NARATIVE REPORT

By : Latifa Nurliyan Hidayati

SEA-Teacher Project
The SEA Teacher Project or the “Pre-Service Student Teacher Exchange in Southeast Asia” is a
project that aims to provide opportunity for pre-service student teachers from universities in Southeast
Asia to have teaching experiences (practicum) in schools in other countries in Southeast Asia.
Objectives of the Project
1. To enable pre-service student teachers to develop their teaching skills and pedagogy
2. To encourage the pre-service student teachers to practice their English skills
3. To allow the pre-service student teachers to gain a broader regional and world view
4. To expose future teachers to diverse teaching and learning situations and opportunities, and the
value of flexibility.

The Activities
First Week.
We travelled from Indonesia on January 6 morning and arrived in Manila, Philippines on 05.40
am in Ninoy Aquino International Airport. Mam Angela and Kuya Riki fetched us. We need 8 hours to
travel from Manila to Daet, Camarines Norte at CNSC. When we arrived in CNSC, we met Sir Villar,
Sir Bryan, Mam Jen, and President of the CNSC. We stayed in the hostel of CNSC for 1 month ahead.
On January 8, we did the orientation, Sir Bryan took us to stroll around the CNSC. After that we
visited the Abano Campus. I met Sir Nestor P. Badillos as my coordinator [Link] coordinator
teacher taught about hoe to make the lesson plan, etc. In abano campus laboratory school we did our
teaching practicum. I taught the grade 6 and grade 7. On first week we introduce each other with our
buddy while we was at school that is Hanna and Jizelle.
On January 9-11 I did observation in the classroom and also introduce each other with the
student. The schedule for teaching grade 6 was in Monday until Friday at 03.20 pm and for the grade 7
was in Monday until Friday at 07.30 am.
On Saturday 12, we strolled around Daet. We visited Bagasbas beach, Daet’s wet market,
Vinzont, Muslin Mosque and Morga. We travelled with Agnes, Elshena, Raniel and Vincent.

Second Week.
On the second week I started to teach the student in the classroom. On Monday and Tuesday I did
observation on the evaluation system of the mid-term. The grade 7 mid-term was on Monday, and the
grade 6 mid-term was on Tuesday. On the Wednesday I taught in class room. The topic for grade 6 was
about Electric Consumption and Water Consumption. And then, for the grade 7 was about Geometry (Sub
Topic : Logical Reasoning and Building Block of Geometry).
Every Monday morning be held the raising flag ceremony and the lowering flag ceremony was on
every Friday evening. On Sunday January 19, we travelled to Jose Panganiban with Agnes, Jizelle, Kent,
and Raniel. It tooks 45 minutes from Daet. In Jose Panganiban we could see camarines Norte from above
of hill. That was very beautiful.

Third week.
In this week, I did my teaching practicum until Thursday January 24. On Friday January 25 we
were invited to attend one of the event in Abano Campus that is Mikks [Link] did our speech about
Multicultural Experiences. That event started at 07.30 am until 11.00 pm. On Saturday 26, we went to Sir
Abner Villar to practice the ball point painting. The artist is [Link]. After that, we went to Naga City
to attend seminar about the Bicol Culture. We met another participants from Indonesia and Thailand in
the seminar.

Fourth week.
On this week I did the evaluation for teaching practicum and also for my student in grade 6 and 7.
Tuesday January 29 was my last day for teaching grade 6 and 7. On Wednesday and Thursday, we
finished our requirenment and submit the lesson plan, power point and class record to our Coordinator
Teacher. On the Friday will be held the exit conference.

While we were here we did a lot interview with student college of Abano Campus, to help them
finished their project such that about culture, globalization, global warming, etc. We also observe the
public school in the Camarines Norte National High School . And then we were being a interviewees for
Indonesian Literature in Ma’am Nemia Puse’s class. When we had our free time we learnt how to play
violin with Sir Fredrick. We also did observation of LTS (Literary Training Service) in Alawiahoes.

Observation in Clasroom.
I did classroom observation in my first week. When teaching the student, Sir Nestor P. Badillos
use the power point, and one by one of the student will come to front of class and solve the question that
Sir Badillos gave. For evaluation, Sir Badillos made a table specifications, so that we can notice how we
can make the questions for the exam. The question for exam must be include knowledge, comprehension,
and application. Sir Badillos also gave the student activities. The student will solve several question that
will build their understanding for the topic and the must item that has to include is application, how the
student can use the topic in real problem.

