INTRODUCTION

Unfolding a Global Learning Experience

“A journey of a thousand miles begins with a single step.” — Lao Tzu

            There are opportunities in life that arrive quietly yet leave a lasting impact on who we become. Becoming part of the SEA Teacher Batch 11 Exchange Program was one of those defining opportunities for me. At first, it felt like a simple internship abroad—a chance to teach, travel, and represent my university in another country. I honestly thought it would just be about classroom observation, teaching practice, and experiencing a new place. But as the days unfolded, I realized that this journey would become far more meaningful than I had imagined. It slowly transformed into a cross-cultural professional learning experience grounded in experiential learning theory (Kolb, 1984), where understanding is built through doing, observing, and reflecting on real-life experiences.

            My name is Mary Mae V. Labastida, 23 years old, a 4th year student taking up Bachelor of Secondary Education major in English. As a student teacher from Southern Leyte State University – Tomas Oppus Campus, I entered this program carrying a mix of excitement, nervousness, curiosity, and expectations. It was my first time traveling this far from home, my first international flight, and my first real exposure to a completely different culture and education system. I found myself asking many questions—what would the classrooms look like, how would I communicate with students despite the language barrier, and how would I adjust to teaching in a foreign setting? Looking back, I now realize that these uncertainties were part of the natural process of stepping into something unfamiliar, where growth begins the moment comfort ends.  

        I came to Indonesia expecting to teach, but I ended up learning even more than I ever anticipated. Through every classroom observation, teaching demonstration, cultural immersion, shared meal, conversation, and simple daily interaction, I experienced lessons that no textbook could fully provide. There were moments when I felt challenged by language barriers, but there were also moments when small smiles, gestures, and efforts to communicate made everything feel meaningful. I still remember how simple greetings like “Selamat pagi” slowly became familiar, and how students calling me “Ma’am Mary” made me feel both proud and emotional at the same time.

          For one month, Indonesia became more than just a host country—it became a second home. It was a place filled with “firsts,” unforgettable memories, meaningful friendships, cultural discoveries, and personal realizations that shaped me not only as a future educator but also as an individual learning to understand the world beyond my own. This blog is a reflection of that journey—one that I will always carry with me as I continue growing, learning, and becoming a teacher in my own right.

SCHOOL & ACADEMIC CONTEXT

            The academic foundation of my SEA Teacher Batch 11 Exchange Program was anchored in Universitas Islam Darul 'Ulum (UNISDA) Lamongan, the coordinating university of the international internship program. UNISDA is recognized as the first private university in Lamongan Regency and was officially established in 1990 through the vision and educational initiatives pioneered by K.H. Soefyan Abdul Wahab during the 1970s. Rooted within the educational environment of the Matholi’ul Anwar Islamic boarding school, the university gradually evolved from a modest study group into a comprehensive higher education institution guided by strong Islamic values, academic excellence, and cultural integrity. Today, UNISDA envisions itself as a globally competitive Islamic university committed to producing graduates who are intellectually competent, professionally skilled, morally grounded, and culturally responsive.

            In the context of the SEA Teacher Exchange Program, UNISDA served as the central coordinating institution that facilitated our orientation, academic preparation, school deployment, and cultural immersion activities. The university provided structured support systems, faculty guidance, and opportunities to engage in academic and intercultural learning experiences that enriched our professional growth as pre-service teachers. More importantly, UNISDA maintains strong academic partnerships with its affiliated secondary institutions, including MA Matholi'ul Anwar (MA Mawar) and SMK NU 1 Karanggeneng, which made the implementation of the exchange program organized, collaborative, and educationally meaningful. Through this interconnected partnership, the program was able to bridge higher education and secondary education, allowing international student teachers like me to experience authentic classroom practice within a supportive academic community.

         One of the partner institutions under this collaboration is MA Matholi’ul Anwar (MA Mawar), a private Islamic senior high school located in Simo, Lamongan, under the Matholi’ul Anwar educational foundation. MA Matholi'ul Anwar MA Mawar is recognized for its integration of academic excellence and Islamic character education, aiming to develop students who are unggul (excellent), religius (religious), and berdaya saing (competitive). The school offers diverse academic and vocational programs, including science, religious studies, technology, multimedia, and vocational skills such as culinary arts, fashion design, and technical training. It also emphasizes Tahfidz Qur’an programs, research development, and student achievement in both academic and non-academic competitions. As part of UNISDA’s academic partnership network, MA Mawar serves as one of the partner schools that supports educational exchange, collaboration, and observation activities, allowing student teachers to gain insights into Islamic-based secondary education in Indonesia.

        Another key partner institution in this collaboration is SMK NU 1 Karanggeneng, a private vocational senior high school under the same educational foundation network as Nahdlatul Ulama, located in Karanggeneng. The school is known for its commitment to producing competent, disciplined, and industry-ready graduates through quality vocational education and character formation. Guided by its vision of “Mandiri Sejak Dini” or “Independent from an Early Age,” the institution emphasizes students’ self-reliance, technical competence, professionalism, creativity, and readiness for the modern workforce. In line with the implementation of the Kurikulum Merdeka, the school promotes student-centered and competency-based learning experiences that encourage critical thinking, collaboration, innovation, and practical application of knowledge. SMK NU 1 Karanggeneng offers specialized programs such as Computer and Network Engineering, Automotive Engineering, Business and Digital Marketing, Accounting, and Visual Communication Design, all supported by modern facilities including laboratories, workshops, multimedia rooms, and industry-based training environments that strengthen students’ practical and technical skills.

            As part of the partnership system established by Universitas Islam Darul ‘Ulum with its affiliated secondary schools, SMK NU 1 Karanggeneng served as the primary deployment site for SEA Teacher interns, including myself. It became the venue where the major phases of the internship program—classroom observation, teaching assistance, lesson preparation, and teaching demonstrations—were conducted. During my stay, the school provided a supportive and welcoming environment that allowed me to engage with students, collaborate with mentor teachers, observe Indonesian classroom practices, and apply various teaching strategies in a vocational education setting. The school community’s hospitality, professionalism, and openness to cultural and academic exchange greatly contributed to the success of the internship experience. Overall, the collaboration among Universitas Islam Darul ‘Ulum, MA Mawar, and SMK NU 1 Karanggeneng created a meaningful and well-structured international teaching experience that connected higher education and secondary education within a unified academic network. 

OBSERVATION PHASE

        The Observation Phase of my SEA Teacher Batch 11 journey became my first meaningful exposure to the Indonesian educational system and classroom culture at SMK NU 1 Karanggeneng under the guidance of my cooperating teacher, Awalis Sholihah Widiastuti. Before entering the actual teaching demonstrations, I spent several days carefully observing classes, student behavior, teaching strategies, classroom routines, and school practices. This phase allowed me to understand not only how Indonesian classrooms function, but also how culture, discipline, religion, and technology are integrated into the teaching-learning process.

        One of the first classes I observed was Class X Ak during the Hari Kartini celebration. After the program, Bu Widi brought me to the classroom where the students warmly welcomed me with smiles, greetings, and curious questions. Some students shyly tried to communicate using English expressions like “Hello Miss” and “How are you?” while others used gestures and simple Bahasa Indonesia words to interact with me. Some students even thought we came from Thailand or China, saying "Sawadee ka", and we just responded "We are from the Philippines, say Mabuhay." That's why when they saw us, they would always say, "Mabuhay." Despite the language barrier, I immediately felt their warmth and enthusiasm. Their willingness to communicate warms my heart. Even simple conversations became opportunities for authentic communication and intercultural learning.

        During my observations, I noticed that Indonesian classrooms at SMK NU 1 Karanggeneng were highly student-centered and vocationally oriented. For example, when I observed Class X TKJ, students confidently presented their crafted outputs such as accessory bags made from ropes. Their presentations highlighted creativity and practical application of learning. This aligns with John Dewey’s philosophy of experiential learning, where education becomes more meaningful when students actively engage in real-life and hands-on experiences. Rather than purely memorization-based instruction, students were encouraged to demonstrate skills, present outputs, and participate actively in classroom discussions.

