I. Introduction

“Bridging the Gap through Education”

The other side of the world

The Quest for Knowledge 

Have you ever dreamed of experiencing the love of humanity and the wonders of the world?  If you are given the chance to travel, where will it be? 

At some point of my life, I also dreamed of exploring the world for better experience. I wanted to see the beauty of the world and feel my connection with the universe. I wanted to know how it feels to encounter new people, new environment, new language and culture. And guess what? I was given a very worthwhile privilege.

So would you like to know where did my dreams took me? Get ready and stay tuned! Let’s go back to September…………

September to Remember!

September 04, 2019- Hello Indonesia! 

Selamat Siang Semuanya!

  Today my adventure began as I set my first step in Soekarno Hatta International Airport, Jakarta at 11: 50 pm. It was the beginning of my educational journey to the other side of the world.  My dream of becoming an educator has become the key for this travel.

During the welcoming program in UMK

I am a fourth year student of Saint Louis University from the School of Teacher Education and Liberal Arts, I am taking up Bachelor of Elementary Education with the specialization in General Education and now I’m having my practice teaching in Josefa Elementary School, my cooperating public school where I will be completing 30 lessons for three months and will also be deployed in Saint Louis University –Laboratory Elementary School, a private school where I will be accomplishing my 20 lessons after my deployment in public . Furthermore, as part of my practice teaching, I am here in Indonesia to participate with the SEA –Teacher Exchange Program under the program of Southeast Asian Ministry of Education Organization (SEAMEO).  By the way, are you familiar with SEAMEO? Let me tell you a bit about it….

The SEAMEO logo

WHAT IS SEAMEO?

The Southeast Asian Ministers of Education Organization (SEAMEO) is a regional intergovernmental organization established in 1965 among governments of Southeast Asian countries to promote regional cooperation in education, science and culture in the region.

 The SEAMEO Internship Program provides excellent chance for a directed, practical learning experiences in regional and international platform for the candidates. In addition, the Programme could also enhance partnership and network between SEAMEO and educational institutions. Information retrieved September 16, 2019 from: www.seameo.org .   If you want more information about SEMAEO, just click on the stated website.  

My Sending University : Saint Louis University 

Saint Louis University Baguio City 

Saint Louis University 

(Filipino: Unibersidad ng San Luis) or simply known as  SLU, is a private Catholic research university located in Bonifacio Street, Baguio City, Philippines. It was founded by Fr. Seraphin Devesse, a priest of the order of the Congregatio Immaculati Cordis Mariae (CICM), in 1911.^[1] The patron saint of the university is St. Aloysius de Gonzaga. In 1952, it was formed as Saint Louis College and granted university status in 1963, becoming Saint Louis University. It is under the CICM Philippines School Network or CICM-PSN. It is the oldest of the CICM-PSN schools.

SLU currently offers programs at the elementary, secondary, undergraduate and graduate levels. The college division is composed of eight schools or colleges with campuses throughout the Baguio metropolitan area. The Commission on Higher Education (CHED) has identified several of the university's graduate programs as either Centers of Excellence or Centers of Development. SLU currently has three Centers of Excellence (COEs) and eight Centers of Development (CODs).

 Information retrieved on September 17, 2019  from http://www.slu.edu.ph/about-slu/

My receiving university:  Universitas Muriah Kudu

Founded in 1980, Universitas Muria Kudus (University of Muria Kudus) is a non-profit private higher education institution located in the suburban setting of the medium-sized city of Kudus (population range of 500,000-1,000,000 inhabitants), Central Java. Officially accredited and/or recognized by the Kementerian Riset, Teknologi, dan Pendidikan Tinggi, Republik Indonesia (Ministry of Research, Technology and Higher Education of the Republic of Indonesia), Universitas Muria Kudus (UMK) is a medium-sized (uniRank enrollment range: 7,000-7,999 students) coeducational higher education institution. 

My Cooperating School: SD Unggulan Muslimat NU Kudus 

 SD Unggulan Teachers with me and Bea

NU Featured Muslimat Elementary School is one of the basic educational institutions in Kudus which has Ahlussunnah Wal Jama'ah direction. The establishment of this school was initiated by the NU Muslimat Branch Management in response to the demands of the Nahdliyin community who wanted an elementary educational institution with Ahlussunah wal Jama'ah orientation, to have superior quality in the quality of graduates and their education.