Teaching in Clasroom (Grade 6)

In grade 6 there are 38 students. While teaching the grade 6 I made power point. Teaching in
class room started with greetings the student. Then check the attendanc. After that build motivation of the
[Link] student watched thevideo about the topic that they would learn that day. Teacher will asked
them about what the idea behind the video and connected it with the topic that day. After watched the
video, teacher and student will discuss about the [Link] did the percentation with power point.
While the student did their exercise. Teacher checked the student by came to their chair one by one. After
teacher teach all topic, teacher make an evaluation.

Teaching in Clasroom (Grade 7)

In grade 7 there are 34 students. While teaching the grade 7 I also made power point, so itcan
make me easier to teach them.I try to make interactive powerpoint with interesting design. For grade 7 I
use cooperative method and devided them into 6 group. What I want is they can work with their other
friend cooperatively to reach the common goal. Teaching in class room started with greetings the student.
Then check the attendance. After that build motivation of the student. In grade 7 for logical reasoning’s
topic I try to connect the topic with the real life, and show them the right thing that they must to do in
their life such as if you are diligent then you get succeed in your life, etc. The other topic such as building
block of geometry I show them a word puzzle. They have to find the terms in building block of geometry
and try to connect it with the topic, and I make a simple game that is which the fastest group that can
answer or solve it correctly will have 10 poin as a reward. It makes the student interesting with the topic.
During the games, the teacher will explain about the main topic especially about essential thing in that
topic. After that the student will work in their group to solve the task that the teacher gives to [Link] the
end of the meeting, they will submit the task to the teacher and the teacher and the student will make
generalization for the topic.

The student in grade 6 and 7 are very nice student. They follow the rule that the teacher give to
them correctly. They are such sweet student. They are very cute. The student are very cooperative. They
are very active.

The People
 Generally the features of the body and the face are the same. We look like each other. The people
are very nice and welcome us. No word can describe except thank you and so grateful for that. They are
very humble. They said that it is hospitality for them. We feel like in home not just because the people
but also because the weather and the environment is similar with Indonesia. We have a lot of new friends
and new family here.

The Culture
Majority of Philippines people speak Tagalog in their daily life but in school they speak English
because English is part on their education system. There are so many similarity between Bahasa Indonesia
and Tagalog such as mahal, murah, kulit, mata, tanggal, etc. The way we respect the elder people is the
same, that is with touching the hand to the forehead to ask the bless.
About the food, they like a soury and sweet food. Sometimes the food taste similar with
Indonesian food like tilapia, bangus, chopsuay, etc. The Philippines people also have the midnight snack
and sometimes morning snack. They love music and dancing. Most of them are very talented. I am very
impress with that.
Majority of religion in Philippines are Christian. The geographical divisions of the Philippines are
the three island groups of Luzon, Visayas, and Mindanao. Luzon and Mindanao are both named after the
largest island in their respective groups, while the Visayas (also the Visayan Islands) are an archipelago.
The Spanish influence on Filipino culture because of Philippines was colonized by Spanish for
333 years. The most Spanish culture are very noticeable in Philippines such as they use Spanish into
their name, and how they pronounce the name, even name of the street and places.

What I have learnt?

 I learnt about the culture. That I have described in the culture section.
 How to teach with English. How to encourage the student in English.
 I have learnt about the education system in Philippines.
 I learnt a lot about the strategies in teaching when I was sharing with my friend here. How to make
learner enjoy the time during they study in the classroom.
 I learnt about Whole Brain Teaching.
 I learnt about how manage the time when we teach because in Philippines the duration for teaching in
the class room is just 1 hour.
 I learnt how to make table specifications so when we make the evaluation for the student we have
guidance.
 I learnt how to speak tagalog.
 I learnt how to be confident speak English and to be who we are.

