Education is our passport to the future. For tomorrow belongs to the people who prepare it today. – Malcolm X
Maligayang pagdating sa blog na ito! I would like to start this blog with an introduction. I am Voline C. Echaveria, a student of Iloilo Science and Technology University. I am currently a 4th year student taking up Bachelor of Secondary Education major in Biological Science.
I’ve heard about this program a year ago from my friend whose classmate has been a part of the SEA Teacher program too. After hearing a lot of interesting experiences from the previous participants, I decided to ask my parents’ opinion about this and they gladly said that they will support me in joining this program.
SEA Teacher Project, also known as “Pre-Service Student Teacher Exchange in Southeast Asia”, is a project of the 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.
Name: Voline C. Echaveria
Birthday: October 22, 1998
Age: 20 years old
Address: Brgy. Mulangan Igbaras, Iloilo
Father’s Name: Joselito E. Echaveria
Mother’s Name: Marilyn C. Echaveria
Tertiary: Iloilo Science and Technology University
Secondary: Igbaras National High School
Elementary: Mulangan Elementary School
Sending University: Iloilo Science and Technology University
University Address: Burgos St. La Paz, Iloilo City, Philippines
Receiving University: Universitas Tidar
University Address: Jl. Kapten Suparman 39 Potrobangsan, Magelang Utara, Jateng 56116.
Address: Jl. Kapten Suparman 39 Potrobangsan, Magelang Utara, Jateng 56116.
University-based research in developing science, technology, art, and entrepreneurship.
Developing science, technology and art based on a research approach; Carry out the tridharma of higher education based on a research approach; Develop entrepreneurial practices based on a research approach; and Implement governance and work procedures of higher education that are transparent, accountable, effective, efficient, participatory, and equitable.
Produce graduates who have character, fear, wisdom, and uphold the values of Pancasila and are oriented towards entrepreneurship; Develop, transform, and disseminate science, technology, and / or art through activities of education, research and community service; Applying science, technology, and / or art results of research to improve people’s welfare and the progress of the nation; Growing the spirit of student entrepreneurship based on science, technology, and / or art; and The realization of governance in the implementation of higher education that is transparent, accountable, effective, efficient, participatory, and equitable.
Tidar University (is a Government College or State University that has been determined based on the Presidential Regulation of the Republic of Indonesia Number 23 of 2014 on April 1, 2014. Tidar University (UNTIDAR) is a change in the status of Tidar Magelang University (UTM) which was established based on the University Coordinator Decree Region V Private Number 032 / SK / Kpts / VII / 1979. Tidar University Magelang officially commenced the implementation of Higher Education Tridharma on 17 July 1979 according to the Kopertis Region V Coordinator (Central Java and DIY), Drs. Wuryanto, Number 032 / SK / Kpt / VII / 1979 is domiciled in Central Java Province precisely in the city of Magelang, at the time of its establishment, Tidar University consisted of five faculties in charge of seven majors namely the Faculty of Economics with the Department of General Economics, Faculty of Literature and Culture with the Department of English Literature; Electrical Engineering, Mechanical Engineering, and Civil Engineering; Faculty of Agriculture with bro, Department of Education for Farming Experts; and the Sospol Faculty with the Department of State Administration. One year later, the Faculty of Literature and Culture changed to the Teaching and Education Faculty and developed into two majors, namely the Department of English Language Education and Indonesian Language and Literature Education.
Vision: Faith, excel in achievement, culture and beautiful environment
The manifestation of religious beliefs in our daily lives.
The manifestation of optimal curriculum and competency standards for graduates of educational units.
The manifestation of transparent and responsible management.
The manifestation of an effective and efficient learning process.
Manifestation of professional educators and education staff.
The manifestation of adequate learning facilities and infrastructure.
The manifestation of adequate education funding.
The manifestation of applicable assessment tools.
The manifestation of achievements in various levels.
The manifestation of a dynamic and patriotic culture.
The manifestation of sustainability, reduction of pollution, and prevention of environmental damage.
Manifesting religious in everyday life.
Manifesting an optimal curriculum and competency standards for education units.
Manifestating transparent and responsible management.
Manifesting an effective and efficient learning process.