NU Featured Muslimat Elementary School was established on May 25, 2011 and is under the auspices of the NU Muslimat Education Foundation (YPM) Kudus Regency. The Branch Manager of the NU Muslimat as the initiator of the birth of the NU Muslimat Primary School desires to turn the NU Muslimat Primary School into a basic educational institution at the level of elementary school with the aqidah ahlussunah Wal Jama'ah foundation, based on the Pancasila Philosophy and the 1945 Constitution.

II.  School: General Information and academic Administration

    School Profile

School name: SD Unggulan Muslimat NU Kudus

Adress: Pramuka Street Number 24, Kudus

Number of Students: 678 pupils

Number or Teachers: 35

Number of Classrooms: 18 

Head Master:  Wihdal Muna Lukluatay, M.Pd. 

VISION

Fast, Independent, Islamic Character Ahlussunnah Wal Jama'ah

MISSION
Carrying out quality education to develop smart personal learners,
independent, Islamic character Ahlussunnah Wal Jama'ah and develop Human Resources

who have a spirit of excellence in mastering science and technology

Academic support system

In this school the teachers make sure that each learner has the opportunity to succeed. The school aims to develop the learners’ understanding in   Quran and to develop their grammar, spelling and reading skills in Mandarin, English and Arabic. They also inculcate their culture to the learners through teaching religious song like Rabana, and local musical instrument like the Sholawat. The have four organizations that supports the aims of this school, the organizations are:

a.      Curriculum team – responsible for the curriculum innovation and updates

b.     Students activity team – responsible for the examinations and performance task of the learners

c.      Public relation team – responsible for the Muslim agenda

d.     Facilities team – responsible for the physical features of the school

In every six months all the organization members and officers gather and discuss about the success and failures of their activities. They share suggestions and give recommendation for improvement.

   Teaching system

The school have their flag ceremony every day from 6:50 a.m. – 7:00 a.m. The class starts at 7:00 a.m. to 2:00 p.m. from Mondays to Saturdays except Fridays. Friday classes end by at 10:30 a.m. in order for the learners to have time to pray.   In the first grade, there were two teachers assigned for each subject and in every classroom advisory. But starting from the second grade to the sixth grade, there were only one teacher assigned. Every day, the learners have 7 to 9 subjects depending on the grade level. Each subject was given specific time from 35 to 70 minutes each class.                                                                                                            

  Materials and other learning sources

From what I’ve observe, they are using books to teach different subjects such as reference book of every subject, dictionaries, Quran, encyclopedia, modules and magazines. They also have access to   internet, 3D maps and globes, science kit (manipulatives), and microscope.

                                                    Measurement and evaluation system

The teachers use oral recitation during discussion, seat work by the end of the period, quizzes after completing a lesson, performance task evaluation and quarterly assessment to assess the understanding and development of the learners.    Curriculum

The SD Unggulan Muslimat NU Kudus used the 2013 Curriculum Outcomes Based Education Curriculum   for grade 1, 2, 4, and 5 while competent based curriculum for grade 3 and grade 6.

  

III. Pedagogical Contents

                Teaching methods of the teacher that you observed

The teacher starts the class with prayer and greetings. Then she recalled the previous discussion by question and answer technique where in the are going to learners answered through oral recitation. The teacher called random students in order to find out who among them were not able to follow the previous discussion.  After which, the teacher had ice breaker and activity that aroused the interest of the learners.  During the presentation, the teacher used pictures and wrote the necessary information on the board for clearer explanation. She also encouraged the learners to ask questions and when the learners asked, she answered clearly. Most of her activities are application that helps develop the learners’ higher order thinking skills. By the end of the lesson, the learners had activities.

       Their learning materials and innovation

ü Skeletal system model (manipulative)

ü The solar system model (manipulative)

ü Microscope

ü Globe/ maps

ü Puppets

ü Diorama

                    Sources of learning and technology used by the teachers

ü Books

ü Internet

ü 3D books for activities

ü Pop-up books 


  Authentic assessment used by the teachers

With the guidance of the teachers, the learners are tasked to read books, modules and then they were given question to test their reading comprehensions. They are also going to answer different mathematical equations and science activities in every after discussion in order to apply what they have learned. Sometimes they write subjective or objective essay depending on their topic in order to develop the creativity of the learners. The modules that they are using and activities that they are doing are for Higher Order Thinking (HOTS) development.  

