I'm Nean Cherry Lou Ablog, a growing and passionate 4th-year graduating student at the University of Northern Philippines, pursuing an undergraduate program of Bachelor of Secondary Education with a major in English. As part of the SEA Teacher program, I had the incredible opportunity to embark on a cross-cultural learning journey at Universitas Pakuan in Bogor, Indonesia as my receiving institution and with Sekolah Kesatuan as my host school.
In this blog, I share my experiences, observations, realizations, lessons learned, accomplishment reports, and the unforgettable experiences that shaped my journey as a SEA Teacher participant. Join me as I reflect on this enriching adventure and the valuable insights I've gained along the way.
1.1 School Profile
Sekolah Kesatuan, established on August 22, 1949, is a private national school located in Bogor, Indonesia. It operates under the Yayasan Kesatuan (Kesatuan Foundation) and has achieved an "A" accreditation across all educational levels. The school promotes a multicultural environment, welcoming students from various backgrounds without religious or ethnic bias. Its mission is to provide quality education focused on character development, knowledge acquisition, and professionalism.
1.2 Academic support system
The academic support system at Sekolah Kesatuan includes:
Intensive Tutoring: Targeted guidance to enhance academic performance.
Extracurricular Programs: Diverse activities that support talent development and personal growth.
Collaboration with Parents: Regular communication with parents to monitor student progress and address concerns.
1.3 Teaching system
The teaching system is centered around:
Student-Centered Learning: Innovative methods that focus on the needs and interests of students.
Competency-Based Education: Emphasis on developing specific skills and competencies relevant to the curriculum.
Technology Integration: Utilization of IT resources to enhance learning experiences.
1.4 Materials and other learning resources
Sekolah Kesatuan provides a range of learning materials and resources, including:
Modern Classrooms: Equipped with air conditioning, LCD projectors, and lockers.
Laboratories: Facilities for language, science (IPA), and computer studies.
Library: A well-stocked library offering various educational resources.
Health Unit: A dedicated health service supported by medical professionals.
1.5 Measurement and Evaluation system
The measurement and evaluation system includes:
Regular Assessments: Continuous evaluation through quizzes, tests, and exams to gauge student understanding.
National Examination Preparation: Comprehensive preparation for national assessments ensures all students are well-equipped for the Ujian Nasional (UN).
Feedback Mechanisms: Constructive feedback provided to students to foster improvement.
1.6 Curriculum
The curriculum at Sekolah Kesatuan is designed to be comprehensive and inclusive:
National Curriculum Compliance: Aligns with Indonesia's educational standards while incorporating local cultural elements.
Multicultural Education: Focuses on instilling values of nationalism and tolerance through various curricular activities.
Holistic Development: Emphasizes both academic excellence and character building.
1.7 Teaching plan of English
The English teaching plan involves:
Interactive Learning Approaches: Engaging methods such as group discussions (conversational) and presentations to enhance language skills.
Extracurricular Activities: Participation in competitions like speech and debates to develop proficiency in English.
Continuous Skill Development: Focus on reading, writing, listening, and speaking skills through varied instructional strategies.
.png)
1.1 School Profile
Universitas Pakuan (UNPAK) is a private university established on November 1, 1980. It is located at Jl. Pakuan, Tegallega, Bogor Tengah, Kota Bogor, in West Java, Indonesia. The university is currently led by Prof. Dr. Ir. H. Didik Notosudjono, M.Sc., who serves as the rector. UNPAK is dedicated to providing quality education across various disciplines and can be explored further through its official website at www.unpak.ac.id.
1.2 Academic support system
UNPAK provides a robust academic support system that includes:
Advisory Services: Academic advisors assist students in course selection and career planning.
Tutoring Programs: Peer tutoring and faculty support are available to help students improve their understanding of course material.
Student Organizations: Various student organizations foster collaboration and networking among peers.
1.3 Teaching system
The teaching system at UNPAK emphasizes:
Interactive Learning: Incorporation of group discussions, projects, and case-based learning to enhance student engagement.
Blended Learning: A combination of in-person and online learning methods to accommodate diverse learning styles.
Practical Experience: Opportunities for internships and practical projects to apply theoretical knowledge.