The differences between education system in Indonesia and Philippines

Education System In Indonesia

Primary Education (6 years)
In Indonesia education is centrally controlled by the ministry of national education. 6 years in
primary school and 3 years in junior high school are compulsory. The primary phase follows on after
optional pre-school playgroups that may commence in a child’s third year. Most elementary schools are
government controlled. Some offer accelerated programs that compress the phase to 5 years. As Islamic
education system operates in parallel to this.
Middle Education (3 years)
Junior high school offers a bridge between the gentler pace of the elementary phase, and the
challenges of senior high school that may follow. It also assists educators to determine a possible future
direction for their students. The Islamic education system continues to provide an alternative.
Secondary Education (3 years)
There are two different kinds of Indonesian high schools providing two streams of education for
those who choose to optionally enrol. One of these is aimed at those who intend to go on to university.
The other is for those who plan to find jobs right away. Other young people choose the Islamic
alternative.
Vocational Education
Vocational training is mainly provided by private training colleges and initiatives by donor
countries. Unfortunately this continues to occur mainly in the cities. This continues to condemn most of
the rural poor to a life of drudgery and manual labor.
Tertiary Education
There are 4 kinds of tertiary education institutions in Indonesia, namely polytechnics, academies,
institutes and universities. Some of these are state controlled, some are religiously affiliated and some are
privately funded.
Curriculum K13
Indonesia use curriculum K13. In accordance with the brief history of curriculum changes in
Indonesia previously, it is therefore necessary to scrutinize the main reasons particularly for the K13.
Generally, the main rationales behind curriculum changes fall into twofold, namely future challenges, and
future competences (Kementrian Pendidikan dan Kebudayaan, 2014). The former refers to global issues
such as AFTA, ASEAN Community, APEC, WTO, and technological advances, whereas the latter refers
to necessary competences in communication, critical thinking, and being a responsible citizen (ibid).
First, K13 apply the inclusion of key competences (Kompetensi Inti), namely KI-1 (attitude), KI-
2 (social), KI-3 (knowledge), and KI-4 (skill) (Kementrian Pendidikan dan Kebudayaan, 2014). This
intends to balance between hard skills and soft skills. The former refers to knowledge obtained in the
class, whereas the latter refers to attitude and social competences in reality.
Second, the books employed in the K13 are devoted to activity based and integrated thematic
(Kementrian Pendidikan dan Kebudayaan, 2014). Activity based means that the materials are compiled
based on the nature of learning a language starting from receptive to productive (listening to speaking,
and reading to writing), and each of which has a meaningful activity. However, the activity-based books
previously are devoted only to students of junior and senior high. For elementary students, the books
employed are integrated thematic meaning that the topic has a meaningful theme to teach. Therefore,
elementary students will not be burdened with huge of tasks.
Third, The teaching and learning activity in the K13 applies the so-called scientific approach.
This outstanding approach encourages students to arrive at the knowledge scientifically by observing,
questioning, experimenting, associating, and networking. This being the case, teachers need to trigger
their students, and the teachers might not take for granted that their teaching activity has been run
interactively, scientifically and meaningfully without assessing students’ through key competences (KI-1,
KI-2, KI-3, and KI-4). Therefore, in order to apply such an approach, the teachers should well aware of
the concept about key competences in the K13, otherwise, the teaching and learning activity remains in
vain.
Finally, in the K13, students are assessed holistically (attitude, social, knowledge, and skills).
Scientific Approach According to the Ministry of Education and Culture (2014), the K13 applies
scientific approach as its ways of teaching and learning activity. This approach has five ways of thinking
to arrive at the truth (knowledge) namely observing, questioning, experimenting, associating, and
networking (ibid), and each of which is elucidated in the following.
In Junior high school teacher has 2×40 minutes or 3×40 minutes for teaching the student in one
time. And usually one subject will be taught twice in a week. The student will enter the school in 07.30
am and come back to home at 02.00 pm. In Senior high school teacher has 2×45 minutes or 3×45
minutes for teaching the student in one time. The senior high school student will enter the school in 07.30
am and come back to home at 03.30 pm. Indonesia just has Sunday for weekend.