Manifesting professional educators and educators.
Manifesting adequate learning facilities and infrastructure.
Manifesting of adequate education funding.
Manifesting of applicable assessment tools.
Manifesting of achievements in various levels.
Manifesting of a dynamic and patriotic culture.
Manifesting of sustainability, reduction of pollution, and prevention of environmental damage.
SMP Negeri 1 is the first leading school in Central Java province. Originally, it was the MULO School which was founded in 1942 and became a junior high school in the same year.
SMP Negeri 1 occupies a former Dutch heritage school building which has been renovated several times. It has various historical stories related to the struggle of the colonial era. In terms of region, this school is located in Kampong Botton, Magelang Village, Magelang Utara District, Magelang City. This educational institution was established during the Japanese occupation, namely in 1942. At that time it was better known as SMP Botton because it was located in Kampung Botton.
• Land / Land
Size: 7285 m2
• Area of Built
Land: 3484 m2
• Grade 7
consists of 8 classes, number of students: 235 students
• Grade 8
consists of 8 classes, number of students: 235 students
• Grade 9
consists of 8 classes, number of students: 238 students
• In total, SMPN1
have 24 Classes with 758 students.
Number of Teachers: 50 teachers
There are 3 Vice Principals:
• Vice Principal
for Curriculum matters
• Vice Principal
for Student Affairs
• Vice Principal
for School Infrastructure
Administrative Staffs : 9
Cleaning staffs : 4
Security Officers : 4
1.2 Academic Support System
Theteachers are monitoring the learning of the students and they are the ones who make adjustments on how they teach to improve student learning. There are also science laboratories that improve teaching instructions. They are not just focusing on class discussion but also let the students to work on their own. The school also uses technology to assist the teacher and students in the teaching-learning process. There is also a time provided for School Literacy Activities such as reading, writing, and presentations.
After class, the school provides time for the extracurricular activities of the students.
1.3 Teaching System
According to my student buddies (who graduated from different schools), the teaching system in SMP Negeri 1 Magelang is the same as other State Junior High Schools in Central Java. In SMP Negeri 1, teachers are given 2-3 periods for each class and each period is equivalent to 40 minutes. The school starts its religious activities at 6:35 in the morning while the school literacy activities start at 7:00 a.m. The lesson ends at 1:40 p.m and the extracurricular activities end at 3:30 in the afternoon from Monday to Thursday. During Fridays, the class ends at 11:00 a.m and on Saturdays, classes end at 1:00 pm.
06.35 – 07.00
Religious Activity a. Moslem : Reading the Quran, Asmaul Husna, Istighosah, Memorizing Quran, enriching Islamic Knowledge, Motivation b. Christian: Morning Reflection
07.00 – 07.15
School Literacy Activity (reading 15 minutes) Week 1 and 2 Reading Week 3 Presentation Weeks 4 and 5 Writing
Pre-learning activities a. Praying b. Singing National Anthem c. Saying aloud the School Vision, LH, Sobat SMP and Salam Abita d. Starting the lesson
09.15 – 09.40
Time / Praying Dhuha
11.40 – 12.20
Praying Dhuhur together
Cleanliness (by students on duty)
14.00 – 15.30
This is the official program of SMPN1.
1.4 Materials and other learning sources
The teachers at SMP Negeri 1 use materials like books and Powerpoint Presentations. It’s a good thing that all classrooms and laboratories at SMP Negeri 1 have LCD Projectors. It saves time and makes the powerpoint presentations very easy to prepare. They also have their own workbooks that they answer every activity. The library is also equipped with computers that the students can use. They are also allowed to bring laptops which they can connect to the school wifi. This can help them do some research for additional knowledge.
1.5 Measurement and Evaluation system
The teachers here use a variety of ways to measure and evaluate their students. By giving the daily quizzes after every lesson, the teachers are able to test how much have the students learned. Mid-tests, chapter tests/basic competence and semestral tests are also given as a part of the measurement and evaluation system.