        Another memorable observation was in Class XI LPb, where the classroom itself resembled a mini bank complete with organized seating arrangements, carpets, and a professional atmosphere. This setup reflected the school’s vocational focus and its commitment to authentic learning environments. The students were lively and participative, often using Google Translate just to communicate with me. Some even offered me candies and asked for my social media accounts out of curiosity and friendliness. These small interactions may have seemed simple, but they helped me realize the importance of building rapport and emotional connection with students. According to Nel Noddings’ Ethics of Care in Education, students learn better when they feel valued, respected, and emotionally supported by their teachers.

            Throughout the observation phase, I also paid close attention to Bu Widi’s teaching strategies and classroom management techniques. One strategy I frequently observed was scaffolding. Since the students were English as a Foreign Language (EFL) learners, Bu Widi gradually guided students from simple tasks toward more complex activities through examples, repetition, and simplified explanations. She often used gestures and hand signs to reinforce understanding, especially when students struggled with unfamiliar English vocabulary. For example, she used hand motions to signal silence, participation, or group movement, which helped maintain classroom organization without disrupting the flow of the lesson. Observing these non-verbal strategies taught me that communication inside the classroom extends beyond spoken language.

        I also observed the integration of technology in their educational system. Attendance was conducted using a digital application developed by one of the school’s alumni. Bu Widi also uses the strategy of technology and gamification integration during the assessment. This made the teaching learning process fun and engaging. This reflected how SMK NU 1 Karanggeneng values innovation and practical technological application. The school also implemented structured routines signaled by alarms for class transitions, prayer times, and breaks, emphasizing discipline and time management among students.

     Cultural and religious practices were also strongly embedded within the school environment. Students paused classes during prayer times, removed footwear before entering certain rooms, and consistently demonstrated politeness toward teachers and guests. These practices reflected the integration of Islamic values and character formation into education. From this, I realized that Indonesian education does not focus solely on academic achievement but also emphasizes moral development, discipline, and respect. This reflects the philosophy of holistic education, where schools aim to nurture not only intellectual growth but also spiritual, emotional, and moral development.

        Beyond observing students, I also experienced genuine hospitality from the teachers and staff. Bu Widi constantly made sure we were comfortable, offering us snacks and embege, a nutritious food prepared for students. Pak Bahar and Pak Aria also regularly drove us back to the homestay every afternoon. Their kindness helped lessen the homesickness I occasionally felt during my stay in Indonesia. These experiences reminded me that schools are not merely institutions for instruction but communities built on care, support, and human connection. Moreover, the observation phase helped me compare the Indonesian and Philippine educational systems. I noticed differences in class schedules, classroom structure, and student routines. Indonesian students usually ended classes earlier compared to the Philippines, and their schedules resembled college block scheduling where subjects varied daily. However, despite these structural differences, both countries shared the same goal of developing students holistically and preparing them for future success.

            Overall, the Observation Phase became the foundation of my professional growth throughout the SEA Teacher internship. It allowed me to understand my students’ backgrounds, learning styles, classroom culture, and educational environment before formally teaching them. More importantly, it taught me that effective teaching begins with careful observation, empathy, adaptability, and understanding. Before becoming a teacher who instructs, one must first become a teacher who listens, observes, and learns.

PREPARATION / TEACHING PLAN PHASE

            

        The Preparation and Teaching Plan Phase became one of the most challenging part of my SEA Teacher internship because it marked my transition from being a classroom observer into an active instructional planner. During this stage, I worked closely with my cooperating teacher, Bu Awalis Sholihah Widiastuti (Bu Widi), together with the guidance of Bu Irmayani, Pak Buyun Khulel, and other mentors from Universitas Islam Darul 'Ulum Lamongan (UNISDA). This phase required me to prepare lesson plans, instructional materials, worksheets, assessment tools, and classroom activities aligned with Indonesia’s Kurikulum Merdeka framework. Through this experience, I realized that effective teaching requires careful preparation, reflection, organization, and consideration of students’ needs rather than spontaneous instruction alone.

            One of the most meaningful experiences during this phase was our lesson planning session at UNISDA together with SEA Teacher Batch 10 interns. Bu Irma guided us in understanding the structure of Indonesian lesson plans, classroom expectations, and student-centered teaching approaches commonly used in Indonesian schools. Since I would be teaching English to EFL learners, I became more intentional in designing lessons that were interactive, understandable, and culturally engaging. The lessons I prepared included topics such as Direct and Indirect Speech, Narrative Text, Sequence Markers, and Asking and Giving Advice. In preparing my lessons, I applied constructivist and student-centered principles by designing activities that encouraged interaction, collaboration, and active participation instead of relying purely on lecture-based instruction. I incorporated scaffolding strategies by starting lessons with guided examples, demonstrations, and translations before moving toward independent activities. This helped students gradually build confidence and comprehension while reducing their anxiety in participating during English discussions.

        Due of the language barrier, I intentionally included Bahasa Indonesia translations in my PowerPoint presentations, examples, and instructions. I also simplified my English vocabulary, spoke slowly, repeated important words and instructions, and used gestures, demonstrations, facial expressions, and hand signs to support understanding. These strategies reflected language scaffolding and comprehensible input, where students learn more effectively when instruction is supported through visuals, repetition, and contextual cues. To make the lessons more engaging, I integrated numerous interactive activities and educational games such as Charades, Roll the Dice, Pass-the-Pen, Cabbage Game, Puzzle Activities, Gallery Walks, Activity Relays, and Moving Examinations. I also used online tools like Duck Race and Online Spinning Wheel to randomly select students during recitations and classroom participation. These activities transformed participation into something enjoyable and interactive while encouraging teamwork and communication among students. I also incorporated songs, worksheets, and visual presentations to maintain students’ engagement and accommodate different learning styles. During my Narrative Text lessons, I integrated both Philippine and Indonesian literature so students could compare stories, themes, and cultural values from both countries. This made the lessons more meaningful while also promoting cultural exchange inside the classroom.

       Classroom management was another important consideration during lesson preparation. From observing Bu Widi’s classes, I learned the importance of routines, transitions, and non-verbal management strategies. I incorporated hand signs, countdown cues, and movement signals to regain students’ attention smoothly while maintaining a positive classroom atmosphere. I also used nametags to help me remember students’ names and establish warmer teacher-student relationships despite our limited time together. In preparing assessment activities, I focused more on formative and participatory assessments rather than memorization alone. I used collaborative outputs, reflective questioning, and group activities to monitor students’ understanding, participation, and communication skills throughout the lessons.

        Most importantly, this phase taught me flexibility and adaptability. Despite carefully prepared lesson plans, I realized that real classrooms are dynamic environments where teachers must continuously adjust instruction according to students’ responses, energy levels, comprehension, and classroom situations. Preparing lessons in a foreign educational setting strengthened my creativity, patience, confidence, and ability to communicate meaningfully despite language barriers. More importantly, it reminded me that effective teaching begins with thoughtful preparation and a genuine commitment to students’ learning experiences.

ASSISTING PHASE     

          The Assisting Phase allowed me to gradually immerse myself in the actual responsibilities of classroom teaching while still receiving guidance from my cooperating teacher, Bu Awalis Sholihah Widiastuti, at SMK NU 1 Karanggeneng. During this phase, I assisted in facilitating classroom routines like checking attendance through the school’s own digital application. Although I was not yet the primary instructor, this stage became highly valuable because it exposed me to real classroom situations, learner diversity, and instructional adjustments in an Indonesian EFL setting.

        One of my first experiences during this phase happened on April 28, 2026, when I assisted Bu Widi during her English classes. I found it interesting that the attendance system used by the school was a digital application developed by one of the school’s alumni, reflecting the school’s strong integration of technology in education. Through simple classroom responsibilities like attendance checking and assisting during activities, I gradually became more familiar with the students’ names, personalities, and participation styles. Some students greeted me enthusiastically with “Hello, Miss” while others shyly tried to communicate using simple English words or Google Translate. These small interactions helped lessen the unfamiliarity I initially felt inside the classroom.

        During collaborative and task-based activities, I often looked closely around the classroom trying to see if some students needed help. Since English was not their first language, many students needed clarification and simplified explanations before fully understanding instructions. I noticed that students became more participative when instructions were broken into smaller and more manageable steps. This experience reinforced my understanding that students learn more effectively when support is gradually adjusted according to their readiness and comprehension level.  

