SEA Teacher Program Batch 9
About
Universitas Pendidikan Indonesia
Universitas Pendidikan Indonesia (UPI) is a distinguished educational institution located in Bandung, West Java, Indonesia. Established in 1954, UPI is renowned for its specialization in education-related fields. The university offers a wide range of undergraduate, graduate, and doctoral programs focused on teacher training and educational research. With a strong emphasis on research and innovation, UPI actively contributes to the advancement of educational practices and policies in Indonesia. The campus in Bandung is equipped with modern facilities and serves as a hub for academic excellence. Additionally, UPI engages with the local community through outreach programs and community service initiatives. Collaborations with universities worldwide further enrich the educational experience at UPI.
About Me
I am David Joshua N. Mayor, 21 years old from Central Luzon State University, Philippines. I am a 4th Year student studying Bachelor of Secondary Education major in science. I had an opportunity to conduct my Field Study 1 and Field Study 2 in Universitas Pendidikan Indonesia under the Southeast Asian Pre-service Teacher Exchange Program (SEA Teacher Project) hosted by SEAMEO.
This opportunity is a privilege for me who has a dream to go overseas and learn the other culture, educational system and pedagogy in teaching science to high school students. Everything was fulfilled by this program because of the experiences that I've had since day 1 to day 28. Want to know more? let's start the sharing of my journey!
Image Gallery
Here are some highlights of the program during my field study and demo teaching in SMA Labschool Percontohan Universitas Pendidikan Indonesia (UPI).
ABOUT SMA LABSCHOOL UPI
Contact
(022) 2004404
sma_labschool@upi.edu
Address
Jl. Dr. Setiabudi N. 229, Universitas Pendidikan Indonesia, Bandung, Bandung City, West Java, Indonesia
Social
YouTube: @labschooltv
Academic Support System and Facilities
SMA Labschool Percontohan UPI
Labschool UPI is equipped with academic support system and facilities that are inclusive for student needs to let them study with practicality and productivity inside and outside of the classrooms and easy access to learning and safety.
ABOUT THE SMA LABSCHOOL UPI
"Excellence in academic and religion"
This is the main focus of the Labschool UPI for the students, to not only excel in academics but also in religion which I certainly observed in everyday basis. The student has access to a good and healthy learning environment, facilities, and science and technology laboratories. They also have a scheduled time and day for students to go to Masjid to pray and activities that will strengthen their religious mindset and faith to God. The Labschool has been inclusive for students in terms of providing student-centered learning and academic support. Also, they are very supportive to internationalization and local internship for student-teachers like us.
Teaching Pedagogy
Conceptual knowledge of Science
On our very first day of observation, my fellow science SEA Teacher and I were welcomed into Class X-1, a regular class where Bahasa Indonesia was the main language. It was a bit puzzling because we couldn't follow the discussion, but we were there to soak in the teaching methods of both the teacher and the bright students in the class. Ma’am Lissiana, our cooperating and resourceful teacher for the day, conducted her class with just a whiteboard and a marker. She used an inquiry-based method, engaging the students by asking about what they've learned. The atmosphere in the class was surprisingly chill, and I later found out they had just wrapped up their exams and a thrilling field trip. Ma’am Lissiana wanted to give them a breather before diving into another intense lesson. This was my inaugural experience observing a class overseas, so I made sure to catch every detail.
After the class, Ma’am Lissy revisited their prior lessons and shared some important reminders. We managed to grasp some of it, as Ma’am Lissy kindly translated parts into English for us. It was a bit of a juggle switching between languages, but she did this because the students in the class weren't too familiar with English. Later, in Ma’am Lissy’s office, she mentioned arranging for us to attend a class in a bilingual setting. I was quite intrigued by this, so we got the schedule and eagerly attended the class the following day.
The class kicked off promptly at 8:00 AM, and our enthusiastic resource teacher set up a white screen, projector, and her trusty laptop. Greeting the class in Bahasa, she received cheerful responses from everyone. She then took attendance, calling out each student's name. There were 17 students in total, and all of them were present with perfect attendance. Following this, she asked the students how they were feeling, considering they had just wrapped up their exams and enjoyed a thrilling field trip. The students responded positively. She then launched into the next topic, using an inquiry-based approach by asking the students about their thoughts on viruses. This was her way of gauging what they already knew. Following this, she treated the class to an enlightening 4-minute video from YouTube about how viruses operate, using the projector. The students were captivated, taking notes and even recording parts of the video on their phones. Post-video, our resource teacher dazzled the class with a PowerPoint presentation about viruses displayed on the screen. She delved into what viruses are, gave examples, and elucidated how they affect cells. The discussion was lively and engaging, with students asking questions driven by their natural curiosity. Some students were particularly active in the discussion, while others seemed a tad distracted by their phones or were catching some shut-eye at the back. After the discussion, the teacher went through each student's exam scores one by one. The students beamed with satisfaction at their achievements. With the class wrapped up, the teacher gathered her things, including the projector and white screen, and bid farewell to a day filled with vibrant learning.
