Educating Across Boundaries: My Internship Experience in Indonesia

A tale of cultural sharing, educational exploration, and individual development during my SEA-Teacher journey at Universitas Islam Darul Ulum, Lamongan Indonesia.

"Once you step in, there's no turning back"

     That was the phrase that resonated in my thought when i decided to follow a path in education. I had no clue that years later, those words would lead me from the Philippines to Indonesia. The country that I don't know much about yet. What I initially believed would be an ordinary internship ended up being a once in a life-changing experience -  one that enriched my confidence, comprehension of teaching, holistic perspective of one's culture, and my own identity.

🌍Embracing the Unfamiliar

     When I got an opportunity to teach overseas as part of the SEA-Teacher Program, I grabbed it without hesitation. I felt a mixture of excitement and anxiety. This is a once in a lifetime opportunity given by the school. I understood that this experience would require me to step out of my comfort zone and to prepare not only to my lessons but also to myself. 

Prior to our departure, we went through orientations and meetings designed to equip us for teaching in a foreign country. Throughout the preparations, I cam to realize that being an effective educator in another country meant needed to understand and grasp more than just the curriculum. It was essential to understand their values, behaviors, community expectations, community culture, and school culture. 

🏫Initial Destination: Universitas Islam Darul Ulum (UNISDA)

      

     Upon my arrival at UNISDA, I was struct by the vast size and cleanliness of the campus. It was a peaceful and eco-friendly environment. Faculty members greeted us warmly and made sure that we were comfortable throughout our visit. From the beginning, we felt as though we were integrated into their family. 

     One distinctive tradition I observed was the practice or removing shoes before entering a learning facility, which represents respect and mindfulness. UNISDA's facilities were outstanding, a large library filled with published thesis books made by the students by each department, classrooms equipped with technology, a language center, a computer room, and even a prayer room located beneath the library. The institution's dedication to SDG 4, quality education was evident in every aspect.

🧑‍🔬Practical Learning Through Various Departments

        

   Our initial days were dedicated to discovering the academic environment at UNISDA. We explored a variety of departments, each providing a more profound understanding of how the university fosters both local significance and global skills.

   In the Engineering Department, we witnessed the students learning tools in participating practical activities -  mixing concrete, analyzing soil for construction purposes, and creating architectural models like miniature. It was uplifting to observe how their training effectively equipped them for real-world challenges and applications of what the students learned. 

     The English Department allowed its students to hone their language and communication abilities. We toured their language labs and took part in several learning sessions. The English faculty were keen to share their teaching strategies. It highlighted their dedication to global communication while remaining connected to  local traditions. 

    Additionally, we were fortunate to visit departments focused in agriculture, business, and teacher education. each encounter demonstrated how UNISDA emphasizes applied learning, research, and the growth of students. these experiences broadened my perspective on education -  not just from the viewpoint of teaching but as a comprehensive system that encourages innovation and values.

🏫Exploring Community Schools: Where Culture and Learning Converge

   

    During our initial week in Lamongan, we didn’t merely watch from the sidelines; we were welcomed into the core of Indonesian education. We had the honor of visiting numerous elementary and high schools, each providing us with a distinct perspective on the nation’s rich and dynamic learning atmosphere. What we experienced was nothing less than remarkable—not only regarding infrastructure or teaching methods but also in the enthusiasm and passion of the students and educators themselves. One of the most striking experiences was observing the students as they displayed their abilities through moving cultural performances. Their assurance, dedication, and pride shone through as they sang, danced, and enacted traditional narratives. Each performance served not just as entertainment—it was a tribute to their heritage and identity. We didn’t remain mere spectators; we were invited to engage, to move along with them, to listen, and to learn. 

  We had the amazing chance to play traditional instruments, including the enchanting Gamelan Ensemble. The beats were initially new to us, but the students and teachers showed great patience, eager to guide us in finding the rhythm. We also experimented with Batik-making, an ancient Indonesian artistic tradition. Holding the canting (batik pen) and learning the intricate process of wax-resist dyeing deepened our appreciation for the craftsmanship that has been handed down through generations.

