Chronicle #6 : History Department

Just a few months after being accepted in Language Institute (and finishing the probational period), I got the offer to teach at History Department. They needed a lecturer to teach writing in English III. Since the director of Language Institute knew that my thesis was about writing skill, she appointed me for the position. Of course, in an instant, I nodded my head. Hey, it was a rare opportunity.

Having been informed that my colleague used to make the syllabus for the same class, I contacted her. When receiving the last-year syllabus, I was shocked. It was different. Not including writing skill at all, but English learning strategy instead. Meanwhile, the department asked me to develop students' writing skill. So, I changed the whole syllabus.

I was nervous back then. Can my syllabus be called as reliable? Was that really a valid one? Designing material and syllabus have been my activity since several semesters backward. But this time, I am dealing with the formal institute. University and official study program. Meaning, my syllabus will also be used as the consideration in the accreditation process. I had some moments of losing my confidence.

However, in the process, I found out that it was interesting. I got all the freedom that I wanted! I was free to choose what to teach, what to test, and even what not to teach. BOOM! The syllabus was done, the material was done.

To my surprise, I found out that English class in history department was treated like a step children. There were a lot of thoughts that they are hopeless. However, faced by the opinion like that, I couldn't help but challenged. In my mind, I set what could I do for them. If they were really hopeless, how could I raise their motivation to learn English and made them confide in themselves. At least, made them feeling precious and not being left out.

Then came the day when I had to enter the class for the first time. Dang, they were late for almost half an hour. I initially wanted to be angry, but considering their nature, it will have a bad impact to their motivation if I shouted at them in the first meeting. At that moment, I decided that I had to change my paradigm. I had to be very fluid. And yet, only one student came out of three. What should I do with one student? I finally ended up on chatting, and that was the first bonding I had with students from History Department.

As the time went by, I know each of the students personally. And yet, the class turned to be a workshop class. They got no complaint, and even got no secret. Most of the time, we were just having short discussion. I grew close to Angga, the perverted otaku boy and Gilang, the bohemian one. Ah well, actually we got close real fast because we were all bohemian.

Actually, I got more “students” when teaching there. It was a big class, occupied only by two students and one lecturer. But the class was always full (with invisible things). Huauahuahuahuahau! So, I was not only teaching a human being......

On the second semester, I met with Angga and Gilang again in English IV. However, this time I met more people. Sister Mena, the persistent one. She was left behind in term of ability and English mastery, but her persistence and diligence helped her to cope up with the others. She even served as my catalyst, especially when my joke went too far. I had Ifa, the activist, in my class. She was a bright girl, but her problem came in her dilligence. She skipped the class often. Thank God, she managed to pass my class, although I had to bend my own rule once for her sake. I couldn't let someone as bright as her failed my class only because of sickness. Then, I had the gentle Tati, as much as being inaccurate, she tried hard. Like the others, she almost failed my class too, but managed to escape. Then the last member who colored my class was Ismi, the WIIIILD girl. Well, not wild in dirty context, but wild in term of attitude.

Their class was different, for we had more students. The discussion was interesting. Can you imagine the students were so eager discussing agnosticism? Or when Angga suddenly came up with the topic of Hindu Trinity. We were really helping one another. (And that might be the reason why they never believe me being a killer lecturer).

The last class in history department happened last semester. I got two more serious students, but still pretty close. Deaz and Ayunda. They were very bright! No problem with dilligence. And yet, they still thought that the class was fun.

So, what's the moral value? Hmmm, never really good with this one, but lemme try. Can I say that, never underestimate people? Since they can show you their hidden potential. And it will really left you in awe.

One thing for sure, I was glad to teach in the history department. It was a memorable thing, even my sanctuary when I felt overwhelmed by my other teaching tasks. Sanctuary, since I can release my stress and burden, teaching while stripping all the formality.

Chronicle #5 : CEIC - The Beginning

Just few months before my graduation, I applied for an instructor position in Language Institute Sanata Dharma University. My motivation back then was merely for having a secure social position while looking and applying for my Master Degree.

Well, skipping all the process and impression, I was assigned for Intermediate class. You can say that since my first period until this last one, I always got Intermediate class but once when there was no applicant for that level.

The training for the instructors demanded us to be instructor fully like the theory. Positioning ourselves as the instructor, giving and being the source of knowledge. Being the new member of the community, as well as having a probational period, I tried so hard to fit in. All the things from the training were implemented in my strategy and methodology. Assigned to one mentor, I tried so hard to copy her way of teaching, knowing that she is a senior lecturer. The combination of so-called good teaching and my bohemian style came into being. Yet, I never felt comfortable.

My first class consisted of some old students from the previous level. With all efforts to show my capabilities, I never managed to get close to them. The class turned out to be corny, partly because of my inability to manage the mood. All my jokes were cheesy, and even most students said that I often offended them. My evaluation became very bad, and this means BAAAAD! It was the time when I even doubted my ability to teach. Seriously, I was thinking of giving up teaching back then.

