PEACE CORPS INDONESIA

A Partnership between the American and Indonesian people

2012 Annual Report

KENNEDYS PROMISE
We will only send Americans abroad that are wanted by the host
country--who have a real job to do--and who are qualified to do
that job. Programs will be developed with care, and after full
negotiation, in order to make sure that Peace Corps is wanted and
will contribute to the welfare of other people. Our Peace Corps is
not designed as an instrument of diplomacy or propaganda or
ideological conflict. It is designed to permit out people to exercise
more fully their responsibilities in the great common cause of world
development.
US President John F. Kennedy
March 1, 1961

WHATS INSIDE...

Message from Country Director

03

Peace Corps Global

04

Peace Corps Indonesia

05

Who Our Volunteers Are

06

English Teaching & Teacher

Training

07

Accomplishments

08

RPCV Stories

13

Monitoring & Evaluation

15

2012 Timeline

16

2012 Annual Report - Peace Corps Indonesia

MESSAGE FROM COUNTRY DIRECTOR

On the cusp of our fourth year of operations since the signing of the
Memorandum of Understanding in December 2009 between our
respective Governments, Peace Corps Indonesia is proud of its small
but growing contribution to increased people-to-people contact
between our nations and to technical cooperation. As it has been for
over 50 years around the world, our primary focus has been on those
who do not live in large cities or metropolitan areas but rather in rural
communities where the potential for building greater understanding is
highest. Our initial efforts have been in the development of the next
generation of Indonesians through English education and teacher
training.
From our beginnings in 2010 with a group of 17 Volunteers posted in East
Java, we have now grown to a program of over 65 Volunteers serving
in both East and West Java. By June 2013, we anticipate a program of
approximately 90 Volunteers and, with the support of our Republic of
Indonesia partners, our expansion will continue in 2014 and beyond.
We would not be where we are without the tremendous support of our
Republic of Indonesia partners at the national, provincial, district, and local levels. At the national
level, our steering committee has consistently provided the guidance and support we have needed
and has participated in five monitoring and evaluations visits over the past two and a half years. The
advice out of these M&E visits has helped to shape the program and to improve the sustainability
through workshops involving our Volunteers and their host principals and counterpart teachers so
that the progress made during our partnership continuous when the Volunteer completes his or her
service.
The support at the community and school level has been likewise encouraging. In an annual survey
completed by Peace Corps Volunteers around the world, 83% of Peace Corps Indonesia Volunteers
report considerable to outstanding success in transferring skills to counterpart teachers in Indonesia.
Their counterparts have demonstrated the willingness to work with us and, through the process of
working together, to learn from each other. We are deeply appreciative.
In this spirit of partnership, our 2012 Annual Report is not solely or primarily about Peace Corps
Indonesia. It is rather a reflection of the work and progress we have made together. On behalf of
current Peace Corps Indonesia Volunteers and staff, I would like to express our great appreciation for
the opportunity to serve in Indonesia, to be engaged in the education of the latest generation of
Indonesians, and be part of a bilateral commitment to greater people-to-people contact.
As part of the Mission of Peace Corps, our first group of Volunteers who completed service in June
2012 has been actively engaged in educating family, friends, and members of their communities
about a nation that President Obama referred to during his 2010 visit as a fascinating nation that so
few [in America] know anything about. We are committed to doing what we can to change that!

Ken Puvak
Peace Corps Indonesia Country Director

Page 3

2012 Annual Report - Peace Corps Indonesia

PEACE CORPS GLOBAL

PCV Maryellen
Baverso (right)
assisting her host
mother in
planting rice.

The Peace Corps is an independent U.S government agency established by President John F. Kennedy in 1961.
It is a non-political and non-religious organization that seeks to promote peace and friendship among people
of different nationalities and cultures. Since its beginning, 210,000+ Volunteers have served in 139 countries
carrying out projects in education, health, community economic development, environment, youth in
development, and agriculture. Today the agency is working in 75 countries around the world with more than
8,700 Volunteers.
The Peace Corps' mission has three goals:

1.
2.
3.

Helping the people of interested countries in meeting their need for trained men and women.
Helping promote a better understanding of Americans on the part of the peoples served.
Helping promote a better understanding of other peoples on the part of Americans.

Volunteers around the world share their time and talents by serving for a two-year commitment as teachers,
business advisors, information and technology consultants, health, and HIV/AIDS educators and agriculture
workers. In addition, these women and men young and old, married and single, and, from an array of ethnic
backgrounds are committed to learning from their hosts and integrating themselves into the culture of the
country where they serve as well as participating in community designed development and service projects
and activities. All Volunteers work in conjunction with a host agency partner and serve at the invitation of the
host government.

With a background in
volcanology, PCV Jay
Wellik assisting staff at
Mt.Raung observatory
with the approval of
the Center for
Volcanology &
Geologic Hazard
Mitigation (left). PCV
Martine Randolph
(right) having a
discussion with her
principal.

