the vision and mission of the institution. His efforts ensure the smooth functioning of the school and its ability to deliver high-quality education.
I had the opportunity to observe Bapak Ridha, an English teacher at SMA Negeri 1 Alalak. As I awaited the beginning of my own teaching duties, I wanted to make productive use of my time by gaining insights into his teaching methods, even though I am not an English major. Upon entering the classroom, I noticed some similarities between his approach and the teaching styles I am familiar with in the Philippines. Bapak Ridha began the lesson by checking attendance, which helped establish a structured environment. He then engaged the students with an interactive activity designed to capture their interest, smoothly transitioning into the lesson proper. His effective use of a projector showcased his mastery of the subject, enhancing the learning experience with visual aids that made the content more accessible.
I learned that in Indonesia, where English is considered a foreign language, teachers often adopt a bilingual approach while teaching English. Bapak Ridha would initially explain concepts in English and then provide translations in Indonesian to ensure all students could grasp the material. While this method can be time-consuming, it clearly prioritizes the learners' understanding, which is commendable. After discussing the lesson, Bapak Ridha implemented an authentic assessment by conducting an oral recitation among the students. This assessment technique not only encouraged active participation but also allowed him to gauge the students' comprehension of the day's topics effectively. Overall, observing Bapak Ridha was a valuable experience that provided me with practical insights into effective teaching strategies in a foreign context.
I had the opportunity to observe Sir GT, my cooperating teacher and a Geography instructor. The primary task for the students was to draw a map of Kalimantan, which provided a creative and engaging way for them to explore geographical concepts. I was impressed by Sir GT's effective classroom management, as he maintained a productive atmosphere while encouraging student participation. The students were not only focused on their task but also exhibited a genuine enthusiasm for learning, which made the environment lively and enjoyable.
As the students worked on their maps, many of them approached me with questions to learn more about my background and experiences, demonstrating their curiosity and friendliness. Although some students struggled with English, Sir GT was quick to translate their questions, facilitating our interaction and helping bridge the language gap. This thoughtful gesture made me feel valued and included, as the students treated me with respect and kindness, despite my status as a practice teacher and foreign educator. Their warm reception reinforced my sense of belonging within the classroom, and it was heartening to see how they regarded me as a real teacher, which motivated me to further engage with them and contribute to their learning experience.
At SMA Negeri 1 Alalak, I had the unique opportunity to observe their periodical examination, which highlighted a significant difference in how assessments are conducted in Indonesia compared to the Philippines. In this school, students utilized their mobile phones to answer exam questions, showcasing a modern approach that integrates technology into education. Initially, I was concerned about the potential for cheating, as I wondered if students might access Google to find answers during the test. However, Bapak Ridha reassured me that the examination system was designed to monitor student activity closely. If anyone attempted to leave the testing site or access unauthorized resources, it would be flagged immediately, and there would be clear consequences for such actions.
This innovative approach to examinations truly amazed me, particularly because in the Philippines, we still rely heavily on traditional, paper-based methods for assessments. The use of technology not only streamlines the process but also prepares students for a digital future. It was inspiring to see how effectively SMA Negeri 1 Alalak embraced these advancements while maintaining academic integrity. This experience has prompted me to reflect on the potential benefits of integrating technology into our educational practices back home, as it could greatly enhance the learning experience and equip students with the skills necessary for the modern world.
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