       I also observed that positive reinforcement greatly influenced students’ confidence and participation. Simple affirmations such as praising students for trying, acknowledging correct answers, or encouraging shy learners motivated them to participate more actively despite language limitations. I remember how students became more excited whenever I smiled particularly when they followed my instructions well like saying 'Present, ma'am' or answering my simple questions, when I reacted positively to their answers, or simply recognized their efforts during activities. Through this, I realized that encouragement and emotional support are important components of effective teaching, especially in language classrooms where students may fear making mistakes.

        This phase also strengthened my classroom management and interpersonal skills. By assisting Bu Widi closely, I learned how she maintained classroom routines, interacted warmly with students, and handled classroom transitions smoothly. I noticed that students responded positively whenever teachers showed patience, enthusiasm, and genuine concern for their learning. This reflected the humanistic approach to education, which emphasizes emotional well-being, rapport, and positive relationships as essential parts of learning. Even simple gestures such as greeting students warmly, assisting them individually, or engaging in casual conversations created a more supportive and comfortable classroom environment.

            Most importantly, the Assisting Phase strengthened my adaptability, intercultural communication skills, and confidence as a future educator. There were moments when language barriers created misunderstandings or hesitation, but these challenges pushed me to become more creative and patient in communicating ideas through demonstrations, visuals, gestures, simplified language, and repetition. Over time, I became more confident interacting with students and handling classroom situations in a foreign educational environment. This phase taught me that teaching is not about perfection, but about connection, responsiveness, patience, and the willingness to continuously learn alongside students.

TEACHING DEMONSTRATION PHASE

        The teaching demonstration phase became the most challenging yet rewarding part of my SEA Teacher journey because it allowed me to fully apply the pedagogical theories, strategies, and classroom experiences I gained throughout the internship. It was during this phase that I transitioned from being an observer and assistant into becoming the primary facilitator of learning inside an Indonesian classroom. Standing in front of my students at SMK NU 1 Karanggeneng made me feel both nervous and excited because I knew that I would be teaching English to learners whose first language was not English. Despite the pressure, I entered every classroom determined to create lessons that were interactive, meaningful, learner-centered, and culturally responsive.

        My teaching demonstrations were conducted in different classes, particularly Class X Ak and Class XI LPb under the guidance of my cooperating teacher, Bu Widi. I also conducted a teaching demonstration at MAN 1 Lamongan together with Bu Lili. Throughout these demonstrations, I taught lessons such as direct and indirect speech, asking and giving advice, narrative text, and sequence markers. Since I was teaching in an EFL environment, I became very intentional in selecting strategies that would make learning understandable and engaging despite language barriers.

        One of the strategies I consistently applied was scaffolding. I simplified instructions, modeled examples first, and gradually guided students toward independent participation. I intentionally used simple English words, repeated important instructions, and included Bahasa Indonesia translations in my PowerPoint presentations to help students better understand the lesson. I also relied heavily on gestures, hand signs, demonstrations, facial expressions, and non-verbal cues to support communication. During discussions, I often repeated keywords slowly while pointing to visuals or examples on the screen. These practices reflected Vygotsky’s Zone of Proximal Development, where learners perform better when provided with appropriate guidance and support.       

        To make the lessons more engaging, I incorporated interactive and student-centered activities aligned with Constructivist and Communicative Language Teaching (CLT) principles. During my lesson on sequence markers with Class XI LPb, I facilitated activities such as Action Relay Chain, Cabbage Game, and “My Sequence Paragraph,” where students created their own procedural paragraphs using sequence markers. I also used charades, pass the pen, puzzles, gallery walk, moving exam activities, action relay games, and charade role-playing exercises in other lessons to encourage collaboration and active participation. To randomly select students while keeping the atmosphere fun and engaging, I utilized online spinning wheels, online duck race games, roll-the-dice activities, and reward-based participation. These strategies helped maintain students’ attention while reducing anxiety during classroom interaction.

            I also integrated multimedia and contextualized learning into my demonstrations. I played songs, disseminated worksheets, and incorporated examples connected to both Filipino and Indonesian culture. During my narrative text lesson at MAN 1 Lamongan, I used examples from Philippine and Indonesian literature to make the discussion more relatable and culturally meaningful for students. I also prepared small rewards such as Philippine one-peso coins for students who actively participated. Because of this, students became more enthusiastic, competitive, and eager to answer questions. It became a simple but meaningful way of sharing a part of Filipino identity and culture with Indonesian learners.

        One of the most memorable experiences during this phase was hearing my students call me “Ma’am Mary,” which they pronounced as “Mem Meri.” Although there were moments of misunderstanding because of language differences, the students remained respectful, participative, and enthusiastic throughout the lessons. In my first demonstration with Class X Ak, I initially felt anxious because I worried that students might not understand my instructions. However, Bu Widi patiently helped translate whenever necessary, allowing the lesson to flow more smoothly. During my demonstration with Class XI LPb, Bu Widi was not present, but three student teachers from Surabaya — Pak Faik, Bu Aulia, and Bu Dafita — willingly assisted me in translating difficult instructions and clarifying explanations for the students. Their support reminded me that teaching is also built upon collaboration and teamwork.

      

        I also observed that Indonesian students respond positively to encouragement, humor, movement-based activities, and collaborative learning tasks. Many students who were initially shy slowly became more confident in answering questions, participating in games, and communicating in English. This reflected the Humanistic Approach in education, which emphasizes the importance of creating a safe, supportive, and emotionally encouraging learning environment. Rather than focusing solely on grammatical perfection, I prioritized communication, confidence-building, and meaningful participation. I wanted students to feel that making mistakes was a natural part of learning.

        My final teaching demonstrations became especially meaningful because they represented not only academic performance but also personal growth. During my evaluated final demonstration, Pak Buyun observed my teaching onsite while Dr. Leslie Elisa Cobilla evaluated me online from the Philippines. Although I felt pressured knowing that my mentors were evaluating me, I became more confident because I realized how much I had already improved throughout the internship. By the end of the teaching demonstration phase, I understood that effective teaching is not simply about delivering content. It is about adaptability, empathy, creativity, communication, and building genuine human connections inside the classroom. Through these experiences, I realized that even with language barriers and cultural differences, meaningful learning can still happen when teachers teach with patience, preparation, and heart.

Daily Narratives of My SEA Teacher Experience

Week 1 (April 15 – April 22, 2026)
Day 0 – April 15, 2026

The First Step Beyond Home

           Leaving Southern Leyte State University – Tomas Oppus Campus was emotional. Carrying our heavy luggage while saying goodbye to the people sending us off made everything finally feel real. Leaving my family, friends, and the place I had grown used to was not easy. In a way, the weight of our bags somehow reflected the mixed emotions I was carrying inside—excitement, nervousness, curiosity, and a little sadness from stepping out of my comfort zone for the first time. Deep inside me, I felt both excited and nervous because it was my first time traveling this far and my first time riding an airplane. Our trip was a long connecting flight from

            Tacloban Airport to Ninoy Aquino International Airport in Manila, then to Singapore Changi Airport, and finally to Juanda International Airport in Surabaya, Indonesia. The journey lasted almost two days. Even though we barely had enough sleep, the excitement kept me awake.

            Looking outside the airplane window while flying above the clouds felt surreal. Singapore Changi Airport amazed me with its modern structures, cleanliness, and organized environment. Every airport we entered felt like stepping into another world. Despite the exhaustion, I felt alive because I knew I was about to experience something new and meaningful beyond the familiarity of home.

Day 1 – April 16, 2026

A Warm Welcome to Indonesia

        After almost two days of travel, we finally arrived in Indonesia. Bu Irmayani, the internshipcoordinator from Universitas Islam Darul Ulum Lamongan, warmly welcomed us at Juanda International Airport. She greeted us with a wide smile plastered on her familiar face, instantly making us feel comfortable despite the exhaustion from the long journey. The first thing that immediately greeted me outside the airport was the very hot weather. While riding the van on our way to Bu Irma’s house, I kept staring outside the window. Everywhere I looked, there were unfamiliar signboards and Indonesian words plastered on streets and establishments. We were also able to meet Bu Irma’s mother and her helper, who warmly accommodated us. At that moment, reality finally sank in—I was truly in another country. I silently told myself, “I am definitely living one of my dreams.”