🏫Cooperating School: SMP NU Simo Karanggeneng

     I found myself at SMP NU Simo Karanggeneng, a small but vibrant junior high school located in the center of Lamongan. While the school may be modest in size, it exudes a sense of pride and purpose. Within the faculty room, achievements adorned the walls—trophies, certificates, and posters that quietly narrate the tale of a school committed to excellence despite its challenges. Every teacher had their own assigned desk, a simple arrangement that somehow nurtured a warm atmosphere of camaraderie. Conversations flowed freely, and the room often echoed with laughter. I observed how teachers maintained organized cabinets, not only for teaching resources but also for showcasing students' work—evidence of how much they appreciated their learners' efforts.

    The school displayed an organizational chart prominently on the wall, lending a feeling of structure and professionalism. However, what impacted me the most was the culture of unity. During every lunch break, teachers congregated around a single table to share their meals. It was more than just dining—it was a daily ritual of connection, mutual respect, and shared happiness. I felt embraced, almost like I was becoming part of a family. A special tradition they practiced, especially in the classrooms on the second floor, was the custom of removing shoes before entering. Initially, it surprised me, but I soon recognized its cultural and practical importance—it created a cleaner, more respectful learning environment and contributed to the serene, focused atmosphere of the classrooms. On the upper floor, a small library awaited—simple yet welcoming. Just outside was a modest courtyard play area that was always filled with student activity. Surrounding it were classrooms filled with students who were not only disciplined but also curious and eager to participate.

👀Observation Week: Learning through Observation 

     During my initial week, I watched and observed classes for Grades 7 and 8. I could see how local educators fostered engagement, transforming learning into an interactive and enjoyable experience. This is the importance of having classroom management skills and social skills which helps the student to be more interactive and participative in class. The teachers utilized various techniques—peer teaching, collaborative activities, and demonstration-based instruction—to captivate their students. Additionally, I observed variations in participation: boys tended to be more physically active, while girls frequently exhibited confidence in answering questions and sharing their thoughts. Seeing how teachers managed these dynamics prompted me to reflect on my own teaching approaches. These has given me an insight on what strategies I should incorporate when it will be my time in teaching. 

🤝 Assistantship Week: Transitioning from Observer to Helper 

     During my second week, I started to actively help the PE teacher during classes. It was a gradual transition—from simply observing in the background to becoming more involved in guiding students and overseeing activities. I assisted in organizing class exercises, provided individual support, and even took the lead in certain segments of the lesson when the chance presented itself. Since I couldn't depend solely on verbal instructions because of the language barrier, I learned to convey messages through hand signals and body language. These visual cues became an essential tool—not only for directing the students but also for capturing their attention and helping them maintain focus. With time, I developed a sort of unspoken rhythm with the class. A gesture here, a smile there—and somehow, we conveyed our understanding to one another. However, I wanted to bond with them on a deeper level. So, I used Google Translate to help me come up with simple Bahasa Indonesia phrases. Whether it was to say “Good job!” or “Let’s start now,” using even a few words in their language significantly impacted our interaction. The students smiled more, engaged better, and I sensed that the invisible distance between us was lessening. It wasn't perfect—but it demonstrated to them that I was willing to meet them halfway.

    Throughout this experience, my aim was to support the teacher without interrupting the lesson's flow and to keep the students engaged and active. The trust the teacher had in me—allowing me to manage certain parts of the class—greatly enhanced my confidence. I wasn't merely an intern anymore; I was becoming part of the educational process, and more importantly, a member of their classroom community.

 👩‍🏫 Demo Teaching Week: Leading the Class 

🧍‍♀️ Grade 7: Rhythmic Activities 

     As I entered my first class, a wave of anxiety washed over me. Would they comprehend my words? Would they react positively? However, I soon realized that even though languages and cultures differ, curiosity and eagerness are shared by all. The students welcomed me with shining eyes, polite bows, and friendly smiles that calmed my fears. I aimed to begin my class positively, so I started with a brief prayer and welcomed the students with a warm smile. Rather than conducting a standard roll call, I opted for a more personal touch—I distributed name tags as I called each student’s name. This simple act assisted me in learning their names and ensured each student felt acknowledged right from the start. We transitioned into the class with some gentle warm-up exercises to get their bodies moving, followed by a fun Zumba session. Initially, I noticed some students were hesitant, but soon they were laughing, smiling, and joining in with me. The atmosphere in the room transformed—it became vibrant and filled with joy. To present the day’s subject—rhythmic activities—I turned it into a playful game. I displayed images related to rhythmic movement and invited the students to guess what they were. They were completely engaged! Hands were shooting up, and they eagerly shouted out their guesses. What really moved me was their enthusiasm every time I attempted to speak in Bahasa. I might have fumbled a bit, but they showed appreciation for my efforts and responded with warm support.