1.4 Materials and other learning resources
UNPAK offers various materials and resources for effective learning:
Library Facilities: A central library with extensive resources including books, journals, and digital databases.
Laboratories: Specialized labs for engineering, computer science, and natural sciences.
Online Learning Platforms: Access to digital resources and online courses through the university's Learning Management System (LMS).
1.5 Measurement and evaluation system
The evaluation system at UNPAK includes:
Continuous Assessment: Regular quizzes, assignments, and projects to monitor student progress.
Final Examinations: Comprehensive exams at the end of each semester to evaluate overall understanding.
Feedback Mechanisms: Constructive feedback from instructors to guide student improvement.
1.6 Curriculum
UNPAK's curriculum is designed to meet national educational standards while fostering critical thinking and practical skills:
Diverse Programs of Study: Offers undergraduate (S1), diploma (D3), and postgraduate (S2) programs across six faculties:
Faculty of Law
Faculty of Economics
Faculty of Teacher Training & Education
Faculty of Social Sciences & Humanities
Faculty of Engineering
Faculty of Mathematics & Natural Sciences
.png)
2.1 Teaching methods
During my time at the school, I observed how diverse teaching methods were employed to engage students effectively. My supervisor demonstrated the power of questioning, using it not just to check comprehension but also to spark curiosity and critical thinking among students. Activity-based learning was a prominent feature in the classroom, with hands-on tasks designed to make lessons more interactive and meaningful. I noticed a strong emphasis on connecting lessons to real-life topics, which helped students see the relevance of what they were learning. The approach was heavily focused on building knowledge and essential skills, although I felt there was room to explore more application-based learning. Adding scenarios or case studies could further enhance students' ability to apply these concepts in practical situations.
2.2 Learning materials and innovation
The school made good use of a variety of learning materials and resources. My supervisor skillfully incorporated a projector during lessons, using it to display visuals and multimedia content that captured students’ attention. The library stood out as a treasure trove of books, offering students and teachers a wealth of information to draw from. I was also impressed by the facilities available, such as the laboratory and music room, which catered to specialized areas of learning. These spaces allowed students to experiment, explore, and express themselves in unique ways. However, I noticed that some of the resources could benefit from updates to align with modern advancements and keep the students inspired.
2.3 Sources of learning and technology
One of the most striking aspects of the school was how it incorporated technology and external learning sources. My supervisor often supplemented lessons with digital content, such as videos and interactive quizzes, to cater to different learning styles. The school encouraged students to use online platforms and resources, expanding their knowledge beyond the confines of the classroom. I noticed that this blend of traditional and digital methods kept students engaged and fostered independent learning. However, ensuring consistent access to technology for all students could make this approach even more effective.
2.4 Authentic assessment
Authentic assessment played a significant role in the teaching practices I observed. My supervisor placed a strong emphasis on writing assignments, encouraging students to articulate their thoughts and apply their understanding creatively. Oral presentations were another common tool, helping students develop confidence in speaking and organizing their ideas. It was clear that these methods provided a well-rounded evaluation of students’ capabilities. I felt that incorporating more project-based assessments or peer feedback could further enrich the process and provide a wider lens for evaluating student growth.
2.5 Others
Beyond the classroom, I noticed how the school fostered an inclusive and supportive learning environment. Collaboration among students was encouraged, with group activities and discussions being a regular part of lessons. The school also placed importance on extra-curricular activities, offering clubs, sports, and creative outlets like music and art, which I observed greatly benefited students’ overall development. Mental health and well-being were also given attention, with counselors available to support students whenever needed. My supervisor often emphasized the importance of maintaining a balance between academic rigor and personal growth, which I found particularly inspiring. Additionally, the involvement of parents and the local community in school activities created a strong support system for the students.
.png)
3.1 Curriculum
During my time observing and working at the school, I noticed that the teaching plan adhered closely to Indonesia’s national curriculum while also embracing the unique cultural identity of the region. The curriculum not only met educational standards but also incorporated local cultural elements that made learning more relatable and meaningful for the students. This approach provided students with a sense of belonging and pride in their heritage.
What stood out to me was the emphasis on multicultural education. Activities and lessons often revolved around themes of nationalism and tolerance, encouraging students to appreciate diversity and respect one another. This approach helped create an inclusive environment that aligned well with the school’s values. My supervisor frequently emphasized how these lessons were not only about academics but also about shaping students’ worldviews.