        After changing into our Type D uniform, we headed toUniversitas Islam Darul Ulum Lamongan, the partner university of Southern Leyte State University – Tomas Oppus Campus. Seeing the campus in person amazed me. The buildings looked elegant and aesthetically pleasing, and we were even welcomed by a banner prepared for our arrival outside the university. We were warmly welcomed by the honorable Rector, Muhammad Hafidh Nashrullah, together with the university officials. I also recognized Pak Buyun Khulel, one of the teachers who previously visited the Philippines together with Indonesian students. Before the program started, we had lunch. It was my first time tasting authentic Indonesian food. Since Indonesian cuisine is known for being spicy, they thoughtfully adjusted the spice level for us Filipinos. The welcome program and courtesy call made me feel genuinely welcomed. We introduced ourselves and delivered short speeches. After the event, we toured around the campus with Dr. Khoirul Huda, Dean of FKIP, before finally heading to our homestay to rest and regain our strength from the long trip.

 

Day 2 – April 17, 2026

First Encounters and Cultural Discoveries

        Wearing our Type B uniform, we visited the English Department of Universitas Islam Darul Ulum Lamongan. The faculty members and students warmly welcomed us inside their elegant guest area. They offered us local delicacies and snacks which immediately sparked my curiosity. I kept asking about the names of the food because everything was new to me. We were able to taste klengkeng, pisang goreng, and many other Indonesian snacks and delicacies. We also greeted them using basic Indonesian expressions that we had learned back in the Philippines such as “Selamat pagi” (Good morning), “Terima kasih” (Thank you), and “Apa kabar?” (How are you?). I found it interesting that some Indonesian words sounded similar to Filipino words like mata, putih/puti, and nangka. Despite the differences in our cultures, these small similarities made me feel connected to them in a way.

Later, we attended the Education Forum with Dr. Leslie Elisa Cobilla and Pak Khoi as speakers. Pak Khoi discussed his research about improving the writing ability of deaf students, while Dr. Leslie shared insights about good leadership and the education in the Philippines. Listening to their discussions made me realize how education continues to bridge cultures and create opportunities for learners despite differences in language and background. One of the happiest moments for me was singing Filipino songs together with the students from the English Department Student Association (EDSA). Despite cultural differences, music connected us instantly. It felt heartwarming to see how we could bond through songs, laughter, and simple conversations. Lunch was another memorable experience because we sat together on mats placed on the floor while eating. It was simple yet meaningful because it reflected how Indonesians preserve and value their traditions and culture.

          In the afternoon, we visited Maharani Zoo and Goa in Lamongan together with Pak Buyun. It was my first time visiting a zoo and entering a cave. I saw parrots, camels, tigers, monkeys, pelicans, elephants, and manymore animals. We even watched an entertaining bird show. Inside the cave, I was amazed by the magnificent rock formations and cool atmosphere. The cave looked breathtaking and magical. I took many pictures because I knew those moments would become unforgettable memories. After that, Pak Buyun brought us to a seafood restaurant where we had a delightful meal together. I particularly loved the grilled fish, or what they called ikan bakar. The food, the conversations, and the shared laughter made the experience even more meaningful. As the day ended, I realized that beyond the places we visited, it was the people and the connections we formed that made the experience truly special.

Day 3 – April 18, 2026

Deployment to Partner Schools and Cultural Immersion

  

          This day marked our deployment to our partner schools. We first visited MA Matholi’ul Anwar (MAWAR), where Ma’am Cathyrine and Sir Ivan were assigned. The school warmly welcomed us through performances, heartfelt messages, and tokens of appreciation. We also performed the Indonesian song “Kota Ini,” which made the experience even more memorable and meaningful. Afterward, we proceeded to SMK NU 1 Karanggeneng (SMK NUSAKA), where I was deployed together with Ma’am Nikki and Sir France. Although the welcome program there was shorter, it still felt sincere and meaningful. Meeting the school officials and seeing the environment where I would soon teach made me feel both excited and nervous.

            In the afternoon, Bu Irmayani brought us to Surabaya City for cultural immersion. We strolled around the beautiful streets, malls, and souvenir shops. I noticed that many establishments sold batik clothes and traditional Indonesian products. Their items were of good quality and were generally cheaper compared to those in the Philippines. We also visited historical places and admired the Dutch-inspired establishments around the city. One of the interesting moments we witnessed was a painting competition where common yet talented people gathered together and painted the Vice Governor’s wife and an actress. It was fascinating to see how passionate and artistic the participants were. We also spent time at Alun-Alun, a snack shop were we met many curious children who approached and talked to us. Despite the language barrier, their friendliness and confidence made the interaction enjoyable and heartwarming. Later that evening, we watched a Javanese theatrical play that beautifully showcased Indonesia’s rich artistry and culture. By the end of the day, I realized that Indonesia has so much to offer—not only through its beautiful places and culture, but also through the warmth, creativity, and hospitality of its people.

 

Day 4 – April 19, 2026

Exploring Schools and Traditions

        We toured around the classrooms, facilities, and different classes of MA Matholi’ul Anwar and SMK NU 1 Karanggeneng while meeting students and teachers. Their eyes were filled with curiosity whenever they saw us. One cultural practice I immediately noticed was removing footwear before entering buildings, houses, and even some shops. It reflected how much Indonesians value cleanliness and discipline in their daily lives. The students at MAWAR were very curious and lively. I could see them giggling with one another while trying their best to speak English with us. Even with their shyness, they still made an effort to communicate, which I found adorable and heartwarming. Through those simple interactions, we were able to get a glimpse of the school’s atmosphere and the students’ personalities. At SMK NU 1 Karanggeneng, the Headmaster and ViceHeadmaster personally toured us around the school facilities.

            I was amazed by the students’ vocational skills and the school’s resourcefulness. They showed us their laboratory rooms, and we greeted the students we met along the way. We also visited their library, which I particularly liked because of its cozy design that resembled a café. The environment felt comfortable and conducive for learning. In the evening, we attended a farewell dinner for Dr. Leslie Elisa Cobilla at Serenarasa Restaurant together with the UNISDA officials. The food was delicious, especially the fish dishes and refreshing drinks. I appreciated how thoughtful they were in adjusting the meals according to our taste preferences. The dinner became a simple yet meaningful gathering filled with conversations, laughter, and gratitude.

Day 5 – April 20, 2026

Adjusting to a New Environment

            This day was all about becoming more familiar with the school environment and the people who would guide us throughout our internship journey. We met our cooperating teachers at SMK NU 1 Karanggeneng, including my cooperating teacher who was an English teacher, Bu Awalis Sholihah Widiastuti, whom we fondly called Bu Widi. We also observed her class, which gave me a better understanding of the classroom environment, the students’ behavior, and the teaching-learning process at the school. From the very beginning, Bu Widi made sure that we felt comfortable and welcomed, which I truly appreciated. Her kindness and accommodating personality somehow eased the nervousness I was feeling as a student teacher in a foreign country. During the observation, I noticed that the students were participative and respectful during class discussions. Even though there was a language barrier, some students still tried their best to communicate with us using simple English words and gestures. Through this experience, I slowly became more comfortable with the school atmosphere and started imagining myself teaching in front of the class in the coming days.

            Afterward, we went to a SIM card store to buy our Telkomsel SIM cards to make communication easier during our stay in Indonesia. Following that, Bu Irma and her husband, Pak Anam, brought us to a restaurant where we tried authentic Indonesian dishes such as nasi goreng, ayam goreng, es jeruk, and krupuk. These eventually became some of my favorite foods in Indonesia because of their rich flavors. Later, we visited the market to buy some necessities before finally returning to our homestay. Although it was a simple day, it helped me slowly adjust and feel more comfortable in my new environment. Little by little, Indonesia was already starting to feel familiar to me.

