An Intern’s Journey: From Love the Philippines to Wonderful Indonesia

By: Yhanna Mae Albino Deliman, BSEd Social Studies

I still remember the day I stood at the airport, clutching my passport and my courage. It wasn’t just a flight — it was a quiet leap into the unknown. Seven of us from Southern Leyte State University — each from different fields, each with our own dreams — were headed to Indonesia for the SEAMEO teaching exchange program. I was nervous, scared even, to say goodbye to my country. But deep down, I knew that when we returned, we would be different people — shaped by another culture, another classroom, another way of life.

When our plane touched down in East Java, the air felt warm, the smiles even warmer. Stepping into Wonderful Indonesia, I felt both at home and somewhere entirely new. The streets reminded me of the Philippines, yet subtle details told a different story — proof that though we live across the seas, we share the same ancestral roots

School Profile: SMK NU 1 Karanggeneng

SMK NU 1 Karanggeneng is a private vocational high school founded on June 5, 1986, located at Jl. Raya Simo Sungelebak, Karanggeneng, Lamongan, East Java. The school offers seven major areas of specialization, from Light Vehicle Engineering to Visual Communication Design, and serves 707 students with 73 teachers. 

The campus is modernized, with 75% of classrooms IT-equipped — Wi-Fi, projectors, and internet access are readily available. The academic administration is highly organized, supported by both administrative staff and technology systems to ensure smooth operations.

First Welcomes

At Universitas Islam Darul ‘Ulum (UNISDA), our host university, we were welcomed with open arms. Before long, we were visiting local schools, each greeting us with performances, traditional dances, and generous feasts of local dishes. I noticed something familiar — a student group that looked like our ROTC back home, instilling discipline and leadership.

We also saw classrooms alive with technology: teachers using projectors and presentations alongside the blackboard. The students were cheerful, respectful, and eager to learn. Religion was woven into the fabric of education — before entering, students greeted their teachers with Salim(a gentle hand-kiss). If they arrived late, they recited verses from the Qur’an (Baca Surat Yasin) — a beautiful blend of discipline and devotion.

My School, My Second Home

When the placements were announced, I learned I would be teaching at SMK NU 1 Karanggeneng, a vocational high school in Lamongan. The school was impressive — modern facilities, classrooms, and equipments.

I was assigned to Class 11 Business. Before teaching, I met my cooperating teacher and attended orientations from our university, UNISDA, and my host school. These sessions helped me understand not only the academic expectations but also the cultural rhythms of the school.

Observation Before the Child Dust

In my first days, I observed how teachers taught — often relying on textbooks and the blackboard but enriching lessons with local materials. One memorable moment was watching students use leaves to print designs on fabric. Learning wasn’t confined to theory; it was tactile, creative, and connected to their community.

Assessments were practical and collaborative. Students worked together to solve problems, and technology supported learning without overshadowing it. Everything, from the lessons to the classroom interactions, carried a strong moral and spiritual undertone.

When it was my turn to lead, I combined what I had observed with my own style. I followed the 4A’s Method (Activity, Analysis, Abstraction, Application) and leaned on the behaviorist approach— rewarding participation to encourage engagement. I used PowerPoint slides, projectors, and even interactive games like Spin the Wheel and Duck Race Name Picker to make learning dynamic. One activity I loved was sending students to interview the canteen staff about pricing, linking the lesson directly to real-world economics. With only 30 minutes per class, I learned to manage time like a precious resource. I started with energizers, encouraged group work, and closed with “exit tickets” to hear my students’ thoughts on the lesson. In every activity, I tried to blend the cultures of the Philippines and Indonesia — showing that learning is also about connection.

Beyond the Classroom Walls

Indonesia became a living textbook. We learned a traditional Lamongan dance, explored tourist spots, and immersed ourselves in daily customs. Meals were often enjoyed while seated on carpets; food was rich and spicy; desserts like Es Teler reminded me of our Halo-halo.

Eid Mubarak here was joyous and full of life, different from what I had heard about in other countries. Even their roads told a story — traffic flowed on the left, a legacy of Dutch influence, while the Philippines followed a different colonial path.

As a Social Studies student, I found myself constantly applying cultural relativism — seeing and respecting the differences while appreciating our similarities.

Summary and Suggestions

Summary and Reflections

Purpose

The SEAMEO program did more than meet my expectations — it transformed them. I entered the program hoping to gain teaching experience, but I left with a broader worldview and a renewed appreciation for cultural diversity. It was not just about delivering lessons; it was about learning how education can be a bridge between nations. This experience deepened my respect for how values, traditions, and history are interwoven into the learning process, and it reminded me that education is not confined to the four walls of a classroom.

Procedures

From the first orientation at Southern Leyte State University, to our warm welcome at UNISDA, to the detailed introductions at my cooperating school, every step was carefully planned and deeply supportive. The structured flow of orientations ensured that we understood not only our responsibilities as interns but also the cultural norms and educational systems we were stepping into. This careful preparation helped me adapt smoothly and focus on my role as an educator in a new environment.

Outcomes

This practicum has been one of the most enriching chapters of my life. I gained firsthand international teaching experience that sharpened my adaptability and problem-solving skills. I learned how to integrate culture into pedagogy, ensuring lessons were not only informative but also meaningful to students’ daily lives. I developed professional relationships with fellow teachers and administrators that transcend borders, and I now have a network of peers and mentors who inspire me to continue improving as an educator.

Overall Impression

Though educational systems differ in structure, resources, and teaching methods, I discovered a universal truth: the heart of education is the same everywhere — to inspire, guide, and shape individuals for a better future. I was deeply moved by how Indonesian educators weave respect, values, and faith into their lessons, and I will carry that inspiration into my own practice in the Philippines.

Suggestions

I strongly encourage the continuation and expansion of programs like SEAMEO. These exchanges are not only professional development opportunities; they are cultural bridges that promote understanding and friendship among nations. To make the program even better, I suggest providing longer immersion periods so interns can further deepen their engagement with the community, and offering more collaborative teaching projects between local and visiting educators. Through these efforts, we can strengthen the message that education, despite differences, is a shared mission that unites us all.

The Challenges and the Lessons

The language barrier was my greatest challenge, especially in the first few days. However, this challenge became an opportunity for growth. With the help of UNISDA’s language tutorials, self-study, and the patience of students who tried their best to communicate in English, I learned to adjust my teaching strategies.

I began to use more visuals, gestures, and interactive activities, which made the lessons more engaging and understandable despite our differences in language. 

But the greatest lessons were not only pedagogical. I learned how culture shapes education, how values can be integrated into lessons, and how respect can be taught in gestures as simple as Salim.

Reflections and Gratitude

This practicum wasn’t just about teaching — it was about becoming a student of the world. I left with more than teaching strategies; I carried home a deeper understanding of how education can bridge differences.

To SEAMEO, my deepest thanks. Your program opened my eyes to the beauty of diversity in education and gave me memories that will guide my career forever. Despite differences in culture, language, and systems, I saw one unshakable truth: through education, we are united.