Teaching Plan
Clear and Organized Lesson Plan
In order to create a well-organized lesson plan for students, I did some research about their new curriculum, and I found out the reason why they do not use English that much because it was only implemented in 2013 and until now, they still use pure Bahasa language in teaching certain subjects. Also, the Indonesian Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) has shared that the national curriculum will be looked at again in 2024, based on how things go during the learning recovery time. Before the pandemic, schools in Indonesia followed the 2013 Curriculum. Then, when the pandemic hit from 2020 to 2021, schools used either the 2013 Curriculum or the Emergency Curriculum. In 2021–2022, schools had a choice between the 2013 Curriculum or the Emergency Curriculum. However, schools in the Sekolah Penggerak (Activator Schools) and Center of Excellence Vocational High Schools programs used the Prototype Curriculum. From 2022 to 2024, during the learning recovery period, all schools can choose between the 2013 Curriculum, the Emergency Curriculum, and the Prototype Curriculum. The Prototype Curriculum is a new way of doing things in Indonesia that goes along with the Merdeka Belajar program. This curriculum focuses on how students learn and will be tried out first in the Exemplary Schools chosen by the government. Schools can choose to use this curriculum if they think it's a good fit for them.
In relate to that, I made a basic semi-detailed lesson plan that they can exercise their english speaking proficiency and understanding scientific concepts with ease. Also, I want it to be more practical and student-centered.
My Lesson Plan
1. Global Warming
2. Alternative and Renewable Energy
My Teaching Practice
Now, let's embark on an exciting journey as I step into my very first class as a student teacher. While there's a touch of nervousness, the students have been incredibly kind and engaged. It's quite a shift being the one at the front of the class instead of observing. Our initial topic is Global Warming, and to my delight, the students quickly grasp the concept I'm sharing. To me, this isn't just an academic lesson; it's a chance to instill awareness in the next generation about caring for our environment and being responsible citizens of Indonesia. It's truly a fulfilling experience!
Teaching Procedures
Alright, let's dive into a special moment - my very first class as a student teacher. I made sure to arrive at the Labschool a bit early to get some materials printed at the faculty office. My class was on Monday at 7:00 AM, and I was all set by 6:30 AM. However, they informed me about a flag-raising ceremony, so the students might be a tad late for the first period. I was quite curious about how they conduct this ceremony in Indonesia, so I decided to attend. It turned out to be a 35-minute affair, including some remarks and faculty announcements. It was a wonderful experience. They had actual singers, moderators, and various rituals before and after raising the flag. It was truly an honor, so I showed my respect to their flag and national anthem during the ceremony.
Now, onto the actual class. I reached the classroom of X BIL 1 at 7:40 AM, but I had to wait a bit because not everyone was there yet. The students arrived from the canteen with food in their hands, so I figured they might be a bit hungry. I started by taking attendance, calling them one by one. I asked them to correct me if I pronounced their names incorrectly, and it turned out to be quite fun - they chuckled when I got some names wrong. After that, I tried to strike up a little conversation about how they were feeling that day and how they spent their weekend, just to grab their attention. Eventually, I tied the conversation into our lesson on global warming. I used the white screen and projector to introduce the topic. Now that I had their attention, I kept the conversation flowing by asking them what they already knew about global warming. Every time someone shared, I'd ask a related question to delve deeper into the concept. It felt like a chain of curiosity, connecting their knowledge and understanding of global warming. The students were super engaged and interested, eagerly raising their hands and posing questions. After that, I moved on to the objectives, defining global warming and discussing the factors that contribute to it. I made sure to use simple terms and basic English so everyone could follow along. I also spoke slowly and clearly to make it easier for them. While we discussed, I kept throwing in simple questions to keep them active and attentive. Once we wrapped up the discussion, I grouped them into fours using a head count, as we were going to have a group activity. After the counting, I asked them to join their groupmates, but it took a good five minutes for them to settle. I explained the instructions and handed out the papers they needed to work on as a group. They were also supposed to present their answers to the class and come up with a team name and cheer. I gave them resources through a QR code and gave them some time to discuss with their groupmates. While they were working, the bell rang, signaling the end of the first period. It was 8:20 AM, and the students also told me they couldn't finish in time. My Cooperating Teacher had instructed me to spread the lesson over two sessions, so I had to wrap up the first part in just 40 minutes. I asked the students if they'd had breakfast yet, and they said, "Not yet." I noticed some of them were munching on their food. It was clear they were hungry, so I let them know the activity would be their assignment, and they'd present their answers in the next session. I concluded the class, and they thanked me for reminding them to grab a bite.