IV.  Teaching Plan

         

   Curriculum

When we taught in science and in English, we followed their curriculum. The SD Unggulan Muslimat NU Kudus used the 2013 Curriculum. Outcomes Based Education Curriculum   for grade 1, 2, 4, and 5 while competent based curriculum for grade 3 and grade 6.

Teaching plan related to your major

The lesson plan must always be accomplished and be submitted to the supervising instructor or cooperation teacher before its execution. The teachers correct the lesson plan first and sometimes they give suggestion and additional strategies to make the discussion more engaging and interesting.

In our case, we were allowed to use the lesson plan format of our own University. Here is the sample:

A Semi- Detailed Lesson Plan

In Science IV

Prepared by Beatrize Ann Palla and Feloisa Pugong

I. Learning Objectives

Through a cut out pictures and an interactive discussion, the learners should be able to:

 A.    identify the different kinds of alternative energy; 

       B.     share some importance of having alternative energies to the environment and to                    human beings; and   

       C.   construct a Venn diagram showing the similarities and differences of two alternative energies.

II. Learning Assessment

A.    “Know Me”

Through the posted pictures, the learners are going to identify the different kinds of alternative energy.  

B.      “It’s Share time!”

  share some importance of having alternative energies to the environment and to the human beings. 

C.    “Which is which?’’

The learners are going to choose two alternative energies among the presented energies and they are going to construct a Venn diagram showing the similarities and differences of two chosen alternative energies.

III. Learning Content

A. Subject Matter

“Alternative Energy ‘’

B.     References

(2006). Alternative Sources of Energy. Integration of Alternative Sources of Energy, 1–27. do: 10.1002/0471755621.ch1

 Materials

·         Cut out pictures

·         Manila papers

·         Marker

D.    Concepts

1.       Solar energy refers to capturing the energy from the Sun and subsequently converting it into electricity. 2.Wind energy (or wind power) refers to the process of creating electricity using the wind, or air flows that occur naturally in the earth's atmosphere.

3. Geothermal energy is the heat from the Earth. It's clean and sustainable. 4. Hydroelectric energy, also called hydroelectric power or hydroelectricity, is a form of energy that harnesses the power of water in motion—such as water flowing over a waterfall—to generate electricity.

E.   Skills

1.Identifying the different kinds of alternative energy.

2. Sharing some importance of having alternative energies to the environment and human; and

3.Constructing a Venn diagram showing the similarities and differences of two alternative energies.

  

F.  Values

 Environmental care

Energy saving 

VI. Learning Procedures

A.    Motivation

1.      Pose the some pictures of the different alternative energies

2.      Name the posted pictures

Solar energy Wind energy Geothermal energy Hydroelectric energy

B.     Presentation

1.      Post the main topic on the board to relate it with the

motivation.

Alternative Energy

2.      Define energy through oral recitation.

Energy, the capacity to do  work.

3.      Identify the objectives by posting it on the board.

objectives:

A.      identify the different kinds of alternative energy; B.       share some importance of having alternative energies to the environment and human; and C.      construct a Venn diagram showing the similarities and differences of two alternative energies.

4.      Determine the different alternative energy through the pictures posted.  

a.       Solar energy refers to capturing the energy from the Sun and subsequently converting it into electricity. b.       Wind energy (or wind power) refers to the process of creating electricity using the wind, or air flows that occur naturally in the earth's atmosphere.

c. . Geothermal energy is the heat from the Earth. It's clean and sustainable. d. Hydroelectric energy, also called hydroelectric power or hydroelectricity, is a form of energy that harnesses the power of water in motion—such as water flowing over a waterfall—to generate electricity.

5.      share some importance of having alternative energies to the environment and human.

C.    Generalization

           Complete the K-W-L chart.

What I know?	What I want to know?	What I learned?

D.     Application

Instruction: On a short bond paper, answer the following activities:

1.      Choose two alternative energies from the four alternative energies presented.

2.      Construct a Venn diagram showing the similarities and differences of two alternative energies.

E.   Evaluation

Pose the following questions:

• What do you see as the advantages and disadvantages of using alternative energy sources?
• Would you consider using an alternative energy source to power your car or heat your home? Why or why not?
• What do you think will happen if renewable alternative energy sources are not developed and used widely by the general public? Explain your answer.

