Ana Rose's Journey
Life as an Exchange Student in Indonesia
SEA-Teacher Exchange Program Batch 10 at Universitas Ahmad Dahlan, Indonesia
What is SEA-Teacher Exchange Program?
A Life-Changing Opportunity
Growing up, I kept saying to myself that if there were ever a chance that I could work abroad, I would surely grab it. When my teacher told me about this exchange program that would be held in another country, my immediate response after receiving the news was to tell my parents about it. I am very happy because they are supportive and tell me that it was a wonderful opportunity to travel to a different country and enable my first experience in teaching.
The day before my departure, as I had to say goodbye, my family, friends, teachers, and mentors wished me well by saying, "We know you can do it." Their words gave me strength. Before stepping into the airport, I reminded myself, "This is it. I can do it. My younger self would be proud." I was determined to grow, improve, and gain valuable experiences that would shape me as a future educator.
This journey was more than just a trip, it was a step toward my dreams, a chance to learn, and an experience that I will cherish forever.
We safely arrived in Indonesia and were welcomed by our buddy Intan and our supervisor Ma'am Naini.
UAD Welcome Ceremony and Campus Tour
In February 4, 2025, I went to our cooperating school for a welcome ceremony together with our buddy Intan and my fellow exchange students: Alunar from Capiz State University, John Floyd from St. Anthony, and Trisha from CLSU. We received the warmest welcome from from the principal of Sd Muhammadiyah Nitikan, Mr. Saijan, S. Ag., M.S.I along with our supervisor from UAD, Ma'am Lia and our cooperating teacher Ma'am Beta and students of Sd Muhammadiyah Nitikan.
1.1 School Profile
SD MUHAMMADIYAH NITIKAN is my cooperating school. This is a private elementary school. It is located at Kranon, UH VI, Sorosutan, Umbulharjo, Yogyakarta, Indonesia. Sd Muhammadiyah Nitikan is well-known as an educational institution that focuses on the cultivation of the students' academic and character formation.
The school has 5 campuses each campus caters different grade levels. For example in campus one has grade 1, two classes for grade 5, and Grade 6. The school's multi-campus structure helps it to effectively organize classes and offer a more specialized learning environment for every grade.
Vision
To become an excellent, innovative, and globally competitive elementary school, which fosters students' intellectual, moral, and spiritual development, based on the values of Islam and Muhammadiyah, while promoting holistic education that prepares students to become responsible, ethical, and productive citizens.
Mission
To provide quality education: Delivering an excellent academic program that equips students with the knowledge and skills necessary for their personal and academic growth.
To integrate Islamic values into education: Incorporating religious and moral teachings from Islam to nurture character development and ethical behavior in students.
To foster an inclusive learning environment: Ensuring all students, regardless of background or abilities, receive equal opportunities to learn and grow in a safe, supportive atmosphere.
To develop students’ intellectual, emotional, and social competencies: Focusing on the overall development of students, not just academic achievement, but also emotional intelligence, social skills, and creativity.
To encourage active and innovative learning: Promoting student-centered learning experiences that encourage critical thinking, problem-solving, and creativity, using both traditional and modern methods of instruction.
To empower students to become responsible citizens: Helping students develop a sense of responsibility, leadership, and a commitment to contributing positively to their communities and the world.
Goals
Achieving Academic Excellence, Integrating Islamic Values, Promoting Holistic Development:, Creating a Supportive and Inclusive Learning Environment
1.2 Academic Support System
1.3 Teaching System
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Sd Muhammadiyah Nitikan has schedule from Monday to Friday, the grade 1 dismissal time is 2:30 pm. The students are required to get ready for school by 7:00 am due to a Salim where they kiss or bless the hand of their teachers as a sign of respecting their elders. At 7:30 am every Monday they have flag ceremony and the classes begin at 8:00 am.
Additionally, the school provides a designated prayer time each day. Inside the campus, there is a prayer room where students gather to pray as part of their daily routine.
1.4 Materials and other learning resources
(The Merdeka Curriculum aims to improve learning quality and student character.)
Merdeka Curriculum introduced by the Ministry of Education, Culture, Research, and Technology. It focuses on flexibility, student-centered learning, and competency-based education. This curriculum was designed to replace the 2013 Curriculum (Kurikulum 2013 or K-13) and aims to improve the quality of learning by allowing schools and teachers more freedom in designing their lessons.