Day 6 – April 21, 2026

Celebrating Kartini and Womanhood

            This day allowed me to witness another meaningful part of Indonesian culture and school life. Together with my co-interns, I attended the Hari Kartini celebration at SMK NU 1 Karanggeneng. Kartini Day, celebrated every April 21, honors Raden Ajeng Kartini, an Indonesian national heroine who advocated for women’s rights, education, and emancipation. The program was simple yet lively. Students and teachers gathered early in the morning wearing traditional attire, which made the celebration more colorful and culturally rich. As representatives from the Philippines, we also wore our national costumes during the celebration, which made the experience even more special and meaningful. During the program, I was given the opportunity to deliver a short message. Although I felt nervous speaking in front of the students and teachers, I still felt happy and honored to participate in such a meaningful event.

            After the program, I joined Bu Widi in visiting the Grade XI LPb  class. The students were very enthusiastic and eager to know more me. Some students tried to ask questions in English, while others shyly smiled and greeted me with “Hello, Miss.” Their curiosity and warm energy made me feel comfortable and excited to teach them soon. As I observed the class and interacted with the students, I slowly began to feel more connected to the school community. Even with language differences, the students’ friendliness and eagerness to learn made communication feel easier and more genuine.

Day 7 – April 22, 2026

Lessons Beyond the Classroom

This day allowed me to observe more closely how teaching and learning are conducted at SMK NU 1 Karanggeneng. Together with my co-interns, I class X TKJ, and carefully studied their teaching-learning process, classroom routines, and student behavior. During their class, the students presented their crafted outputs, including accessory bags made from ropes.

       I was impressed by their creativity, confidence, and skills during the presentation. As I continued observing the classes, I noticed several differences between the Indonesian and Philippine school systems. In Indonesia, students usually go home around 2:00 to 3:00 PM, unlike in the Philippines where classes may last until 5:30 PM. Their class schedules also resembled college schedules because subjects are arranged differently each day. Another thing I noticed was how students pause for prayer times, which reflected the importance of faith and discipline in their daily lives. There were also alarms that signaled the beginning and end of classes, making their routines very organized.

Another thing I truly appreciated was the kindness and hospitality of my cooperating teacher, Bu Widi. She always made sure that we were comfortable and never failed to offer us food and snacks, especially embege, a nutritious food provided for students. Her caring personality made us feel welcomed and less homesick during our stay. I also appreciated Pak Bahar and Pak Aria, who regularly drove us back to the homestay using the school vehicle every afternoon. Their kindness and willingness to assist us made our stay more comfortable and convenient. Through these simple acts of care and hospitality, I slowly realized how genuinely welcoming and thoughtful the people around us were.

Week 2 (April 23 – April 30, 2026) 
Day 8 – April 23, 2026

Curious Hearts and Shared Smiles

        One of the things I enjoyed during our observation phase was discovering how different and creative Indonesian classrooms could be. I observed Class XI LPb, and what immediately caught my attention was the uniqueness of their classroom. It resembled a mini bank, complete with carpets, flexible chairs, and an organized setup that created a very conducive atmosphere for learning. The classroom environment felt both professional and comfortable, which reflected the school’s strong vocational focus. The students were participative, lively, and eager to communicate with me despite the language barrier. Some students offered me candies, asked for my Instagram account, and even used Google Translate just to interact and have conversations with me. Their effort and friendliness truly warmed my heart. Even through simple interactions, I could already feel their curiosity, kindness, and willingness to connect with us. As I observed the class, I also paid attention to the teaching strategies, classroom management, routines, and the way students participated during discussions and activities. Little by little, I was learning how Indonesian classrooms function and how teachers effectively manage their students in a different educational setting.

Later that day, Pak Buyun facilitated a group forum where we discussed our observations regarding classroom management, teaching strategies, student behavior, classroom routines, and learning activities. During this time, we also presented and showed our field notes, comparing Indonesian and Philippine education system. The discussion helped me reflect more deeply on the similarities and differences between Indonesian and Philippine classrooms. It also made me realize how observation is an important part of becoming a more effective and reflective future educator.

Day 9 – April 24, 2026

Preparing to Become a Teacher

        This day became an important preparation for our upcoming teaching demonstrations. We went to Universitas Islam Darul Ulum Lamongan for our lesson planning session together with the Batch 10 SEA Teacher interns. It was helpful to interact with previous SEA Teacher participants because they were able to share some of their experiences, insights, and advice regarding teaching in Indonesian classrooms. During the session, Bu Irma guided us about their curriculum, classroom expectations, and the proper structure of their lesson plans. She patiently explained the format and important parts that we needed to consider in preparing our teaching demonstrations. She also provided us with sample lesson plans, which became very helpful references as we started organizing our own lessons and activities.

            Aside from the lesson planning session, we also toured around some of the university facilities, including the library, computer room, and observation room. Seeing the facilities gave me a better understanding of the learning environment at the university and how supportive they are in developing future educators. Although the day mostly focused on preparation and planning, it made me feel both excited and nervous because our actual teaching demonstrations were already getting closer. At the same time, I felt grateful because we were continuously guided and supported by the people around us throughout the process.

Day 10 – April 25, 2026

Planning with Purpose

This day was mostly spent preparing for our upcoming teaching demonstrations. We stayed at the homestay working on our lesson plans, carefully organizing the flow of our lessons, preparing activities, and thinking of strategies that would suit our students’ needs and English proficiency level. Since we would be teaching EFL learners, I made sure to create activities that were simple, interactive, and engaging. I also considered possible language barriers, so I prepared translations and classroom activities that could help the students understand the lesson more easily. While planning, I kept thinking about how I could make my class meaningful, enjoyable, and participative for the students. The entire process required patience, creativity, and careful preparation. Although lesson planning became tiring at times, especially while revising activities and organizing materials, it also made me more excited to finally teach Indonesian students. Despite spending most of the day indoors, the atmosphere at the homestay remained light and productive because my co-interns and I helped one another, exchanged ideas, and shared suggestions regarding our lesson plans and strategies.

Day 11 – April 26, 2026

Healing the Inner Child

            After spending the morning working on our lesson plans, we finally had the chance to relax and enjoy the afternoon through another memorable cultural experience. Together with Bu Irma, Pak Anam, and Pak Irfan we visited Wisata Bahari Lamongan (WBL), a huge and well-known theme park in Lamongan. It was my first time going to a theme park, so I felt like a child filled with excitement while we were still on the way there. The place was lively, colorful, and full of people enjoying their time with family and friends. We rode several attractions such as the drop tower, ferris wheel, roller rides, and other thrilling rides. Some of them almost made me dizzy, but thankfully Antangin saved me. Despite feeling nervous during some rides, I still enjoyed every moment because it was such a new and unforgettable experience for me. We also visited the horror house, mirror room, cat house, and watched a 3D animation. Each attraction gave us different kinds of fun and laughter throughout the day.

          

            I especially enjoyed simply walking around the park, taking pictures, and appreciating the joyful atmosphere around us. Due to time constraints, we were not able to try all the rides and attractions inside the park, but the experience was still more than enough to make the day memorable. In many ways, the visit felt like healing my inner child because I was able to experience things I had only imagined before. It was one of those simple moments during the internship that reminded me to enjoy the journey and appreciate every new experience along the way.

Day 12 – April 27, 2026

Learning Beyond Borders

        This day gave me another meaningful opportunity to immerse myself in the Indonesian educational environment beyond the secondary level. I had my cultural immersion at Universitas Islam Darul Ulum Lamongan, where Pak Khoi accompanied me to his third-year linguistics class. During the class, I observed the students as they confidently presented and reported their assigned topics. I admired how active and expressive they were during discussions. After the presentations, Pak Khoi invited me to share my thoughts about the topic and discuss English as a global language in general. I felt honored to be given the opportunity to speak and exchange ideas with university students from another country. The interaction became meaningful because despite our cultural and linguistic differences, we were all connected through education and our shared passion for learning English.

         In the afternoon, we visited SMP Negeri 1 Lamongan, a public secondary school in Lamongan. The school warmly welcomed us, and I was immediately amazed by the students’ confidence and English-speaking abilities. The students were very adept at communicating and were not shy about interacting with us. Their confidence in speaking English impressed me and made the conversations more enjoyable and engaging. We toured around the campus, interacted with teachers and students, and observed the school environment. We also tried playing some of their traditional musical instruments, which became a fun and memorable experience. One of the highlights of the visit was joining a podcast session with the students, where we talked about culture, education, and our experiences as SEA Teacher interns from the Philippines. Through this experience, I realized how education and communication can truly connect people from different countries. Even through simple conversations and shared experiences, meaningful cultural exchange naturally took place.