The curriculum also focused on holistic development. It was clear that the teaching plan sought to balance academic excellence with character building. Beyond textbook learning, there was a conscious effort to instill values such as discipline, empathy, and integrity. I found this integration particularly inspiring, as it nurtured students into becoming well-rounded individuals.
3.2 Teaching plan related to your major (English)
As someone specializing in English, I was particularly drawn to the interactive and student-centered approaches the school employed in teaching the language and also the subject itself. My supervisor designed lessons that prioritized engaging students in meaningful ways. Group discussions and paired tasks were a regular part of the classroom routine, encouraging students to practice conversational English in a supportive environment. These discussions often revolved around real-life scenarios, helping students connect language learning with practical use.
Presentations were another powerful way used to enhance language skills. Students were encouraged to present their compositions and ideas, improving their confidence in public speaking while sharpening their vocabulary and grammar. It was clear that these activities not only improved their communication abilities but also their critical thinking skills.
The teaching plan also placed equal importance on developing all four core language skills: reading, writing, listening, and speaking. This was achieved through a variety of instructional strategies tailored to meet different learning needs. For example, reading activities ranged from analyzing short stories to exploring informational texts on the book, while writing tasks encouraged creativity. Listening exercises included exposure to diverse accents and contexts, while speaking tasks emphasized fluency and interaction.
Overall, I was impressed by the structured yet flexible teaching plan that allowed for continuous skill development. It was very much clear that the goal was not just to teach English but to empower students to use it confidently and effectively in their everyday lives.
.png)
4.1 Planning for teaching
One of the things I appreciated about my supervisor was the careful planning that went into each lesson. Following the book as a foundation, especially for activities, ensured that lessons remained aligned with the curriculum. However, what stood out was the effort to go beyond the textbook by preparing additional supporting materials, such as engaging videos, to enrich the learning experience. These resources were always thoughtfully selected to complement the topics and keep the students engaged. It was clear that planning wasn’t just about sticking to a structure but about enhancing it with creativity and innovation.
4.2 Preparing lessons and materials
When it came to lesson preparation, I noticed my supervisor leaned toward using modern tools and platforms. While PowerPoint presentations were rarely used, the teacher relied heavily on videos and interactive online applications to deliver content. Platforms that allowed real-time student participation brought an engaging and dynamic energy to the classroom. It was refreshing to see how technology could simplify the delivery of complex concepts while keeping students actively involved in the process.
4.3 Teaching in class
In the classroom, the teaching style was distinctly student-centered. My supervisor adopted the role of a facilitator, guiding students rather than directing them. Questions were frequently used, not just to assess understanding but to provoke thought and encourage discussion. This approach allowed students to take more responsibility for their learning, promoting independence and critical thinking. Observing this, I realized how impactful it can be for students when they are given the space to explore ideas and contribute actively to lessons.
4.4 Measurement and evaluation
Assessment methods were practical and straightforward, with most activities being pencil-and-paper-based and completed in subject-specific notebooks. Occasionally, students worked in pairs, which encouraged collaboration and teamwork. What caught my attention was the integration of social media platforms as a means of submission, which not only made the process more convenient but also aligned with the students’ tech-savvy lifestyles. This innovative approach to evaluation made learning more accessible and relatable for students, though expanding on project-based assessments could add more depth to their learning experiences.
4.5 Others
Another remarkable aspect of my supervisor’s teaching was their ability to build a strong connection with the students. There was a genuine effort to connect with the learners on both an academic and personal level, which created an atmosphere of mutual respect and trust. I noticed how small but impactful gestures, like addressing students by name or acknowledging their contributions, helped give a sense of belonging in the classroom. My supervisor also encouraged students to voice out their opinions and ask questions freely, which creates an open environment where learning felt collaborative rather than directive.
Additionally, the teacher demonstrated flexibility in managing the pace of lessons, adjusting based on the students’ comprehension levels. This adaptability ensured that no student felt left behind while still maintaining progress. There was also a consistent emphasis on real-world applications of the lessons, encouraging students to think beyond the textbook and see how their learning could be applied in everyday life.