V. Assignment 

Save a Watt

Instruction:

1.      Engage in two energy saving activities before the next class period.

2.       Describe the detail the impact that this action had during the next class

List the activity or write it in paragraph form. 

During my  Teaching : 

Grade 5 Mahalil learning English  

Pupil from grade 5 Mahalil  participated during  the discussion 

Teaching Altenative Energy to the Grade 4 Mahalil 

Teaching using Traditional materials

V.  Teaching Practice

On the first day of my deployment, I observed the class of miss Eka .  The second day I taught science: Alternative Energy in grade 4-Mahalil. On the third day, I taught English in Grade 5 and the following days were just pure observation because the subjects were just being taught during Mondays and Tuesdays so cannot teach every day. I was just given the chance to teach twice because the following week was the learners’ examination.

       Procedures of teaching

Day 2 Lesson: Alternative Energy

Step	Activities
1.	Introduction  Since it was our first meeting together, I introduced myself first and entertained the personal questions of the learners. I made fun with them in order to set the mood. Then the teachers explained to them the purpose of my coming to their class. Some of the learners introduced themselves also and shook their hands to me.  After setting the mood, I started my lesson.
1.	Motivation I showed them cut out pictures of the different alternative energies. Then I  asked them to name each picture, identify their uses and tell if where can we usually find those pictures in reality.
2.	Presentation I determined first the schema of the learners about Alternative Energy through the K-W-L Chart. It is about asking the leaners of what they already know, what they want to learn about the material and what have they larned which was to be filled by the end of the discussion. K-W-L Chart What I know? What I want to know? What I learned?  We defined alternative energy by eliciting their ideas on what was those pictures all about.  I also presented and explained each of the objectives that we aim to target for the day. After which, we determined the various alternative energies that were shown in the pictures by discussing them one by one. We talked about the names, sources, functions or uses and the benefits of those alternative energies. The learners also shared about their positive experiences and the benefits that they got with the alternative energies that they were able to used.
3.	Generalization To generalized the lesson, we completed the last part of the k-w-l chart. The learners stated all the lessons that they have learned on that discussion.  K-W-L Chart What I know? What I want to know? What I learned?
4.	Application After the discussion, I asked the learners to choose two alternative energies from the four alternative energies presented and then construct a Venn diagram showing the similarities and differences of two alternative energies.
5.	Evaluation  The learners answered the following questions: 1.      What do you see as the advantages and disadvantages of using alternative energy sources? 2.      Would you consider using an alternative energy source to power your car or heat your home? Why or why not? 3.     What do you think will happen if renewable alternative energy sources are not developed and used widely by the general public? Explain your answer

        Time management and organizing activities

Step	Activities	Allotted time
1.	Introduction ( getting to know each other and setting the mood)	5  minutes
1.	Motivation ( arousing the interest of the learners by presenting different pictures, asking personal question that are related to the topic )	5  minutes
2.	Presentation ( discussion, question and answer and sharing about the concept of the material)	30 minutes
3.	Generalization ( repetition of the lesson in over all, summarizing all the concept and completing the k-w-l- chart)	5  minutes
4.	Application ( individual activity)	10 minutes
5.	Evaluation ( individual activity)	15 minutes
Total		70 minutes

        Problem-solving

During my teaching demonstration the main problems that I encountered are communication and following instructions. I understand the reason of these problems and there’s no one to blame. It is simply because of language barriers. So in order to understand each other, our cooperating teachers who are teaching English helped us translate each language to the other. We also used to google translate and sign language, both were very helpful.

   Classroom management

Classroom management is my weakest point. During my lesson, I wasn’t able to control my learners who were not listening.  I have to learn to discipline the learners who are noisy and are not listening during discussion. I have to learn how inculcate into their minds the value of listening and respect especially is someone is talking in front.

           VI.  Summary and Suggestions

Purposes of practicum (meets or not meets your need)

The purpose of this practicum is to enhance my  socialization skills, to have a broader concept about the history and life of the people and of the different places, to deepen my knowledge in teaching through learning various  strategies from the teachers and to widen my understanding of the cultures of others and to bridge the gap between cultural and religious differences.    