Day 13 – April 28, 2026

Learning the Heart of Teaching

            This day marked the beginning of the assisting phase of our internship at SMK NU 1 Karanggeneng. During this phase, I assisted Bu Widi in her classes, particularly during attendance checking using their digital application. I found it interesting that the application was actually designed by one of the school’s alumni, which reflected the students’ skills and the school’s strong integration of technology in education. Through this simple task, I slowly became more familiar with the students’ names and personalities. Some students greeted me enthusiastically, while others tried to start small conversations in English. Little by little, the classroom environment no longer felt unfamiliar to me.

Aside from assisting during attendance, I also carefully observed how Bu Widi effectively managed her class. I paid attention to how she handled classroom routines, interacted with students, gave instructions, and maintained student participation during discussions and activities. Observing her teaching strategies gave me valuable insights that I could apply to my own teaching demonstrations in the coming days. Although my role during this phase was mainly to assist and observe, I realized that even simple classroom tasks helped me build a better connection with the students. It reminded me that effective teaching is not only about delivering lessons but also about creating a positive and comfortable learning environment for students.

Day 14 – April 29, 2026

Facing Challenges with Courage

This day became one of the most memorable parts of my internship because it was finally time for my first teaching demonstration with Class X Ak. Before entering the classroom, I felt both excited and nervous because I knew language barriers could become one of my biggest challenges with my EFL students. To help the students understand the lesson better, I included Bahasa Indonesia translations in my presentation and activities.

            During the class, the students were participative and willing to engage throughout the lesson. Although there were moments of miscommunication, the students remained respectful and attentive. Fortunately, Bu Widi was always ready to help translate my instructions whenever necessary, which made the lesson flow more smoothly. One thing that especially warmed my heart was how the students called me “Ma’am Mary,” which sounded more like “Mem Meri” because of their accent. I found it really cute and endearing. Hearing them call my name with excitement somehow made me feel more connected and comfortable with them. Seeing the students participate, answer questions, and enjoy the activities made me feel fulfilled as a student teacher. The experience taught me the importance of patience, preparation, and adaptability when teaching learners from different cultural and linguistic backgrounds.

        In the afternoon, we visited MAN 1 Lamongan for our second public school visit. We were warmly welcomed by the headmistress, teachers, and students through a grand band performance that immediately amazed me. They truly prepared and exerted effort to make us feel welcomed. The school also held a short program to introduce us to the students and faculty members. One thing I found interesting was that they had separate stairways for males and females, reflecting the school’s policies and practices. The visit became another meaningful opportunity to learn more about Indonesian school culture and student life.

Day 15 – April 30, 2026

Growing Through Every Opportunity

            I conducted another teaching demonstration at SMK NU 1 Karanggeneng with Class XI LPb. Although language barriers were still present, the students actively participated and made the class lively and enjoyable. Their willingness to answer questions, join activities, and communicate with me made the teaching process smoother and more meaningful. During this demonstration, Bu Widi was not around, so I was assisted by three student teachers from Surabaya City—Pak Faik, Bu Aulia, and Bu Dafita. I was truly thankful for their presence and assistance throughout the class. Whenever there were moments of misunderstanding or language barriers, they willingly helped translate my instructions and explain things to the students.

            In the afternoon, I had the opportunity to become one of the keynote speakers during the International Student Entrepreneurship Seminar at Universitas Islam Darul Ulum Lamongan. It was my first time speaking in front of an international audience, which made the experience both exciting and nerve-racking. During my presentation, I shared insights about student entrepreneurship at Southern Leyte State University – Tomas Oppus Campus and compared it with the entrepreneurial practices and opportunities among students in Indonesia. I never imagined that I would one day speak as a representative of my university in an international seminar. As I looked at the audience listening attentively, I realized how much this journey had helped me grow—not only as a future educator, but also as a person willing to step outside my comfort zone, embrace challenges, and believe more in my abilities.

Week 3 (May 1 – May 8, 2026) 
Day 16 - May 1, 2026

Exploring Beauty Beyond the Ordinary

“To travel is to learn things about the world and yourself.” — Miriam Beard.

            This day became another unforgettable adventure during our stay in Indonesia as we traveled to Flora Wisata San Terra in Malang, East Java. Together with Bu Irma and three students from Universitas Islam Darul Ulum Lamongan, including two Filipino students, we traveled for almost four hours from Lamongan.

While on the road, we enjoyed a fun sound trip while admiring the scenery outside the window. I was seated by the window, and surprisingly, I did not feel sleepy throughout the trip because I was too amazed by everything I saw. I felt like a child seeing the world for the first time. As we traveled farther, the road became curvier and higher, and we could already see buildings and houses below us. The atmosphere gradually became colder, which made the experience even more refreshing and exciting. At the top, there were many establishments and houses that looked like an entire town built in the mountains.

            When we finally arrived at Flora Wisata San Terra, the place was already crowded with tourists since it was a holiday. The scenery was colorful, lively, and full of beautiful flowers. As we entered, we were welcomed by fresh and diverse flowers arranged all around the area. The place felt magical and vibrant. We explored different attractions and rides such as the drop tower, ferris wheel, and other thrilling rides. We also visited the glass bridge, horror house, and their Korean-inspired street filled with charming decorations. Although some cherry blossoms were artificial, there were still plenty of fresh and colorful flowers that made the place look beautiful. One of the highlights for me was the huge castle and the magnificent overlooking view of the surroundings. We also tried some snacks, strolled around the park, and took many pictures and snapshots to capture the memories. The entire experience felt relaxing and joyful. It was another reminder of how this journey allowed me to experience places and moments that I once only imagined.

Day 17 - May 2, 2026

Cherishing Simple and Meaningful Moments

            This day was mostly spent preparing for our upcoming teaching demonstrations for the following week. We stayed focused on improving our lesson plans, organizing classroom activities, and thinking of strategies that would make our lessons more interactive and understandable for our Indonesian students. In the afternoon, around 5:00 PM, we experienced riding the Trans Jatim bus going to Bu Irma’s house for a sleepover. It was another simple yet memorable experience for me because I was able to observe and experience public transportation in Indonesia. While riding the bus, I enjoyed looking outside the window and observing the surroundings, the people, and the atmosphere of the city as the sun slowly started to set. When we arrived at Bu Irma’s house, we rested for a while before going out again to visit nearby stores and souvenir shops. We spent time buying souvenirs and small gifts to bring home to our families and friends in the Philippines. We also went to a coffee shop where we enjoyed snacks, drinks, and conversations together. The night felt relaxing and light, giving us a short break from the pressure of lesson planning and teaching preparations. Even though it was a simple day, it became another meaningful part of my stay in Indonesia because it allowed me to enjoy ordinary moments with the people who became part of this unforgettable journey.

Day 18 - May 3, 2026

Experiencing the World in New Ways

         This day became another unforgettable experience for me because, for the first time in my life, I was able to ride a train. We woke up around 3:00 in the morning since our train would arrive at the station around 4:00 AM. Even though we lacked sleep, I still felt excited because everything felt new to me. I truly experienced many firsts during my stay in Indonesia, and this journey opened doors for me to experience things I had never experienced back home.

We arrived in Surabaya around six in the morning. The city felt peaceful during sunrise, yet many people were already outside starting their day. We strolled around the streets, admired the surroundings, and simply immersed ourselves in the atmosphere of the city. I enjoyed observing the buildings, the busy roads, and the everyday life of the people around us. Later, we visited one of the biggest malls in Surabaya and spent time roaming around the different stores.

        We also tried some snacks and refreshments while resting from walking. Even simple moments like commuting, sightseeing, and exploring the city felt exciting to me because I was experiencing a different environment and culture.

Afterward, we headed home by riding their bus. Through this experience, I was able to observe the differences between Philippine and Indonesian transportation systems. From riding the train to commuting by bus, I experienced what daily public transportation in Indonesia was like. It may have seemed ordinary for others, but for me, it became another meaningful memory and reminder of how much this journey allowed me to grow and explore beyond my comfort zone.