.png)
5.1 Procedures of teaching
I made sure that the lesson plan was carefully structured to guide students seamlessly from prior knowledge to new concepts, to ensure a smooth and engaging learning experience. I began the session with a warm and welcoming greeting, which helped establish a positive classroom atmosphere. I initiated the lesson by revisiting the basics of adjectives, asking students questions about their functions and examples. This quick review helped activate their prior knowledge and prepared them for the new topic.
To introduce the degrees of comparison, I employed a lively game called "Pass the Ball." This activity, combined with upbeat music and balls, captured the students’ attention and piqued their curiosity. As the game progressed, I used visual examples, such as pictures of houses and comparisons between them, to gently introduce the concept of positive, comparative, and superlative degrees. For instance, I displayed images of houses of varying sizes and elicited responses from the students, such as "big," "bigger," and "biggest," encouraging them to articulate the transformations themselves.
The core teaching segment was direct and systematic. Using a whiteboard and visual aids, I explained the rules for forming degrees of comparison, including regular and irregular forms. Clear examples were provided for short adjectives (e.g., "big – bigger – biggest") and longer adjectives (e.g., "beautiful – more beautiful – the most beautiful"), along with real-life comparisons to make the concepts relatable. I also emphasized special cases, such as adjectives ending in "-y" or irregular forms like "good – better – best," which often confuse students.
To reinforce learning, I transitioned into individual practice. Students were given exercises where they formed sentences using the correct degree of comparison and identified errors in pre-written sentences. During this phase, I moved around the classroom to provide guidance, clarify doubts, and offer encouragement. The session concluded with a brief recap, summarizing the key points and providing students with instructions for a creative homework assignment to further solidify their understanding.
5.2 Time management and organizing activities
Time management was a critical aspect of the lesson, as the session was limited to 40 minutes. Each segment of the lesson was carefully planned and executed within its allocated time. The introduction and warm-up activities, including the "Pass the Ball" game, were brief but effective in energizing the students and transitioning them into the lesson.
I made sure that the main instruction phase was well-paced, ensuring adequate time for explanation and independent practice. Also, I made sure to clear transitions between activities minimized downtime, maintaining a smooth flow throughout the session. Despite the structured timing, there was enough flexibility to address student queries and reinforce concepts as needed.
5.3 Problem solving
Problem-solving played a key role in both planning and delivering the lesson. I anticipated potential areas of confusion, such as the use of irregular adjectives or forming superlative degrees, and prepared tailored examples to address these challenges.
During the session, when some students struggled to distinguish between "more" and "most" for longer adjectives, I provided additional examples and repeated key rules. Visual aids and real-life examples were used to clarify misunderstandings. The error correction activity allowed students to identify and fix mistakes, reinforcing their learning in a practical and meaningful way.
5.4 Classroom management
For the classroom management strategies, I ensured a focused and productive learning environment. From the outset, I set clear expectations, explaining the objectives and instructions for each activity. The "Pass the Ball" game not only energized the students but also instilled a sense of order as they eagerly participated while following the rules.
Throughout the lesson, I actively engaged with students, moving around the classroom to monitor progress and provide support. I used positive reinforcement to encourage participation and acknowledged students’ efforts to create a supportive atmosphere. This approach kept the class motivated and on track while allowing me to address individual needs effectively.
5.5 Others
One of the most rewarding aspects of this teaching practice was witnessing how students with different learning styles responded to the lesson. Visual learners benefited from the use of pictures and slides, while auditory learners retained information through verbal explanations and repetition. Kinesthetic learners enjoyed the physical engagement of the "Pass the Ball" activity.
The differentiated examples helped cater to students at varying levels of understanding. For struggling learners, I used simplified examples and additional explanations, while students who grasped the concepts quickly were encouraged to attempt more challenging sentences. This personalized approach ensured that all students felt confident and capable of achieving the lesson objectives.
With that said, I realized the importance of creating a dynamic and inclusive environment where students are encouraged to actively participate and learn at their own pace.