The SMPN1 uses the 2013 Curriculum. The 2013 Curriculum was established by the Ministry of Education of Indonesia that aims to improve Indonesian education by reorganizing required subjects. At the primary level, the Ministry of Education cut required subjects from ten to six per day. English, Science, and IT courses were eliminated in favor of courses viewed as character-boosting, such as Bahasa Indonesia, Civics, and Religious Studies. At the secondary level, teaching hours in English and IT classes decreased in exchange for history and local language classes.
The 2013 curriculum states that the purpose of the curriculum is the development of the demands, needs and conditions relating to aspects of the community in educational output. The curriculum is designed based competency, that is the outcomes-based curriculum and therefore the development of the curriculum is geared to the achievement of competencies stated in the graduate competency standards. The learning system of the curriculum is based on the active learning approach that encourages students to do observing, questioning, associating, experimenting, and networking. Students are introduced to discovery learning.
1.7 Teaching plan (of your major)
These are the photos of the Lesson Plan that the Science teachers in SMPN1 use.
1.1 Teaching methods of the teacher that I have observed
I’ve observed Ms. Rini’s class and I have taken note of some of the teaching methods that she used. Primarily, she used discussion as a warm-up strategy so that the students will be able to absorb the lessons. After the discussion, she used the Question and Answer method. It was a good strategy because, in this way, she can identify whether the students understood the lesson or not. I also noticed that she used CTL (contextual teaching-learning) wherein she lets the students study the concepts and theories to be discussed. This way, she won’t be the source of information at all times and it lets the students discover their own ideas, knowledge, and skills.
1.2 Learning materials and innovation
SMPN1 uses books, workbooks, powerpoint presentations, and desktop computers that are provided in the library. Aside from these, there are school papers and journals that are given to every student. Inside are the achievements of the students, information that should be known publicly and the literary works of the students. There are also published materials that were made by some of the teachers in SMPN1.
1.3 Sources of learning and technology used by teachers
In SMPN1, all classrooms, faculty room, and laboratories are equipped with LCD projectors which can be used by the teachers. The library has computers and printers which can be used not only by the students but also the teachers in order to prepare their materials. The staff room is also provided with the same equipment.
1.4 Authentic assessment used by the teachers
During my observation and interview with some of the teachers in SMPN1, I have learned that they use several assessments to rate the students. Some of them are through student performance, role plays, reporting and portfolios. Through these kinds of assessment, the students are able to show and develop their skills while being evaluated. It’s a great way to assess students without relying upon pencil and paper tests.
The SMPN1 uses
the 2013 Curriculum. The 2013 Curriculum was established by the Ministry of
Education of Indonesia that
aims to improve Indonesian education by reorganizing
required subjects. At the primary level, the Ministry
of Education cut required subjects from ten to six per day. English, Science,
and IT courses were eliminated in favor of courses viewed as
character-boosting, such as Bahasa Indonesia, Civics, and Religious Studies. At
the secondary level, teaching hours in English and IT classes decreased in
exchange for history and local language classes.
The 2013 curriculum
states that the purpose of the curriculum is the development of the demands,
needs and conditions relating to aspects of the community in educational
output. The curriculum is designed based competency, that is the outcomes-based
curriculum and therefore the development of the curriculum is geared to the
achievement of competencies stated in the graduate competency standards. The
learning system of the curriculum is based on the active learning approach that
encourages students to do observing, questioning, associating, experimenting,
and networking. Students are encouraged to find out not to be told (discovery
1.2 Teaching plan related to your major
This is an example of the lesson plan that I used:
This is a link to view the lesson plan in Google Drive.
This is a copy of my schedule that was arranged by the Vice Principal and some of the teachers. The encircled ones are my official class hours but aside from that, I also attend other classes of my cooperating teacher.
Before starting my lesson, I ask the students to pray first. After that, we proceed with the energizers. It will help to warm up the students because they will be energized and won’t get sleepy. Then, I would review the previous lesson just for a short time. This way, I’ll be able to determine if the students have retained the lessons that I have discussed.
After the review, I usually give them a small activity that will give them an idea of what will be our new lesson. Sometimes I use crossword puzzles, “4 pics 1word”, or scrabbled words for this activity. This is a great way to catch their attention and they will be interested in the topic.
