Threads of Learning: My Internship Story in UNISDA Lamongan
Threads of Learning: My Internship Story in UNISDA Lamongan
Weaving lessons, culture, and memories into one journey
The very first institution that opened its doors to me in this journey was Universitas Islam Darul ‘Ulum (UNISDA) in Lamongan. I can still recall the warmth of our arrival—the colorful banners with our faces, the thoughtful gifts, and most of all, the smiles of the faculty and students who welcomed us like family. It wasn’t just the university itself that made us feel at home, but also the people who stood behind this hospitality: Bapak Rector Muhammad Hafidh Nahshrulla, the rector of UNISDA; Bu Irmayani, the SEA-Teacher Coordinator in Indonesia; Bapak Khulel, Miss Yeni, Miss Anita, and many others who guided and supported us every step of the way. UNISDA was more than just a receiving school for me; it became a second home where I learned not only about academic life and teaching, but also about friendship, culture, and faith. With its modern facilities and deeply rooted values, the university set the tone for the rest of my practicum journey, reminding me that education is not confined within the four walls of a classroom—it is a shared experience of growth, connection, and community across different walks of life.
During my practicum, I had the privilege of being part of SMP NU Simo, a school that left a deep impression on me because of how it blends religious education, academic excellence, and character development. From the moment I stepped into the campus, I could already sense that this was not just an ordinary school—it is a place where students are nurtured holistically, with faith and values guiding their learning journey. The school’s vision of cultivating Pancasila students who are competitive, culturally aware, and grounded in both faith and technology is evident in the way classes and programs are structured. Their mission truly comes to life through programs such as the Tahfidzul Qur’an class, bilingual education, life skills training, and Friday prayers, all of which create a strong balance between academic achievement and spiritual growth.
I was amazed at how well the school categorized its programs to meet the needs of different learners. The Tahfidzul Qur’an class trains students to become intelligent hafidz and hafidzoh with a solid Quranic foundation, while the superior class is designed to hone future leaders in science and technology without losing sight of noble morals. Meanwhile, the regular class focuses on building character and instilling akhlaqul karimah—values that guide students not just in school, but in life. This structured approach shows that SMP NU Simo values every child’s potential, whether in academics, faith, or character.
I also witnessed how supportive the school is when it comes to student admissions. They provide an achievement pathway that recognizes and rewards talented students, especially those who excel academically, win competitions, or have memorized at least one juz of the Qur’an. Students who pass through this pathway enjoy benefits such as free registration, priority entry into special programs, and reduced educational fees. Even for general admissions, the process is simple and well-organized, ensuring that every learner has access to quality education. What impressed me even more was their scholarship program, which offers opportunities for top achievers and Qur’an memorizers. It was inspiring to see how the school values excellence and hard work by making education more accessible.
The facilities also showed me how committed SMP NU Simo is to student development. They have boarding schools like Matholi’ul Anwar and Ponpes Tanwirul Qulub, a well-stocked library, science and computer laboratories, a multimedia learning room, and even a free hotspot area for internet use. On top of that, they integrate daily activities like Qur’an recitation, flag ceremonies, and joint prayers, which instill discipline and spiritual grounding. These habituation practices were very meaningful for me to observe, as they showed how learning here goes beyond textbooks.
What stood out to me as well were the many extracurricular activities that students could join. From OSIS (student organization) to sports like futsal, volleyball, and table tennis, and even scouting, graphic design, public speaking, and Qur’an art—students are encouraged to develop not only their intellect but also their talents, leadership, and creativity. Watching them actively participate reminded me that education is also about exploring passions and building confidence.
Looking back on my time at SMP NU Simo, I can confidently say that this school is deeply committed to nurturing well-rounded individuals. It was inspiring to see how faith, academics, and community life are all integrated into their system. For me, it wasn’t just about observing a school—it was about experiencing a community that values education, character, and spirituality. Being part of SMP NU Simo taught me that a truly effective learning environment is one that prepares students not only for academic success but also for life itself.
💙What I Learned from the Teachers💙
During my classroom observations, I noticed that the teaching methods employed by the teachers were a combination of traditional and interactive approaches. Many lessons were teacher-centered, with the instructors relying on lectures, recitations, and board work to deliver content. At times, the call-and-response method was used, where teachers repeated phrases and the students followed, keeping them attentive and focused. Story reading, guided practice, and oral questioning were also common, particularly in English grammar lessons such as the simple past tense and pronouns. To make learning more engaging, some teachers incorporated interactive games, clapping routines, and energizers, which encouraged participation and created a lively classroom atmosphere. Although discipline was maintained strictly, the blend of structured teaching and playful activities reflected the teachers’ efforts to balance control with student engagement.