.HEIC)
.HEIC)
.HEIC)
.png)
6.1 Purposes of practicum
The primary purpose of the practicum was to immerse myself in a hands-on teaching experience that combined theoretical knowledge with practical application. It aimed to develop my teaching skills, improve classroom management, and adapt to a new educational environment. Moreover, the practicum was an opportunity to understand the diverse learning needs of students, explore innovative teaching methods, and refine my ability to design engaging lesson plans. Another significant purpose was to foster cultural exchange, as this practicum allowed me to appreciate Indonesia’s educational practices and integrate them with my own approaches.
6.2 Procedures of practicum
The practicum followed a structured sequence that began with an orientation at the receiving institution, Universitas Pakuan, where I was introduced to their teaching methodologies and educational philosophy. At my host school, Sekolah Kesatuan, I observed classes led by my supervisor to understand the dynamics of teaching in a real-world setting. Gradually, I took on teaching responsibilities, beginning with assisting in lessons and moving on to independently conducting full sessions.
Lesson plans were developed in collaboration with my supervisor and tailored to fit the curriculum and students’ proficiency levels. Each session followed a clear structure: reviewing prior knowledge, introducing new concepts, engaging students through activities like games and exercises, and concluding with evaluations. Feedback from my supervisor after each lesson was instrumental in refining my techniques and addressing areas for improvement.
6.3 Outcomes of practicum
The practicum yielded several positive outcomes. I gained practical experience in classroom teaching, honed my lesson planning skills, and improved my ability to manage time and activities effectively. My understanding of student-centered learning deepened, as I observed and practiced methods that empowered students to take an active role in their education.
Another significant outcome was the development of adaptability and cultural sensitivity. Teaching in a multicultural environment enriched my perspective, and I learned how to integrate cultural elements into lessons to make them relatable and engaging for students. Additionally, my communication skills improved as I navigated language barriers and found innovative ways to connect with students.
6.4 The challenges of practicum
While the practicum was rewarding, it came with its share of challenges. One major hurdle was adapting to the school’s teaching environment and methods, which differed from what I was accustomed to. For example, prioritizing the use of interactive technological applications like Quizziz, Kahoot, etc. required a shift in my approach, because I was used to using traditional methods of teaching as what we practice in the Philippines.
Another challenge was addressing the varying proficiency levels among students. While some grasped concepts quickly, others needed additional support, which tested my ability to differentiate instruction effectively. Managing time during lessons was also a learning curve, as I had to ensure all activities were completed within the allocated period while maintaining student engagement.
Finally, language barriers occasionally created communication gaps, but I overcame this by using simplified language, gestures, and visual aids to ensure students understood the lessons.
6.5 Overall impression
My overall impression of the practicum is overwhelmingly positive. It was a transformative experience that allowed me to grow professionally and personally. The school’s welcoming environment and supportive faculty staff made it easier to adapt and thrive. I was particularly impressed by the focus on student-centered learning and the integration of technology in lessons.
Additionally, the students were eager to learn and responsive to new teaching methods, which made the experience even more fulfilling. The practicum also highlighted the importance of flexibility and continuous learning as a teacher, as I adapted to new challenges and improved with each session.
6.6 Suggestions for future improvement
To enhance the practicum experience, I suggest:
Extended Practice Teaching Periods: Allowing more time for practicing to teach would further improve skills and provide deeper insights into classroom dynamics and management techniques.
Workshops on Differentiation Strategies: Offering training on how to address diverse student needs effectively would prepare participants for varied classroom settings.
Resource Sharing: Providing a repository of teaching materials and best practices from past participants would help newcomers prepare more effectively.
Incorporating Peer Feedback: Allowing participants to observe and provide feedback on each other’s teaching sessions could foster collaborative learning and improvement.
Universitas Pakuan warmly welcomed us with a thoughtfully organized program that included heartfelt speeches, getting to know each other, especially the school officials, captivating presentations of traditional dances, and the delightful exchange of culinary specialties from our respective countries.