Education System in Philippines

Primary Education
Paaralang Elementarya or elementary education is the first part of the educational system, and it
includes the first six years of compulsory education from grade 1 to 6, with an optional 7th grade offered
by some schools. Major subjects include maths, science, English, Filipino and social sciences. Optional
subjects include music, arts, physical education, and health. Private school students may select subjects
from a wider curriculum including religious instruction in the dogma of their choice.
Until 2004, primary students traditionally sat for the National Elementary Achievement Test
(NEAT) administered by the Department of Education, Culture and Sports (DECS). However, the scores
obtained by students in the NEAT were not used as a basis for their admission into Secondary
school. During 2004, when DECS was officially converted into the Department of Education (DepEd),
and as a result of reorganization, the NEAT was changed to National Achievement Test (NAT) by the
Department of Education (DepEd). Students from both public and private elementary schools take this
exam to measure a school's competency. As of 2006, only private schools have entrance examinations for
Secondary school.
Middle Education
Middle school education is a part of Primary (or Elementary) Education
Secondary Education
Secondary education known as Paaralang Sekundarya comprises 4 grades that have changed
little since the second world war. The curriculum is prescribed for both private and state schools. Core
subjects are as follows:
 Year 1 - Filipino 1, Algebra 1, Integrated Science, English 1, Phillipine History
 Year 2 - Filipino 2, Algebra 2, Biology, English 2, Asian History
 Year 3 - Filipino 3, Geometry, Chemistry, World History, Geography
 Year 4 - Filipino 4, Calculus, Trigonometry, Physics, Literature, Economics
Minor optional subjects include Health, Music, Arts, Physical Education, Home Economics and
Technology. Selected schools present additional subjects. Total secondary school numbers exceed 5.5
million.
Vocational Education
Accredited mainly private institutions known as colleges offer technical and vocational education.
Programs offered vary in duration from a few weeks to two-year diplomas. On completion students may
take centrally-administered examinations to obtain their diploma or certificate. Vocational colleges don’t
usually require an entrance examination, only a record of high school education and an enrollment fee.
Tertiary Education
Most institutions of higher learning are regulated by the commission for higher
education. Colleges typically offer 1 or more specialized programs while universities must offer at least 8
different undergraduate degree programs in a wide array of subjects and at least 2 graduate
programs. Public universities are all non-sectarian and offer a wide-range of programs, with English as a
medium of instruction. Public universities are government funded, with the largest, the University of the
Philippines, receiving the substantial portion of the annual budget. There are also a number of private
tertiary institutions, sectarian or non-sectarian as well as for-profit or not-for-profit. Most private
institutions are Catholic non-profit organizations. Most universities offer 4 year degree programs with 2
semesters per year.

Curriculum K-12
The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary
education, four years of Junior High School, and two years of Senior High School [SHS]) to provide
sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for
tertiary education, middle-level skills development, employment, and entrepreneurship.
Every Filipino child now has access to early childhood education through Universal
Kindergarten. At 5 years old, children start schooling and are given the means to slowly adjust to formal
education. In Kindergarten, students learn the alphabet, numbers, shapes, and colors through games,
songs, and dances, in their Mother Tongue.
Students acquire in-depth knowledge, skills, values, and attitudes through continuity and
consistency across all levels and subjects. Examples, activities, songs, poems, stories, and illustrations are
based on local culture, history, and reality. This makes the lessons relevant to the learners and easy to
understand. Discussions on issues such as Disaster Risk Reduction (DRR), Climate Change Adaptation,
and Information & Communication Technology (ICT) are included in the enhanced curriculum.
Students are able to learn best through their first language, their Mother Tongue (MT). Twelve
(12) MT languages have been introduced for SY 2012-2013: Bahasa Sug, Bikol, Cebuano, Chabacano,
Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog, and Waray. Other
local languages will be added in succeeding school years Aside from the Mother Tongue, English and
Filipino are taught as subjects starting Grade 1, with a focus on oral fluency. From Grades 4 to 6, English
and Filipino are gradually introduced as languages of instruction. Both will become primary languages of
instruction in Junior High School (JHS) and Senior High School (SHS).
 After Grade 1, every student can read in his or her Mother Tongue. Learning in Mother Tongue
also serves as the foundation for students to learn Filipino and English easily. Subjects are taught from the
simplest concepts to more complicated concepts through grade levels in spiral progression. As early as
elementary, students gain knowledge in areas such as Biology, Geometry, Earth Science, Chemistry, and
Algebra. This ensures a mastery of knowledge and skills after each level. For example, currently in High
School, Biology is taught in 2nd Year, Chemistry in 3rd Year, and Physics in 4th Year. In K to 12, these
subjects are connected and integrated from Grades 7 to 10. This same method is used in other Learning
Areas like Math.
Senior High School is two years of specialized upper secondary education; students may choose a
specialization based on aptitude, interests, and school capacity. The choice of career track will define the
content of the subjects a student will take in Grades 11 and 12. SHS subjects fall under either the Core
Curriculum or specific Tracks. Each student in Senior High School can choose among three tracks:
Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three
strands: Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences (HESS);
and Science, Technology, Engineering, Mathematics (STEM).