Day 19 - May 4, 2026

Preparing Behind the Scenes

            Since I did not have classes scheduled on this day, I spent my time assisting Sir France during his final teaching demonstration. While observing and assisting him, I learned more about classroom management, pacing of activities, and how to handle students during an actual demonstration. Watching another intern teach also gave me ideas and inspiration for my own upcoming demonstrations. Every teacher has different ways of connecting with students, and observing those approaches helped me reflect on my own teaching style as well.

Afterward, I continued preparing my lesson plans for my demonstrations scheduled on Tuesday, Wednesday, and Thursday. I stayed at the conference room for hours, carefully organizing my activities, instructional materials, games, and strategies. I reviewed my slides repeatedly and thought of ways to make the lessons interactive and understandable for my Indonesian students despite the language barrier. Although the day mostly revolved around preparation, it made me realize how much dedication, patience, and hard work teaching truly requires behind the scenes.

Day 20 - May 5, 2026

Teaching Beyond Language Barriers

            I had a teaching demonstration with Class X AK. Even though I had already prepared myself mentally for the language barrier, it still became one of the biggest challenges during the lesson. There were moments when the students could not fully understand my instructions immediately, and there were also times when I had to repeat, simplify, or translate my explanations. Despite those challenges, I pushed through and continued the lesson with confidence and patience. I tried my best to make the class interactive by incorporating activities, examples, educational games, and translations that would help the students participate more actively. Slowly, the classroom atmosphere became more comfortable and lively. The students willingly answered questions, joined the activities, and tried their best to communicate with me in English.

Hearing them call me “Mem Meri” with excitement always warmed my heart. Their smiles, participation, and willingness to learn motivated me to continue giving my best throughout the demonstration. Through this experience, I realized that teaching is not about speaking perfectly or avoiding mistakes, but about connecting with students and making them feel encouraged to learn despite challenges.

Day 21 - May 6, 2026

A Moment of Growth and Courage

            All the preparations, sleepless nights, and nervous thoughts finally led to one important moment—my final teaching demonstration. During this demonstration, Pak Buyun evaluated my teaching performance together with my cooperating teacher, while Dr. Cobilla observed me online from the Philippines. Knowing that my mentors and evaluators were observing me made me feel pressured, yet determined to give my very best. After days of preparation, revisions, and sleepless nights, I finally stood in front of the class feeling more prepared and confident than before. I tried my best to apply everything I had learned throughout the observation and assisting phases of the internship—from classroom management and student engagement to pacing and communication strategies. Although there were still small moments of difficulty and misunderstanding, I was happy because I managed to deliver the lesson successfully while maintaining a positive and interactive classroom atmosphere. As I looked at the students participating and responding to the activities, I felt a sense of fulfillment and accomplishment. When the demonstration ended, I felt both relieved and proud of myself. All the stress, preparations, and worries suddenly felt worth it. That moment reminded me that growth truly happens when we challenge ourselves and step beyond our comfort zones.

Day 22 - May 7, 2026

Final Lessons, Lasting Connections

            This day marked my final teaching demonstration with Class XI LPb. Since it would be my last time teaching them, I really took the opportunity to connect and interact more with the students. The entire one hour and forty minutes felt enjoyable and meaningful for me as a student teacher.

One funny moment happened when I showed pictures of Southern Leyte State University - Tomas Oppus Campus to the class. Because our campus is surrounded by many trees and greenery, some students jokingly asked me if there were tigers inside our campus. Their reactions made the whole class laugh, including me. Moments like that made the classroom atmosphere lighter and more comfortable. Despite the language barriers, the students actively participated and genuinely tried their best to engage in the discussion and activities. I was able to impart not only knowledge but also small parts of Filipino culture and experiences through my lessons and examples.

In the afternoon, we had a cultural immersion together with the English Department Student Association (EDSA) of Universitas Islam Darul Ulum Lamongan. We played traditional Indonesian games such as Balap Karung and the game where we were blindfolded and had to hit a hanging plastic contained with water using a banana-tree stick. They also played Filipino games like Buwan-Buwan and Saksak Smuggle. The activity was full of laughter, teamwork, and excitement. More than just games, it became a genuine exchange of cultures and traditions between Filipino and Indonesian students.

Day 23 - May 8, 2026

Sharing Filipino Identity Through Teaching

            We were invited to conduct a teaching demonstration at MAN 1 Lamongan. I was assigned to Class XI.B together with their teacher, Bu Lili. The school wanted to observe how student teachers from the Philippines manage classes and conduct the teaching-learning process.

For my demonstration, I taught the topic Narrative Text and incorporated educational games, fun activities, and examples from both Philippine and Indonesian literature. I wanted the students to feel engaged and see connections between our cultures through literature. The students were very participative and more confident in speaking English, which made the teaching process smoother and more interactive. Even so, I still included translations whenever necessary to ensure that everyone could follow the lesson properly.

            To make the class more exciting, I prepared simple tokens and rewards for students who actively participated. I told them that students who could answer my questions would receive a one-peso coin from the Philippines as a souvenir or collection item. Because of that, the students became even more eager and competitive in participating. They excitedly raised their hands and tried their best to answer first. It warmed my heart seeing how happy and curious they were about the Philippine peso. Even a simple coin became meaningful because it symbolized a small part of Filipino identity and culture that I was able to share with them. After the demonstration, we also joined a podcast session with the students where we exchanged ideas and experiences. Through simple conversations and interactions, I realized once again how education can connect people from different cultures and backgrounds.

Day 24 - May 9, 2026

Goodbyes Filled with Gratitude

            This day marked our culmination programs at MA Matholi’ul Anwar and SMK NU 1 Karanggeneng. We first attended the culmination of Ma’am Cathyrine and Sir Ivan at MAWAR, where the students prepared performancesinterns. The atmosphere already felt emotional because everyone had formed meaningful connections with one another throughout the internship. Seeing the students smile, wave, and express their gratitude reminded me how meaningful this exchange had been not only for us interns, but also for them.

Afterward, we proceeded to SMK NUSAKA for our own culmination program. During the event, I delivered my farewell message to my SMK family. While giving my speech, I realized how attached I had already become to the students, teachers, and school community. What once felt unfamiliar slowly became a place filled with comfort, memories, and people close to my heart.

            One of the moments that touched me the most was when my Class X Ak students went outside the conference room to personally deliver their farewell messages and give me tokens. At that moment, my heart felt so full. I realized that even in a short span of time, genuine connections can truly be formed through teaching, kindness, patience, and shared experiences. I became deeply grateful for the students who welcomed me warmly despite our language differences, for the teachers who guided and supported me throughout the internship, and for everyone who made Indonesia feel like a second home.

Saying goodbye was difficult because the people who once felt unfamiliar slowly became part of my daily life and unforgettable memories in Indonesia. That day made me realize that teaching is also about building human connections that remain meaningful even after distance and time separate people.

Day 25 - May 10, 2026

Enjoying the Last Few Moments

            We woke up around 4:00 in the morning to prepare for another meaningful experience in Lamongan. Together with the teachers from MA Matholi’ul Anwar, we went to Lamongan Town Square and joined their Sunday morning activities, which included jogging and Zumba dancing at the plaza. The atmosphere was lively and refreshing. Many families, friends, and groups of people were already outside bonding and exercising even at such an early hour. Through this experience, I realized that many Indonesians are truly early risers and value spending quality time outdoors with family and friends. The simple morning activity allowed me to observe another side of Indonesian culture and daily life.

Afterward, we strolled around the area, visited stores to buy souvenirs, and enjoyed lunch together. We spent time sharing stories, laughing, and simply enjoying each other’s company. Later in the afternoon, we went to Universitas Islam Darul Ulum Lamongan for our final rehearsal for the culmination program. Although we were already physically tired from the previous days, everyone still gave their best to prepare for the final event of our SEA Teacher journey.

Day 26 - May 11, 2026

Celebrating a Journey of Growth

            As our SEA Teacher journey slowly reached its final chapter, I found myself looking back on everything we had experienced throughout the past month—the unfamiliar places that eventually felt familiar, the people who slowly became part of our daily lives, and the countless moments that quietly changed me as a person and future educator.