Fast forward to the next session on Thursday, and I entered a room where the students were already gathered. I checked attendance and started a small chat to get them engaged. I asked about what we discussed last time and where we left off. I instructed them to group up again so they could practice their cheer and presenting their answers. While I set up my materials (Laptop, white screen, projector, and presentation), they had a chance to get ready with their groupmates. After that, I randomly selected a group to present by using a virtual wheel. They were excited about it, and we kicked off the activity. They really got into the cheer and the presentations from their classmates. Once all the groups were done, I asked them to stay in their groups because we were going to play a bingo game about global warming. I explained how the game worked and handed out the papers they'd need. I used a virtual wheel to draw the numbers, and each one corresponded to an effect of global warming on the environment. Every time I drew a number, I discussed the effect with the class. After 8 minutes, we already had a winner. They showed me their winning pattern, and I declared them the champions. They were thrilled with their prizes. After the game, I moved on to the conclusion and asked them about how they could help the environment in simple ways, especially as UPI students. The class came to a close, and we snapped a few pictures afterward because they really had a blast.
The Exciting Part!
The International Affairs Office of UPI and LabSchool has brought us to some adventures around Bandung, Lembang, and Jakarta. We went to DUFAN, Saung Angklung Udjo, Gracia Hot Spring, and Kawah Ratuh!
Embracing the Culture
There is always a self-discovery in adventures. This is my first time abroad so why not make it count? I am very thankful to the good people around who gave me some suggestions and companionship all throughout my stay in Bandung. I went to Cikole, Braga, Paris Van Java, Ciwalk, and many more! Truly a wonderful place.
My Story
Reflections and Suggestions
Before I even set foot in Indonesia as a SEA Teacher, it was my dream to venture beyond my homeland and explore new horizons. It took years of tireless effort to earn my place as a delegate in this program. Hailing from a small town in Nueva Ecija, Philippines, I grew up in a humble community where farming was our sole means of survival. However, my story took a fortunate turn, thanks to my hardworking father and strict mother. I gleaned invaluable lessons through hardships and adversity, instilling in me a fearlessness in pursuing my dreams. This opportunity is open to all; one simply needs to seize it and be prepared for what lies ahead. The prior cohorts of SEA Teachers have greatly inspired me as they shared their experiences of teaching abroad, doing what they love. SEAMEO has undertaken a commendable initiative with this program, as it is poised to make a significant impact, particularly in the countries of Southeast Asia. Education is the cornerstone of success, and through this program, the future of education looks promising. I fervently hope it expands even further to offer more opportunities to aspiring student teachers.
Upon our arrival in Indonesia, I was prepared to confront any challenges that might arise, though I didn't anticipate it being this remarkable. I harbored concerns about my ability to teach students effectively, communicate in English, and integrate with fellow SEA Teachers and faculty. My apprehensions proved unfounded; everyone was exceedingly gracious and welcoming. Wherever I went, people were warm and wore smiles that transcended any language barrier. The students, once I had their attention in class, were affable and actively engaged. To me, it's all about the art of communication; once a connection is established, productivity ensues.
I strongly believe that extending the duration of the SEA Teacher Program beyond the usual timeframe would be immensely beneficial. A month is insufficient for student teachers to fully grasp the intricacies of the curriculum, teaching methodologies, academic systems, language, and culture. Additionally, some scheduling hiccups were noted. I propose implementing application deadlines and fixed program schedules for the receiving university to minimize delays and extra expenses. Overall, this program is exceptionally well-organized and invaluable. I anticipate its continued success and further achievements in the years ahead. Thank you for this invaluable opportunity.