That bad result came into the decision of prolonging my probation period. Something shameful, at least for myself. I always saw myself as adaptable and prodigy, but that cockiness finally consumed me.

On my prolonged probation period, I was assigned to three different levels. Upper Beginner, Pre-Intermediate, and Intermediate. Further humiliation came in form of my being assigned to each of the level only once a week. A proof that the seniors had no trust in my capability (which honestly is lasting until now. But hey, who cares??) This feeling of desperation was even encouraged by the fact that none of my students decided to continue to the next level.

During my desperation, I found out that one of my high school friends, Emi, enrolled in the Pre-Intermediate class. Equipped with that fact, I decided to go crazy. Hell cares with what happened to my career there. I mocked my students there, ignoring what it might do to my evaluation later on. Fortunately, they accepted all those mockeries and insults. We even insulted one another. My Bohemian Style was resurrected once again.

The schedule rolling came, and I was removed from Pre-Intermediate, putting me into the focus of Upper Beginner and Intermediate. Upper Beginner never really stroke my attention, while in the Intermediate class, I had three students from Japan. Yuta, Naomi, and Satsuki. Feeling honored for teaching foreigners, I tried to impress them with the knowledge of anime. But they saw me in turn as OTAKU. Gyahahaha! I also got a band of students from UGM, four jesters! And for the first time, I had to teach two mature guys. One was a lecturer from a reputable university, and the other was a public accountant. Another addition to the class was the beautiful Regina, who later became the MC of our outdoor activity at the time.

In the meantime, the students from Pre-Intermediate kept asking about my whereabout to the course coordinator. They missed me and wanted me to teach them back. My coordinator was very surprised knowing that I was DEMANDED! Yeah, once again, DEMANDEEED! Thus, she put me back in the pre-intermediate class. It was when I felt right back at home. It was the factor which finally put me in a more stable position at the course.

I remembered the bond, especially when I had to turn down their invitational offer for dinner. It was a very complicated situation, and I had to explain it to them. To my surprise, they invited me again for dinner. Playing trick on them, the most memorable one was making Emi literally jumping out for a horror story and hiding Ogi's bag during the final test. If I have to mention their name one by one, I will have to carve them in my very grateful heart. Emi, Angel, Gina, Yaya, and Ogi.

So, what's the lesson? I think it is being yourself. Don't force yourself to be someone you're not. If you teach in a Bohemian Style, and you enjoy it, your students will feel that. They will enjoy you in turn.

Chronicle #4 : Mimika

The fourth classical experience in teaching came to me upon the chance of giving tutorial. Sanata Dharma decided to have a cooperative program with West Papua. That province sent some prospective students to study under the scholarship scheme. However, due to the different quality of education in Papua and Java, the university saw the importance of matriculation program.

The matriculation program aimed to provide a more solid basic for those students from Mimika, at least in the three basic subjects, Math, English, and Indonesian. Thus, the matriculation was given to the three study programs in Education Faculty. Being a 'lucky' student in the English Education program, I was selected to be one of the tutors. I'd say lucky, since I went to the common room during the appropriate time, and seeing my face, suddenly I got the offer to teach.

Considering that English might be difficult, we were alloted 6 meetings. Those were then divided into 6 different tutors, consisting of 3 student-teachers, 1 real teacher, and 2 lecturers. Furthermore, it was divided into several different skills. I was lucky to get speaking, working together with Bu Ade, an English teacher from SMK Pembangunan.

Just as we thought, the students were difficult. There were 20 students initially, but their number decreased over time. The learning pace was VERY SLOW, and the tutors had to be extremely patient. It was even added with the fact that during a morning session – which is unfortunately my session – they could come late for almost half an hour.

Some students were problematic, no hyperbolic expresssion intended. When we shared among the tutors, there was always one name sprung up and heated our discussion. The student's name was Marco. People thought that he was lazy, unmotivated to learn, and having an extremely low understanding. I myself never experienced that thing, since Marco rarely showed up during my session.

One day, I saw Marco in my session. He showed up late. And I found out that my partners' saying about him were all true. It was a challenge, and I decided to have a personal approach to him. Getting close to him and guide him step by step, started spending more time on him. It was frustrating at first, with countless repetition and explanation even for a simple thing. My head was almost exploding, and the rage started to accumulate within. But I affirmed myself that I could pass this.

After several meetings, I got a surprise. By the end of the class, Marco came to me and expressed his gratitude, “Sir, thank you so much for explaining extensively to me. Now I can understand those things. You know, I might be stupid, but by your explanation, I really wanted to learn more. You are the first person who came to me and repeat everything slowly. I felt ashamed for not having motivation. Thank you so much for caring about me!”

At that moment, I had an instant meltdown inside. Is that the key? Seeing your student as a human being, not a machine. That however bad your students are, you still have to treat them as a human being, cura personalis. And the persistence in personification will result in a trusting bond.

In the end, Marco did not keep his words. He failed the matriculation and was sent back to Mimika. But he did give me something to learn and reflect. How to treat your student.

And trust me, fellow teachers, if you had that moment, you will realize that some things cannot just be measured by money.