Aside from the mini-activity that serves as the motivation, I also give them an activity before my discussion to determine the level of the idea that they have about our new lesson. I usually require group activities to promote cooperative learning. Cooperative learning lets them learn without feeling a lot of pressure and they can enjoy the learning process.
Proceeding to the class discussion, I give them the opportunity to share what they know through asking questions and recitation. After my discussion, I would let them return to their groups and correct the activities they had previously done.
Lastly, before the period ends, I give them a short quiz just to make sure that they have fully understood and absorbed the lesson.
1.2 Time management and organizing activities
The time allotted for each period is 40 minutes and each subject is good for 2 periods. The time is very sufficient and I’m able to finish the lesson and all of the activities that I give to the students. I can conduct quizzes after every discussion and the students can ask for further questions regarding our topic.
There are times when students can’t understand my instructions properly. Fortunately, there is a teacher that accompanies me whenever I have my class. The teachers also gave me bilingual books that I can use for my discussion. Some of the terms that I used are in Bahasa Indonesia so that it will be easier for my students to understand. Also, aside from these books, I provide a video presentation that is already in Bahasa Indonesia.
1.4 Classroom management
Students in SMPN1 have their own designated classrooms so whenever I enter the room, they are already in their seats. They have their seating arrangement so it’s easy to remember them. I have also told them about the seat signals that they can use whenever we have class. If they have questions or they want to recite, they just raise their hands and answer if I told them to do so. They also have a seat signal for personal necessities like going to the restroom and etc. This way, they can excuse themselves without disturbing the class. They are also easy to manage because they are not making unnecessary noises that might disturb the class.
Joining this SEA-Teacher program is indeed one of the
best experiences that I had. The purposes of this practicum are:
to provide opportunity for us student teachers to improve
our teaching practice
to gain knowledge about other countries’ school system
to improve our skills and at the same time our English
and Communication skills
I’m so happy to say that I was able to meet all the purposes of this practicum and all the effort was worth it.
1.2 Procedures of practicum
The sending university will be the one to select their participants for the program. They may conduct an interview or rate the students through a certain criteria.
The student teachers will have an interview with the receiving university. Once the student teacher is chosen, he/she may receive a Letter of Acceptance.
Participants are deployed in their receiving university which sends them to the schools wherein they will have their practicum.
The participants of the program will do the practicum for one month. They will have their observation week, teaching assistance, teaching practice and evaluation.
Going back to their own respective countries, they have to fulfill the requirements required by the SEAMEO.
1.3 Outcomes of the practicum:
The student teachers have the understanding of the differences and similarities of each country especially in culture.
The student teachers are able to improve their teaching, English and communication skills.
The student teachers are aware of the different school systems used in other countries.
The student teachers are able to experience being a global teacher.
1.4 The challenges of practicum:
Aside from the
language barrier, I haven’t met any problems during my practicum. Before going
to Indonesia, I tried to memorize basic sentences that can help me in
communicating with the locals in the country. I’m very lucky even if not all
students can speak in English because the teachers provided me with Bilingual
books that I can use. It made my class discussion a lot easier than I expect.
Besides, I also use hand gestures at times so that the students can easily
understand what I mean.
1.5 Overall impressions
I am very
satisfied with the program and my practicum in Indonesia. I was able to meet
the purposes that were intended for us SEA Teachers. I learned a lot from the
teachers and at the same time from my students. I’m also glad that I was able
to share the Philippine culture to them. I will never forget this once in a
lifetime experience that I had.
1.6 Suggestions for future improvement
First of all,
I would like to thank the SEAMEO for this SEA Teacher program. It was a great experience
for all of us student teachers. You gave us the opportunity to enhance and
improve our teaching skills. We were able to meet a lot of experienced people
in this field who helped us a lot during our practicum. We were also able to
build self-confidence and train ourselves to be independent. We made an amazing
bond and friendship with our student buddies. We had our second parents there
who took care of us for the whole duration of our practicum.
I am very satisfied with the program but I would like to suggest for a longer practicum period. It would be very helpful for the next participants of this program to have a longer practicum time in order to learn and be trained a lot. I know it’s quite hard because the participants are also having their practice teaching in their own countries but that would help a lot. Thank you very much! May God Bless us all.