The learning materials and innovations observed were simple yet effective. Teachers made use of verb tables, student modules, and notebooks to strengthen grammar skills. At times, creative approaches were introduced, such as having students design maps of their own homes to apply their knowledge of directions, or distributing nametags to encourage familiarity and participation. During demonstration teaching, cultural exchanges also became an innovative part of the lesson, with Filipino foods, songs, and dances shared as a way to connect with students. In some cases, small tokens and souvenirs were given to students as appreciation, which motivated them and strengthened the bond between teacher and learner. These practices showed that even without advanced technology, teachers could still find innovative ways to engage students.
In terms of learning sources and technology, the classrooms relied heavily on traditional tools such as whiteboards, markers, pens, and paper. Lessons were often delivered through verbal explanation and written exercises rather than multimedia presentations. While technology use was minimal in SMP NU Simo, other schools that we visited showcased well-equipped science laboratories, multimedia rooms, and even projectors that enhanced learning experiences. This contrast highlighted the gap between traditional classroom settings and modern, technology-integrated environments. It also emphasized how resource availability greatly influences teaching strategies.
For assessment, the teachers often used both formal and informal methods that can be considered authentic. Students in the “excellent class,” for example, were required to pass both oral and written examinations to maintain their standing. In regular classes, activities such as sentence-making, true-or-false corrections, and random board recitations were used to check comprehension. Games like charades, clapping for correct answers, and Q&A competitions also doubled as assessment tools, as they measured student participation and understanding in a fun way. Other outputs, such as student-created maps and written exercises, were likewise used to evaluate learning. These assessments went beyond memorization, allowing students to demonstrate practical application of lessons.
Overall, my observations revealed that while teaching in these schools was largely traditional, there was also creativity and innovation in the methods, materials, and assessments used. Even with limited technology, teachers found ways to foster participation, cultural exchange, and authentic evaluation, which enriched the students’ learning experiences.
💚My Lesson Plans and How I Adjusted💚
Based on my observations, the schools in Lamongan follow a structured curriculum that integrates both academic and cultural elements. At SMP NU Simo, students study a wide range of subjects, with a strong emphasis on English, Bahasa, mathematics, and Islamic education. The curriculum is designed to balance academic skills with values formation, as every subject is infused with religious practice and discipline. Students also follow a system that classifies “excellent classes,” where learners must pass both oral and written examinations to qualify. Lessons are typically divided into specific topics such as irregular verbs, directions, and pronouns, which are taught progressively to ensure mastery. In addition, schools incorporate extracurricular activities and cultural traditions like singing, dancing, and community events, which reflect how education is not only about academics but also about character development and social engagement.
In relation to my major, which is Science, my teaching plan took on an interdisciplinary form since I was tasked with teaching English. While English is outside my specialization, I realized that teaching it also required analytical and problem-solving skills similar to those used in science. For example, when I guided students through grammar lessons such as the simple past tense, irregular verbs, and pronouns, I approached it systematically, much like solving scientific problems step by step. I also used interactive methods such as games, charades, and hands-on activities, which mirror the experiential and inquiry-based learning strategies common in science education. In this way, even though the subject was English, my teaching plan still reflected my scientific mindset—structured, logical, and focused on discovery through practice and application.
This experience also broadened my perspective as a future science educator. Teaching English made me realize the importance of flexibility and adaptability in education. While my academic background prepared me to teach scientific concepts, this internship challenged me to step outside my field and embrace new roles. It strengthened my communication skills, creativity in lesson delivery, and ability to connect with students across disciplines. I came to understand that being a teacher is not confined to one’s major; rather, it is about fostering learning, curiosity, and engagement in whatever subject is assigned. Thus, my teaching plan, though centered on English, was still rooted in the core values of science education—critical thinking, problem-solving, and active learning.
💛When I Finally Took the Stage💛
In my teaching practice, I followed a series of procedures that helped me organize my lessons and deliver them effectively. I usually began with greetings and a short prayer, which is a customary practice in the school and helped set a respectful atmosphere. To establish familiarity, I often used nametags for attendance and to address students personally. I would then introduce energizers or short warm-up activities, such as asking about childhood experiences or favorite foods, to build rapport and capture their interest. Afterward, I transitioned into the main lesson, where I used guided discussions, storytelling, and interactive exercises. To reinforce learning, I incorporated games like charades, Q&A competitions, or clapping routines for correct answers. I concluded each class by reviewing key points and giving students opportunities to reflect on what they learned.