⋆｡ﾟ☁︎｡⋆｡ ﾟ☾ ﾟ｡⋆ ─── ⋆⋅☆⋅⋆ ─── ⋆｡ﾟ☁︎｡⋆｡ ﾟ☾ ﾟ｡⋆
⋆｡ﾟ☁︎｡⋆｡ ﾟ☾ ﾟ｡⋆ ─── ⋆⋅☆⋅⋆ ─── ⋆｡ﾟ☁︎｡⋆｡ ﾟ☾ ﾟ｡⋆
⋆｡ﾟ☁︎｡⋆｡ ﾟ☾ ﾟ｡⋆ ─── ⋆⋅☆⋅⋆ ─── ⋆｡ﾟ☁︎｡⋆｡ ﾟ☾ ﾟ｡⋆
Museum Tanah Dan Pertanian
Here, I learned so much about the history of Bogor, and it was such an eye-opening experience. I was surprised to discover that some parts of their history are actually quite similar to the Philippines. It made me feel a deeper connection to their culture. A big thanks to Salwa and Adam for sharing such a beautiful and heartfelt story about their hometown. Their passion and pride really brought the history to life, and I’m so grateful for the chance to hear it all from them.
⋆｡ﾟ☁︎｡⋆｡ ﾟ☾ ﾟ｡⋆ ─── ⋆⋅☆⋅⋆ ─── ⋆｡ﾟ☁︎｡⋆｡ ﾟ☾ ﾟ｡⋆
I’m really grateful that so many people recommended this place to me. It’s a unique spot filled with traditional Indonesian food, and the vibe is inspired by a charming Chinese mini-town. One of the highlights was visiting the Vihara Dhanagun, which was such a beautiful and peaceful praying place. For food, we had Soto Kuning with Salwa and Adam—it was so flavorful and comforting! Later, we joined Susi and Dhia at Laoban, a cozy Chinese restaurant, and the dishes there were absolutely delicious. The whole experience was a perfect mix of culture, food, and good company.
⋆｡ﾟ☁︎｡⋆｡ ﾟ☾ ﾟ｡⋆ ─── ⋆⋅☆⋅⋆ ─── ⋆｡ﾟ☁︎｡⋆｡ ﾟ☾ ﾟ｡⋆
.png)
Another hidden gem in Bogor! This place reminded me of Kebun Raya, but the atmosphere here was much colder and quieter. Unlike Kebun Raya, there were hardly any visitors around, probably because it’s a bit farther away—we had to travel for over an hour to get there. We joined a group of first-year Biology students on their trip, and they were so friendly and welcoming. They made us feel like we're not different, offering free lunch and snacks during the bus ride, which was such a nice surprise. Even though I’m not a Biology student, I learned so much about fungi and mushrooms from the students. It was fascinating to see how much they knew and how passionate they were about their studies. The whole experience was both relaxing and educational, and I’m really glad I decided to join.
⋆｡ﾟ☁︎｡⋆｡ ﾟ☾ ﾟ｡⋆ ─── ⋆⋅☆⋅⋆ ─── ⋆｡ﾟ☁︎｡⋆｡ ﾟ☾ ﾟ｡⋆
When I visited Taman Mini Indonesia Indah, it felt like I was exploring the whole of Indonesia in one place because of the miniature versions of the country’s famous landmarks. What stood out to me the most were the architectural designs of the shrines and temples—they were so intricate and beautiful. Walking through each area gave me a deep sense of respect for Indonesia’s rich culture and history. I also learned that this incredible place was planned by the wife of the President, inspired by her visit to Hong Kong’s Disneyland. It’s amazing how she turned her inspiration into something that celebrates Indonesia’s diversity and heritage.
⋆｡ﾟ☁︎｡⋆｡ ﾟ☾ ﾟ｡⋆ ─── ⋆⋅☆⋅⋆ ─── ⋆｡ﾟ☁︎｡⋆｡ ﾟ☾ ﾟ｡⋆
Jakarta Cathedral
Since it’s a Muslim-dominated country, I honestly didn’t think I’d come across a Catholic church. So, I was really happy when we found one and even got the chance to go inside and pray. The atmosphere was calm and welcoming, and the interior looked so much like the churches we have in the Philippines. It felt both familiar and special to experience that in a completely different place.
⋆｡ﾟ☁︎｡⋆｡ ﾟ☾ ﾟ｡⋆ ─── ⋆⋅☆⋅⋆ ─── ⋆｡ﾟ☁︎｡⋆｡ ﾟ☾ ﾟ｡⋆
We didn’t get to do much here because it was raining, and unfortunately, we weren’t allowed to go up to see the view from the top. I kept imagining how amazing it would have been if the weather had been better. I really wish we could have gone up despite the rain—it feels like we missed out on something special. Maybe next time, with better weather, we’ll finally get to experience it.