     For the main exercise, we headed outside, providing them more space to move freely. I paired them up for a mirroring activity, where they had to imitate each other’s movements. I organized them by gender, not just for structure, but to ensure everyone felt comfortable and respected according to their culture. Observing them concentrate, laugh, and encourage one another as they mirrored movements was a wonderful experience. They were not merely learning steps—they were building teamwork and trust. I provided them with a straightforward rubric to guide their performance, but beyond that, I wanted them to enjoy themselves and feel empowered. Before we concluded, I assigned them a small task: to think about what they had learned and create a brief routine to present next class. It wasn’t just an assignment—it was an opportunity for them to continue exploring their creativity and movement.

🧍‍♂️ Grade 8: Forms of Balance Training 

     For my Grade 8 lesson on Balance Training Techniques, I utilized a familiar framework that ensured a seamless and predictable flow for the class: we began with a warm-up, proceeded to a demonstration, moved into guided practice, and concluded with a collaborative activity. After completing our initial stretches and movements to prepare their bodies, I showcased the various forms of balance—namely static, dynamic, and recovery balance. I made it a point to explain the intent and body mechanics involved with each type, then invited the students to practice them alongside me step-by-step. It wasn’t merely about mimicking movements—I wanted them to experience the importance of balance awareness, to understand their posture, and to recognize how their muscles responded. As their confidence grew, I paired them up and presented a challenge: to create their own brief sequence of balance movements. I encouraged them to be imaginative while integrating what they had learned. It was heartwarming to observe how earnestly they approached the task—some were enthusiastic, while others were slightly reserved, but they all put forth their greatest effort. There was a blend of laughter, collaboration, and concentration all at once. It served as a wonderful reminder of how learning can be both enjoyable and empowering.

     In Grade 8-D, we had to move the class outside to the field due to limited space inside. Initially, I felt a bit apprehensive about the change in setting, but it ended up being the best choice. The expansive area allowed them the freedom to move, and the boys, in particular, became increasingly engaged and lively. To enhance the lesson's interactivity, I introduced a fun and competitive "Action Relay Game." I divided the students into teams, and each group formed a line. The first student in each line was assigned a specific balance movement to execute and then had to "pass it down" like a message—demonstrating it to the next teammate in line, and so forth. The final person would then have to guess which type of balance was illustrated. It became a tremendous success—everyone was laughing, supporting their teammates, and truly absorbing the lesson through playful activity. By the conclusion of the class, I felt a strong connection with my students. To commemorate that bond, I gifted each of them a Philippine coin as a small keepsake—a token to remember not just the lesson, but the cross-cultural friendship we had fostered during our time together. Witnessing their eyes light up with excitement upon receiving the coin reinforced my belief that teaching transcends content—it revolves around relationships, memories, and moments that remain with us.

🧕 A Cultural Lesson I'll Always Remember 

     During one of my recent classes, I discovered that boys were prohibited from watching girls execute certain movements, such as rolling. Out of consideration, the boys willingly left the room and I let them play a volleyball while I carried on with the lesson for the girls. That experience highlighted for me that being an educator involves not only adjusting your lesson plans but also your perspective. It enhanced my understanding of cultural awareness and the importance of respectful teaching.

💭 Lessons Learned from Indonesia

     This internship enabled me to become:

        ✅  Adaptable and flexible

        ✅ Aware of cultural beliefs and values

        ✅ Assured in leading diverse classrooms

        ✅ Innovative and considerate in overcoming language hurdles

     The generosity I experienced, the lessons I imparted, and the experiences I gathered contributed to my development as the educator I aspired to be.

🎓 Reflections: Teaching Across Cultures

     My SEA-Teacher experience was more than just an internship; it was a remarkable fusion of passion, culture, and education. I discovered that teaching goes beyond geographical boundaries—it surpasses languages, customs, and borders.

     To upcoming teachers: If you have the opportunity to teach in another country—seize it. It will push your boundaries, challenge your views, and uncover a part of yourself you weren't aware of before. After all, as I once reminded myself: “Once you step in, there’s no going back.”

     Terima Kasih, Indonesia. You have enhanced my skills as a teacher—and enriched my life.