Classroom management was one of the most important aspects of my practice. I observed that students could be either very quiet or very talkative, so I had to strike a balance between encouraging participation and maintaining discipline. At times, I adopted a firm tone, similar to how local teachers set clear expectations for behavior, but I also tried to maintain a positive environment by praising correct answers and showing patience when students struggled. Using group activities and playful methods helped minimize distractions and kept students engaged. I also learned that seating arrangements, where boys and girls were separated, influenced how students interacted, so I adjusted my strategies accordingly.
Time management and organizing activities were challenges that I gradually improved on. Since classes were often short and ended by midday, I had to plan lessons carefully to maximize the limited time. I structured activities to move smoothly from warm-up to instruction, practice, and assessment, making sure students remained engaged throughout. Sometimes, activities took longer than expected due to the language barrier, so I learned to prioritize essential content and simplify instructions. My organizing skills were also tested during demonstration teachings, where I prepared visual aids, handouts, and even souvenirs to make lessons more memorable.
Problem-solving became a daily part of my experience, both in teaching and in adjusting to the school environment. One of the major challenges was the language barrier, as many students had limited English skills. To overcome this, I used more gestures, repetition, and visual aids, while also trying to learn basic Bahasa to connect with them better. Another issue was student participation, especially when some were shy or hesitant. I addressed this by using random selection tools and games to involve everyone without making them uncomfortable. Beyond the classroom, cultural adjustments—such as adapting to local food, prayer schedules, and limited technology—required patience and flexibility. Instead of being discouraged, I embraced these as learning opportunities, which strengthened my resilience and creativity as a future teacher.
My teaching practice was a balance of preparation, adaptability, and reflection. While I faced challenges in classroom and time management, as well as cultural differences, these experiences shaped me into a more resourceful and flexible educator. I learned that effective teaching is not only about content delivery but also about understanding students’ needs, adapting to circumstances, and creating a positive environment where learning can thrive.
💗Looking Back on the Journey💗
The purpose of my practicum was to provide me with real-life teaching experiences in a different cultural and educational setting. It aimed to bridge the gap between theory and practice by allowing me to apply what I have learned in my teacher education program, while also learning flexibility in adapting to subjects outside my major. Beyond academic growth, the practicum also sought to immerse me in the values of collaboration, cultural exchange, and professional development as a future educator.
The procedures of the practicum followed a structured flow, beginning with orientation, school visits, and initial classroom observations. This was followed by assistantship duties, where I supported cooperating teachers and familiarized myself with the students. Eventually, I took on demonstration teaching, preparing lesson plans, designing activities, and handling classes independently. Outside the classroom, we also joined school activities, cultural events, and educational trips, which enriched our understanding of how education is connected to community life.
The outcomes of the practicum were both professional and personal. Professionally, I was able to practice teaching strategies, develop classroom management skills, and experience different approaches to instruction. I also learned to innovate with limited resources, using games, storytelling, and cultural exchange to keep students engaged. Personally, the practicum broadened my perspective, teaching me patience, adaptability, and cross-cultural sensitivity. It helped me realize that teaching is not confined to one’s specialization but is about fostering learning, regardless of subject area.
The challenges of the practicum were significant but meaningful. Language barriers often limited communication, making it necessary to adjust my teaching style. Differences in classroom culture, such as strict discipline, separation of boys and girls, and reliance on traditional methods, required me to adapt. I also faced time constraints, cultural adjustments in daily living, and the pressure of teaching English despite being a Science major. These difficulties, however, became opportunities for growth, as they pushed me to become more resourceful and resilient.
My overall impression of the practicum is that it was a transformative experience. It was not only about teaching grammar lessons or handling classes, but also about building relationships, learning from a different education system, and appreciating the richness of cultural exchange. I gained valuable insights into the importance of flexibility, innovation, and community in teaching. Most importantly, I came home with a stronger commitment to my profession, carrying lessons that will guide me as a future science educator.
For future improvement, I suggest enhancing language preparation for student teachers, as this would ease communication barriers. Incorporating more training in intercultural teaching strategies would also be beneficial, as it prepares interns for diverse contexts. Schools could further integrate technology and modern teaching aids to complement traditional methods, making lessons more dynamic. Lastly, I believe future practicum programs should continue fostering cultural exchanges, as they not only strengthen learning but also build lasting friendships and mutual understanding across nations.
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