Language & Culture Class
A big thank you to Ibu Leora for her patience and dedication in teaching us the Bahasa language. She made learning so much easier and more enjoyable. We’re also so grateful to Pak Taufik for sharing his knowledge about the history and culture of Indonesia—it gave us such a deeper appreciation for the country. And of course, a special shoutout to Salsa for teaching us Indonesian traditional dance. Her passion and energy made it such a fun and unforgettable experience. We’ve learned so much from each of you, and we truly appreciate all your efforts!
I want to take a moment to express my deepest gratitude to all the people who made my stay in Bogor an unforgettable experience. Each of you has left a mark on my heart, and I will always cherish the memories we created together.
To Krizza, my partner, thank you for being by my side through this journey. The memories we’ve shared—the stories, the laughs, the dreams—will stay with me forever. I couldn’t have asked for a better companion during this experience.
To Ibu Cucu, your kindness and generosity made such a difference. Thank you for always ensuring we had everything we needed and for making us feel so at home. Your care meant so much to us.
To Salwa and Adam, no words can truly capture how grateful I am for all you’ve done. Thank you for accompanying us on our adventures, for being there whenever we needed help, and for making sure our stay was as smooth as it could be.
To Nut, our dorm cat, you were such a special part of our time here. Thank you for keeping us company in the dorm and for bringing a little extra warmth and joy to our days. I’ll miss you the most.
To Shakira and Anisya, thank you for taking us out and making sure we got to explore and enjoy Bogor. Your kindness and effort didn’t go unnoticed, and I’m truly grateful.
To Dhia and Susi, even though our time together was short, it was filled with genuine moments of connection. My heart wishes we had met earlier so we could’ve spent more time together.
To Rainbow and Palm Tree, we may have had just a few days together, but those moments were wonderful. I wish you didn’t have to leave so soon because I know we could’ve made even more amazing memories.
To the other SEA Teacher participants of Universitas Pakuan, thank you for sharing your experiences in the Philippines with us. It was so inspiring to hear your stories and learn from you.
To Universitas Pakuan, thank you for the warm welcome and for working together with UNP to make this program a success. Your support and hospitality meant so much to us.
To Sekolah Kesatuan, thank you for allowing me to have my internship practice at your school. Your students were incredibly respectful and kind, and teaching them was such a rewarding experience.
And finally, to my supervisor, Ibu Rismarini, thank you for guiding me through this journey. The knowledge and insights you shared were invaluable, and I’ve grown so much because of your mentorship.
Each one of you has made my time here special in your own way. Thank you from the bottom of my heart for all the love, care, and support. Bogor will always have a special place in my heart because of you all.
Joining the SEA Teacher Program, at first, I was hesitant and intimidated. Moving to a completely different country for the first time was a daunting experience. Everything around me felt unfamiliar—new faces, a different culture, and an entirely different way of life. I wasn’t sure if I could adapt or if I truly belonged. But as time passed, I began to realize just how far I’ve come. What once felt intimidating now feels like an incredible adventure. Even now, I find myself overwhelmed, not in a bad way, but by the richness of the experiences I’ve been fortunate enough to encounter.
This journey has become so much more than I expected. It’s not just about improving my skills or understanding the differences and similarities in teaching and learning processes, though those have been important too. It’s about growth in every sense of the word. It’s about stepping outside my comfort zone and allowing myself to be open to new perspectives and possibilities. I’ve met people who have inspired me with their kindness, resilience, and passion, and I’ve built genuine connections that I never thought were possible in such a short time.
More than anything, this experience has been a window into new cultures and ways of life. I’ve learned to appreciate both the beauty of our differences and the similarities that connect us all. And through it all, I’ve found myself growing into a version of me I didn’t know existed—someone more confident, open-minded, and deeply appreciative of the world around me. I’ve took risks before, but I can say that joining the SEA-Teacher Program is the sweetest. And I’m very much sure that this isn’t just a chapter in my life; it feels like the beginning of something much greater, and I’m grateful for every step of the journey I had in this country.
With every fiber of my being, Terima Kasih.
No comments:
Post a Comment