1.7 Teaching Plan of your major
With the guidance of my cooperating teacher and supervisor, I prepared a lesson plan for my assigned topic, using the structure she provided. It was a helpful experience that allowed me to organize my ideas effectively while ensuring the lesson met their expectations.
II. Pedagogical Contents
1.1 Teaching methods
The most common learning materials used were whiteboard, educational videos in PowerPoint presentations, books, and worksheets. In the classroom, she is dedicated to helping students learn as much as possible. To keep everyone engaged she speaks loudly and clearly so that even the students sitting at the back can hear and follow the lesson.
1.3 Sources of Learning and Technology
At SD Muhammadiyah Nitikan, the teacher mainly uses books, Internet, and a projector as learning tools. Since the students are in Grade 1, they do not have cellphones to prevent distractions during school hours. Instead, some students spend their time in the library, reading books to further their learning.
1.4 Authentic Assessment
The teacher at SD Muhammadiyah Nitikan uses authentic assessments such as worksheets, oral recitations, written tasks, and one exam per semester.
III. Teaching Plan
1.1 Curriculum
The curriculum used of my cooperating school which is the SD MUHAMMADIYAH NITIKAN is "MERDEKA CURRICULUM". The Merdeka Curriculum is an independent curriculum in Indonesia, launched in 2022 and supported by the Ministry of Education, Culture, and Research, aiming to improve learning quality and student character. It features diverse learning, allowing students to explore concepts and strengthen skills, and flexible teaching, enabling teachers to choose tools that meet students' needs and interests. The curriculum emphasizes project-based learning to develop soft skills and character, incorporates the Pancasila Student Profile to instill traits like independence, creativity, and critical reasoning, and promotes differentiated learning to address various learning needs. Applied learning encourages students to collaborate and apply knowledge in real-world situations. Overall, the Merdeka Curriculum helps students develop character, reading and numeracy skills, critical reasoning, collaboration, creativity, and independent thinking.
1.2 Teaching Plan related to your major
Here’s my lesson plan in English subject for my topic during my 1-day demonstration with Grade 1 class at SD MUHAMMADIYAH NITIKAN.
Topic: Body Parts
I observed that my cooperating teacher make her lessons a day before the actual day of teaching. She is very organized and prepared, and makes sure the lesson is implemented with clearly and effectively. Considering that there are two non-readers in her class, she systematically figures out the steps of how to assist them to make sure they are not left behind in the lesson. During reading activities, she positions herself next to both students so that she can help them read without taking the attention of the other students in the class.
1.2 Preparing lessons and Materials
As I said, my cooperating teacher is well prepared when planning her lessons. On the day she teaches her lesson, she prepares also multiple materials. So prior to beginning, she uses video as a motivating instrument. She also has a book for reference, and each student has their own book. At the end of the lesson, she provides worksheet that students fill out to reinforce what they learned.
1.3 Teaching in Class
While observing my cooperating teacher, I noticed that she often needs to raise her voice so that the students at the back can hear what she discuss. Additionally, as she teaches, she moves around the classroom to engage students, ensure they are paying attention, and provide support when needed.
V. Teaching Practice
Finally, the time has come for me to teach for the first time after a week of observation. Given that the students are from a different country with a different language, I felt anxious seeing them for the first time. My first thought was, “How will I present my lesson in a way that they will understand it?” However, with the time to prepare, I was able to come up with a plan to make the lesson more understandable. Thankfully, my buddy was with me, which made things a lot easier.
1.1 Procedures of Teaching
After the introduction, my cooperating teacher smiled and said, "The floor is yours." Feeling both excited and a little nervous, I began setting up my instructional materials on the board and preparing a video on the laptop to play through the projector.
Before starting the lesson, I introduced myself and asked the students how they were feeling that day. My buddy translated my words into Indonesian, and the students eagerly responded. Then, I asked them to stand up and explained that we would begin with a motivational activity. I told them to follow the steps in the video titled Head, Shoulders, Knees, and Toes.
As we moved into the lesson, I noticed that some students recognized certain English words for body parts, while others struggled. To help them understand better, I first said the words in English, then translated them into Indonesian. For example, I asked, "Where are your eyes?" Then I repeated, "Mata," which is the Indonesian word for "eyes" a word that also the same to our Tagalog term. When I said this, the students excitedly pointed to their eyes, making the lesson more engaging and interactive. Seeing their enthusiasm made me feel more confident, and I knew I was on the right track.