    Procedures of practicum 

At we first we were introduced and officially indorsed by Mr. Muttohar and Miss Masfuah to our cooperating school, SD Unggulan Muslimat NU Kudus. The following day we were given the chance to observe the class of Miss Eka in Grade 1. We also discussed our assigned room, the lesson planning and assign materials with the Head Master and our cooperating teachers. The following day we already taught the assigned lesson to the learners. We were observed by our SI, CT, and the subject teacher.

Outcomes of practicum 

The outcome of my practice teaching was I learned how to make the class more interactive and engaging. My teaching also boosted my confidence and conquered my fear in speaking in front.  On the other side, I have seen my weakness, I realized that I need to practice more on the processing of answers, classroom management and according to my SI, I better speak slowly so that the learners will be able to internalize what I’m saying.

  The challenges of practicum

                   The challenges that I’ve met for this practicum is communication and classroom management. The language difference made it difficult for me to execute my lesson. Sometimes my students and I don’t understand each other like when I asked question, I received an unrelated answer. I cannot follow the flow of my lesson plan and I have to adjust in every part of the lesson in order for us to understand each other.   I cannot speak in Bahasa well and they are also still learning English.

Another was there were times that I wasn’t able to control the learners because I don’t know their names so I cannot call their attentions.

    Overall impression

Generally, I like my class. Despite the hardship of expressing themselves in English, the learners tried their very best to participate and recite. They tried answering in Bahasa and the teachers translate into English for me to understand. The teachers also, they were so helpful and approachable. They helped me to control the learners during the discussion, they guided on the flow of my activity and they assured I did every part of the lesson by telling me the part the I missed. They were always available and ready to help whenever I needed them.  

Suggestions for future improvement

     I suggest that the time for this program should be longer because based from my experience, one month is not enough. I was just given a week to observe and teach because the following week was the learners’’ examination wherein we cannot have our lesson. Two weeks is very short for me. I still want to have lessons, more encounter and beautiful experience with the children but the time was very limited. 

 VII. Worthwhile Memories!

Universitas Muria Kudus: My Window to a Wider Perspective

September 05, 2019 – Welcoming ceremony.  Today at 9:00 a.m., we were formally welcomed by Mr. Surpanyo, the University President, Mr. Subarka, the vice president, Dr. Muttohar, Dean of the international Affairs, ma’am Siti Masfuah, a science lecturer and our assigned supervising instructor, Ms Herlina Saputri, a staff from the office of international affairs and some of our buddies who were scheduled to accompany us.

In his speech, Mr. Surpanu formally welcomed us to participate and be part of the University’s task- related activities. Mr. Subarka, Dr. Muttohar and Dr. Masfuah   also expressed their warm welcome and greetings. Each of us introduced ourselves and shared some information about our sending Universities. After the formal program, we had our breakfast and continued sharing stories about our different cultures. After which, we took photos and parted ways.

At 10:30 a.m. Intan and Khansa, our buddies, brought us to the school’s music room and introduced to us the Karawitan, the traditional song and instrument of Kudus. We also tried playing the instruments and joined them while practicing.

At 01:00 pm we learned some basic Bahasa Indonesia, the country’s national language, with Pak Eko, a language instructor in the university. Learning Bahasa for the very first time isn’t easy.  Some words are similar to Filipino language but the pronunciation and spelling are very different. The difference in alphabet made it more difficult to pronounce but somehow we learned their basic greetings and some important words for daily communication. The most difficult yet interesting task that we did today was to talk with different people using their language. It’s hard but through this activity we were able to apply what we’ve learned and we also started to meet new friends.

September 06, 2019 (Friday)- SD Unggulan Muslimat NU Kudus: Crossing the Path

Today was our first day in SD Unggulan Muslimat Nu Kudus, our cooperating school where we had our observation and practice teaching. At 7:00 a.m., Dr. Muttohar and Ms. Masfuah officially endorsed us the school. Unfortunately, they discussed in Bahasa so we didn’t understand their discussion. However, we received a warm welcome and greetings from the teachers and school staff. After their discussion with faculty, they gathered all the learners and formally welcomed us. We also introduced ourselves using Filipino, English and Bahasa language. The teachers, our co-practice teachers and the learners were so happy to meet us. Maybe because we were the first exchange student who visited their school.  We also met Miss Eka and Miss Mayang, our cooperating teachers who were assigned to help us during our stay. We also learned that their classes start at 06:50 so our call time will be at 6:30 a.m. We discussed already our assigned class and the schedule of our teaching demonstration. For the first day, Bea and I will stay in grade 4 and the following day I will be in grade 5 and Bea will be in grade 3. 