This day marked the culmination program at Universitas Islam Darul Ulum Lamongan. During the program, we performed Filipino and Indonesian songs. As we stood in front singing together, I realized how beautiful cultural exchange truly is. Despite differences in language and nationality, we were all connected by shared experiences, friendship, and understanding. Looking around the venue, I could see smiles, cameras flashing, students cheering, and teachers proudly watching us. It felt like a celebration not only of our internship, but also of the relationships and memories we built throughout the journey.

            One of the highlights of the day was the National Youth Forum participated in by representatives from the Philippines, Indonesia, Yemen, Timor-Leste, Thailand, and Afghanistan. The discussion centered on the theme “Gen Z Against War.” Listening to the insights, experiences, and perspectives of students from different countries made me realize how powerful the voices of young people can be in promoting peace, understanding, and unity despite differences in culture, religion, and nationality. As the program came to an end, we took pictures, exchanged hugs, and slowly said our goodbyes. Looking back on my SEA Teacher journey, I realized that this experience was more than just an internship or an academic requirement. It became a journey of growth, courage, cultural understanding, friendship, and self-discovery.

In the evening, we had dinner together with the Indonesian student interns who previously went to the Philippines for their exchange program. We shared stories, laughter, and memories while eating the Nasi Goreng they personally cooked for us. The simple dinner felt warm and heartfelt because everyone was trying to make the most of our remaining time together. We laughed about our experiences, talked about the memories we created, and reminisced about the moments we shared throughout the program. At that moment, I realized that the best part of this journey was never just the places we visited, but the people who made those places feel meaningful and unforgettable. I came to Indonesia carrying nervousness, curiosity, and uncertainty, but I left carrying memories, lessons, and connections that I know will stay with me for a lifetime. This journey taught me that growth truly happens when we allow ourselves to step beyond our comfort zones and open our hearts to people, cultures, and experiences different from our own.

Day 27 - May 12, 2026

Carrying Memories Home

        This day was spent preparing our things, packing our luggage, organizing souvenirs, and finishing our blogs and reflections about the SEA Teacher journey. While folding my clothes and arranging my belongings, I could not help but look back on everything that happened throughout the past weeks. The once unfamiliar place slowly became a place filled with memories, laughter, learning, and meaningful connections. Indonesia gave me many first experiences, challenges, realizations, and friendships that I never expected to have. The people, culture, food, language, and experiences slowly became part of my everyday life.

As I prepared to leave, I realized that a part of me would always remain attached to the people and experiences I encountered throughout this journey. SEA Teacher did not only allow me to teach in another country—it also taught me how to grow, adapt, appreciate differences, and become more open to the world beyond my comfort zone.

REFLECTION, SUMMARY, & SUGGESTIONS

A Chapter Closed, a Life Transformed

          My SEA Teacher Batch 11 journey transformed me in ways I never fully expected before coming to Indonesia. What initially began as an international teaching internship gradually evolved into a deeply personal journey of growth, reflection, adaptability, and self-discovery. Throughout the program, I encountered unfamiliar environments, language barriers, cultural differences, academic adjustments, and moments of uncertainty. Yet, it was precisely these challenges that shaped me into a more resilient, reflective, and culturally aware future educator.

        My SEA Teacher journey taught me lessons that no classroom alone could ever teach. Throughout this journey, I learned how to adapt to unfamiliar environments, communicate despite language barriers, appreciate cultural differences, and step beyond the comfort zone I had grown used to. Living and teaching in another country required independence, flexibility, and openness to new perspectives. I learned how to communicate through simple English, gestures, repeated instructions, visuals, and patience whenever language barriers became challenging inside the classroom. These experiences strengthened not only my teaching competence but also my emotional maturity, confidence, and interpersonal skills.

        Indonesia gave me many unforgettable firsts—my first airplane ride, first train ride, first zoo visit, first theme park experience, first international speaking engagement, and my first time living far away from home. Yet beyond all these experiences, the most meaningful thing I gained were the people, memories, and realizations that deeply touched my heart. From saying “Selamat pagi” every morning, hearing students call me “Ma’am Mary” or “Mem Meri,” sharing meals together on the floor, exchanging laughter during classroom activities, and learning Indonesian words that sounded familiar to Filipino words like mata, putih, and nangka, I realized that even people from different countries can still find connection in the simplest ways.

        Professionally, the experience deepened my understanding of teaching as a reflective and student-centered practice. Through observation, lesson planning, assisting, and teaching demonstrations, I realized that effective teaching requires flexibility, patience, creativity, and genuine connection with learners. Strategies such as scaffolding, collaborative learning, differentiated instruction, contextualized teaching, non-verbal classroom management, and communicative activities became more meaningful when applied in real classrooms with EFL learners. I learned that students participate more actively when they feel safe, encouraged, respected, and valued inside the classroom. More importantly, I realized that teaching is not simply about delivering lessons but about inspiring confidence, building relationships, and creating meaningful learning experiences.

        The experience also strengthened my appreciation for cultural exchange and global education. Beyond teaching English, I realized that I was also representing my university, my country, and Filipino culture. Whether through sharing Philippine literature, using peso coins as rewards during my teaching demonstration at MAN 1 Lamongan, introducing Filipino games during cultural immersion activities, or speaking during the International Student Entrepreneurship Seminar and National Youth Forum, I learned that education has the power to connect people despite differences in language, culture, and nationality.

        Personally, Indonesia became more than just a host country—it became a second home filled with unforgettable memories, meaningful friendships, and life-changing experiences. The students, teachers, coordinators, and friends I met along the way became an important part of my growth not only as a future educator but also as a person. Leaving Indonesia felt difficult because a place that once felt unfamiliar slowly became a place filled with comfort, warmth, and belonging.     

        At this point of my journey, I would like to express my heartfelt gratitude to everyone who became part of this unforgettable experience. My sincerest appreciation goes to Universitas Islam Darul 'Ulum Lamongan, especially to the honorable Rector, Muhammad Hafidh Nashrullah, for warmly welcoming us and supporting our exchange journey. I am deeply grateful to Bu Irmayani, Pak Buyun Khulel, Pak Khoirul Huda, Pak Azis, and Pak Irfan for their guidance, care, and encouragement throughout the program. I also extend my gratitude to the English Department Student Association (EDSA) family, the MA Matholi'ul Anwar family, and most especially the entire SMK NU 1 Karanggeneng family for their kindness and warm hospitality. To Pak Fati and my cooperating teacher, Bu Awalis Sholihah Widiastuti, sending my deepest gratitude for their support, mentorship, and guidance that greatly contributed to my growth as a future educator.

        As I look back on this journey, I now understand that being a teacher is not only about teaching lessons inside the classroom. It is also about continuously learning, understanding others, embracing differences, and growing through human connections and experiences. This journey helped me become more open-minded, courageous, independent, and appreciative of the world beyond my own community. The lessons I gained from this experience cannot simply be measured through grades, evaluations, or academic outputs because they became part of who I am.

        The SEA Teacher Batch 11 Exchange Program provided me with an invaluable opportunity to experience international teaching, cross-cultural learning, and professional growth. Through my deployment at Universitas Islam Darul 'Ulum Lamongan and SMK NU 1 Karanggeneng, I gained meaningful insights into Indonesian education, vocational learning systems, classroom management strategies, and intercultural communication. Each phase of the internship—from observation and lesson preparation to assisting and teaching demonstrations—contributed significantly to my development as a future educator. The experience strengthened my pedagogical skills, adaptability, confidence, and understanding of learner-centered instruction while also deepening my appreciation for diversity, empathy, collaboration, and lifelong learning.

        For future SEA Teacher participants, I would suggest preparing not only academically but also emotionally and culturally before entering the program. Openness, flexibility, patience, and willingness to learn are essential in adapting to new educational and cultural environments. Future participants should maximize opportunities to interact with students, teachers, and local communities because meaningful learning often happens beyond formal classroom instruction. For host schools and universities, continuous collaboration, cultural integration activities, and strong support systems are highly beneficial in helping exchange students adjust comfortably and confidently.

        As this chapter of my life comes to an end, I carry with me the lessons, friendships, and memories that I know I will treasure for a lifetime. Indonesia will always hold a special place in my heart because it became the place where I not only learned how to teach, but also learned more deeply about growth, courage, humanity, and myself.

        Terima kasih, Indonesia. Sampai jumpa lagi.