After our discussion, I gave the students an activity to help them remember the different parts of the body. I handed out paper hats, each with a picture of a body part. The students wore their hats, and when I asked, "Where are the eyes?" the student wearing the hat with eyes would stand up and say, "Ma'am, I'm wearing the eyes." Afterward, I conducted an assessment to check if they understand our lesson. I distributed the materials individually to ensure each student had the opportunity to answer and to monitor the student if they learning.
Since I have 35 minutes to deliver my discussion, managing my time effectively is essential. I plan to allocate 5 minutes for the introduction and motivation, 15 minutes for the proper discussion, 5 minutes for student interaction and answering their questions, 10 minutes for activities and giving prizes, and the final 5 minutes for their worksheet.
As a future teacher, I understand that time management is a vital skill in this profession. With so many responsibilities and the diverse needs of students, it is important to plan lessons carefully and deliver them efficiently. We know in elementary teaching, where multiple subjects are taught in a day, making the most of every minute ensures that students learn effectively while staying engaged.
1.3 Problem- Solving
When I was planning and preparing my lesson plan and materials for my final demo, my buddy assured me that she would be my translator during the discussion. Because of this, I didn’t include Indonesian words in my instructional materials. However, I still took the time to study the Indonesian terms for the different parts of the body, just in case.
During the actual discussion, I noticed that some students struggled to understand the body parts in English. Since I had already learned the Indonesian terms, I decided to say them first in English and then in Indonesian. This helped the lesson flow smoothly without needing to pause and ask my buddy to translate each time. If I had relied solely on her, the flow of my activity and discussion might have been disrupted. By preparing in advance, I was able to address the language barrier on my own, ensuring that my students remained engaged and understood the lesson better.
1.4 Classroom Management
During my discussion, some students start talking to their seatmates and getting distracted. Instead of raising my voice, I use a positive and engaging strategy to regain their attention. I start with a call-and-response technique, saying, "Give me one clap!" (students clap once), "Two claps!" (students clap twice), and "Three claps!" (students clap three times). This helps refocus them quickly. This approach not only get the attention of the students but also creates a fun and positive learning environment.
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KARAOKE KELUARGA
VI. Summary and Suggestions
1.1 Purposes of Practicum
The purpose of my practicum experience in Indonesia was to have an experience teaching an international students, and apply my teaching skills in a real classroom setting . Through hands-on teaching, I learned how to adapt lesson plans, manage a diverse classroom, and support students with different learning needs. This experience also allowed me to observe different teaching strategies, collaborate with local educators, and enhance my confidence as a future teacher.
1.2 Procedures of Practicum
I followed a structured process that helped me grow as a future teacher. It began with an orientation, where I learned about the school’s policies, culture, and expectations. I started by observing my cooperating teacher, understanding classroom routines, and familiarizing myself with the students. Gradually, I assisted in lessons, prepared teaching materials, and engaged with students. As I gained confidence, I took on full teaching responsibilities, from lesson planning to classroom management. Throughout the practicum, my mentor teacher provided guidance and feedback, helping me improve. In the end, I reflected on my experiences, which strengthened my teaching skills and professional growth.
1.3 Outcomes of Practicum
By my practicum experience in Indonesia my self confidence improve, lessen my fear in public speaking, gained hands-on teaching experience, improved my lesson planning and classroom management skills, and learned how to adapt to different learning styles. Working in a new cultural environment enhanced my communication skills, flexibility, and ability to connect with diverse students. The guidance and feedback from my mentor teacher helped me refine my teaching strategies and build confidence in my abilities. Overall, this practicum increased my love for teaching and set the foundation for my skills as an educator for the future.
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1.4 The Challenges of Practicum
During my practicum in Indonesia, I faced several challenges that helped me grow as a future educator. Adjusting to a new cultural and educational environment required flexibility and adaptability. Language barriers and differences in teaching methods sometimes made communication and lesson delivery challenging. Managing a diverse classroom and addressing students' varying learning needs also tested my patience and problem-solving skills. However, these challenges strengthened my resilience, improved my teaching strategies, and enhanced my ability to connect with students. Overcoming these difficulties made my practicum a valuable learning experience that prepared me for my future career in education.
1.6 Suggestions for future improvement
I suggest that elementary school introduce an English subject that is taught entirely in English, without Bahasa translation and also extending the program to allow for a longer and more immersive experience. A longer duration would give us an exchange students more time to adapt to the new teaching environment, build stronger connections with students and teachers, and refine our instructional skills. Additional training sessions on cultural differences, classroom management, and teaching strategies could enhance preparedness. By extending the program and providing more support, participants can gain even greater benefits and make a lasting impact in their host schools.
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