After the formal welcoming and short introduction, we entered the class of Miss Eka for class observation. Then at 11:00 a.m. we left the school and went back to UMK where we met the other faculty of Teacher Education.

          Today I learned that they used three languages in the school and in this place: Bahasa, Javanese and Arabic. Bahasa is for national, Javanese is only used in central Java and Arabic is being used in the schools which is predominantly attended by Muslims. I also practiced their greetings such as “Assalamualaikum warohmatullah wabarokatuh” which means “Peace be upon you” and “Alhamdulillah” which means “Praise be to God’ because everywhere I go, I always heard them greet each other and sometimes they greet us that way so I learned the proper way of responding.   I also enjoyed eating some of their traditional foods such as  klepon, bakso goreng and  pisang coklat.

September 07, 2019(Saturday) Falling in love with “Rebana”

Today was our second day of observation in our class. At 6:50 we were already in the school. We also joined our fellow student-teachers in shaking the learners’ hand before they entered their classes as sign of respect. Salam or shaking of hands means a lot to them. A simple touch is the formal, it is being used among the professionals while the longer and closer shake is informal which means having a very close relationship with the person.

After the flag ceremony we met our buddies in the library and learned about the format of their lesson plan.

In the afternoon, we met Ma’am Wihdal Muna Lukluaty, S.Pd.  the head master of the school/  School Principal and discussed about our observation in the schools, expectations from the students, classrooms and the lesson plan format. I was very happy when she allowed us to use the SLU format in lesson planning.

At two o’clock p.m. we joined the music class of Pak Shohwil Widad,S.Pd.I and learned about their instruments. It was the highlight of my day because the learners amazed me when they sang “Sholawat”, a religious song and played their “Rebana”, a combination of traditional Instrument in Kudus. What made me admire them more is that at young age the learners can play different local instruments and sang different religious song. In this way they are being taught to value and respect their culture. The harmony of Sholawat and Rebana is pleasant to the ear. 

          In the evening, we had hang out with Miss Eka and Miss Mayang. We went to the Menara Mosque, a very beautiful mosque for the Muslims. Many people from the different islands in Indonesia come here not just to pray but to experience the beauty and magnificence of this place. Before going home, Ms. Mayang and Miss Eka bought us traditional food called Martabak.

At 6:30 pm. Ms. Herlina and Mas Yoga accompanied us to ADA mall and bought some personal necessities. Before going home, we had our dinner. It was a very beautiful experience because it was my first time to eat in the street side with a floor mat as our table. Cheap restaurants are everywhere in the Philippines but I never saw people eating in the same way, however I liked the food and enjoyed the moment with these buddies.

September 08, 2019 (Sunday) The Vaganza Hills On reach!

Today was our rest day, and a car-free day from 6:00 a.m. to 9:00 a.m.  in the Ramayana Square, a beautiful place for jogging. We roamed around and had our taste of new traditional food.

In the afternoon, our buddies brought us to The Vaganza Hills for some leisure. This place is like a mini Bali. Here I had a view of the beautiful hills and their wide plantation of sugar cane and cassava.  I also tried   riding on a bicycle on a cable. Although it’s hot, the sun kiss,  made the location more heart-warming and the long  stairs made out of wood that connects every feature  made this place  more unique and beautiful.  We also eat Nyimut, a traditional food made out of cassava.  

September 09, 2019 (Monday) “ Kretek: the Backbone of Kudus”

          For today we didn’t go to the elementary school because it was their holiday. At 9:00 a.m., we practiced the Kretek dance in UMK, it is a traditional dance in Kudus that depicts the process of making cigarette. By the way, in this place cigarette means a lot to the people. It is actually the backbone of this place. Many people rely on their and they manufacture their own. According to Mr. Muttohar, their local cigarette contains herb for medication. It is different from the manufactured in national production. It is maybe the reason why they have Kretek museum, a museum that shows the history, discovery and processes of making cigarette. The process was also presented in Mubarok museum, a museum that shows the process of making different local foods in Kudus.  

In the afternoon, we played basketball with Intan, Khansa and some of the students and teachers in UMK.

September 10, 2019 (Tuesday) “

SEA Teacher logo

It’s again a holiday for the leaners in SD so we rested and in the afternoon, we visited a Local Sugar factory. Sugar cane is one of their major agricultural product here in their place. They produce their own sugar and export for commercial purposes.  The process is difficult and the work is really hard.

After visiting the sugar production, we visited a mini garden and see their deer. I was very happy because it’s my first time to see a real deer. I entered their enclosure and fed them. They were so afraid that I have to chased them in order to get closer.    

September 11, 2019 (Wednesday)

Today was my first class teaching demonstration. I felt nervous at the same time, I was so excited to meet the learners. My heart relaxed a bit when I saw them very happy and excited when I entered their room.  I taught in science: alternative energy in grade 4 Mahalil. It was a bit difficult to communicate because of language differences. We needed to translate some English words in Bahasa and vice versa so that we will be able to understand each other.   The learners were so active. I observed that they tried their very best in order to respond and communicate with me.  I was observed by miss Mafuah and Miss Eka while Bea helped me in the preparation. During the post conference, miss Mafuah commented that I spoke so fast, I should have spoken slower so that the learners was able to understand and process very well my questions and discussions.  But in general, accordingly, the lesson was well delivered and the class was very interactive. It was a very accomplished day for me!

September 12, 2019 (Thursday)

          Today was my second demo teaching. I taught   Bahasa English in grade 5. For this time miss Mafuah wasn’t around so I was just observed by Miss Eka. The class was also very active and cheerful. The learners were so eager and excited to learn English. Some of them can hardly speak however they also tried to answer all my questions.  I enjoy the class once again. Here I used traditional method because according to the teachers the learners like visuals more than using PowerPoint presentation.

In the afternoon, we went to Mubarok museum together with our buddies Bagas and Tityan. There I enjoyed the beauty of the place. It is a historical place that shows the different local food and their processes.

  

September 13, 2019 (Friday)

Today I helped my co practice teacher Uzli in delivering her lesson. I also observed her strategies in managing the class. She used different claps to praise the learners for their answers, they sang different songs after each topic to maintain their attention. And they are more on with hands on activities.   

In the afternoon, Miss Eka invited me and Bea to join the class of Pak Agus to learn basic Mandarin Indonesia however when we were inside the classroom, Pak Agus asked us to take over his class and teach English and Filipino instead.  So instead of learning Mandarin we taught basic English and Filipino.

September 14 (Saturday)

Today the student teachers from IAIN Kudus University who also observed and taught in SD Unggulan Muslimat bid goodbye. They have completed the number of days of their stay in the school so it’s also time for them to be back to their University.  After their farewell party we ate traditional foods while shared different stories, exchanged jokes, took photos and sang a goodbye song together and after which, we parted ways.

September 15, 2019 (Sunday)

Today we visited the Kretek Museum with Mas Afin, Miss Fefe and Miss Diva.  Like what I’ve been mentioning above, it is a museum that shows the value, history and process of making the local cigarette in this place.

September 16, 2019 (Monday)

           This week was the learners’ examination so we have no activities in SD, however we still reported to the school. In the morning we did our blog and in the afternoon, Bea and I were invited to SMK Tamansiswa kudus/ tamansiswa vocational high school kudus by Mas Agus to be part of the opening of his English class. His English class program is an extra-curricular activity that helps the participants to improve their English speaking, grammar, spelling and vocabulary.

          After the formal opening, we taught English and Filipino greetings, numbers, days and months. We also sang English and Bahasa song in order to keep the connection between us and the learners.

September 17, 2019 (Tuesday)

          Today was a continuation of the learners’ examination.

September 18 (Wednesday)

Class examination

Mubarok museum

September 19, 2019 (Thursday) 

We observed and assisted the learners in their examination. The process is the Same with the way we conduct our Exam in the Philippines, the teacher read the questions and choices one by one and then the learners answer. However, for grade one there were two teachers assigned. One teacher will give the instruction and the other will be the one to assist those who are in need of help.

 September 23, 2019 (Monday)

Farewell day at sd unngulan

 September 24, 2019 (Tuesday)

Teluk awur beach

September 25, 2019 (Wednesday)

Farewell party

September 26, 2019(Thursday)

Flight to semarang

September 27, 2019 (Friday)

Arrival in Jakarta and going back to the Philippines