Page 4

2012 Annual Report - Peace Corps Indonesia

PEACE CORPS INDONESIA

Peace Corps initiated its first program in Indonesia in 1963 and sent a total of 46 Volunteers to work in sports coaching
and physical education over a three-year span.The program closed in 1965 through the mutual consent of the two
governments against the backdrop of political unrest and concern for the safety and security of the Volunteers.
In October 2006, the Republic of Indonesia Government invited Peace Corps to send an assessment team to look into
the feasibility of re-establishing a Peace Corps program. After a comprehensive assessment in 2007, the respective
governments completed negotiations in November 2009 and a formal Memorandum of Understanding was signed
on December 11, 2009.Peace Corps signed Implementing Arrangements with the Ministry of Religious Affairs and
Ministry of Education and Culture on June 15, 2011.
Peace Corps Indonesia focuses on high priority needs identified by the RI Government. At present, Peace Corps
Indonesia supports the development of the education sector, with a project focusing on English teaching (TEFL) and
teacher training.
Since returning to Indonesia in January 2010, Peace Corps Indonesia has rapidly grown into a program of more than
65 Volunteers teaching at senior secondary schools throughout East and West Java.In 2012, 17 of Batch 1/ID-4
Volunteers completed their two-year service; three of them extended their service for an additional year and are
teaching in West Java. 20 Batch 2/ID-5 Volunteers will complete their service in June 2013, and 44 Batch 3/ID-6
Volunteers are in their first year.
Peace Corps Indonesia works closely with an inter-Ministerial Steering Committee, which includes the National
Development Planning Agency (BAPPENAS), the Ministry of Education and Culture, the Ministry of Religious Affairs,
State Secretariat, the Ministry of Foreign Affairs, other ministries, and Provincial Government representatives.
By June 2013 the number of English Education Volunteers will increase to over 90, with placements in both East and
West Java provinces.

PCV John Hoban and children at his neighborhood (left),

PCV Erin Fitzgerald and her counterpart at one of their
school events (right)

Page 5

2012 Annual Report - Peace Corps Indonesia

WHO OUR VOLUNTEERS ARE

NUMBERS

NUMBERS

Current
Volunteers in
country

Youngest
Volunteer

66

Age

22

Oldest Volunteer
Female
Volunteers

36
Male
Volunteers

30

Age

74

Number of U.S.
states Volunteers
come from

27

Peace Corps Volunteers Represent the Diversity of American Culture

Every Peace Corps Indonesia Volunteer brings a unique set of skills, experience and cultural
background with them, proudly reflecting the diversity of America.

Commitment
As Volunteers, they make a two-year commitment to work on projects designed jointly by Peace
Corps and the Republic of Indonesia. Throughout their two years of service, Volunteers live with
Indonesian host families, furthering their integration into the community and supporting the goal of
greater inter-cultural dialogue.

Preparation
Upon arrival in Indonesia, all Volunteers undergo an intensive 10-week pre-service training (PST).
During the pre-service training, all trainees receive technical, language, cross-cultural, health and
safety training. Throughout two years of service, the Volunteers participate in four other trainings:
an in-service training, a mid-service training, a sustainability conference, and a close-of-service
workshop. The Peace Corps training programs are designed to provide Volunteers with the
necessary knowledge, skills, and attitudes that they need to be effective.

Page 6

2012 Annual Report - Peace Corps Indonesia

ENGLISH TEACHING & TEACHER TRAINING

PCV Ellen
Carpenter, Sarah
Prather and Allison
Lee-Villanueva in a
joint English class

English Teaching & Teacher Training is Peace Corps Indonesias first project. All of its Volunteers are
currently co-teaching English at public high schools (SMA), public vocational high schools (SMK) and
state Islamic high schools (MAN) throughout East and West Java. This project aims at supporting the
Indonesian educational system to increase quality and availability of English language instruction at
school.
Peace Corps Volunteers co-teach with Indonesian counterparts 10th and 11th grade classes, facilitate
student activities and clubs, and contribute to teacher clubs and workshops.Each Volunteers teaching
load is 16-20 hours per week. Of course, lesson planning with counterparts, classroom preparations, and
engagement in extracurricular and other community activities tend to fill the day.
Together with their counterparts, Peace Corps Volunteers develop lesson plans and teaching materials
that focus on improving students English skills. Volunteers also bring resources and new methodologies to
the local education system and foster teacher-to-teacher links to promote the exchange of information
on the best teaching methods.

(L to R) PCV Sam Kovac, Lea Galindo, and Will Glasscock

at work in their respective classrooms.

Page 7

2012 Annual Report - Peace Corps Indonesia

ACCOMPLISHMENTS WITH STUDENTS

In 2012, our Volunteers taught over 24,000 students in the
classroom and engaged over 7400 students in extracurricular
activities including youth of all ages. Volunteers report that 70%
of their students improved their speaking skills and are using
English to express opinions and ideas more readily. Additionally,
about 66% of students have improved their listening, reading
and writing skills. Increased confidence, motivation and self
discipline, and valuing independent work are also reported
results.

Students do not hesitate as much to

participate in class. We as teachers value
their efforts and time put into class. When
students are present, they are focused
and ready for class. The students do not
shy away from the challenging subject of
English, but are ready to work hard and
learn something interesting.
PCV Maryellen Baverso, Batch 2/ID-5

English Comic Contest

PCV John Hoban, Batch 2/ID-5
I've noticed that many of my students are really good
artists, but was sad to learn there's no art classes at school
and no outlets for students to express their talent. So I
decided to do an English Comic Contest to let the
students express themselves using English in a fun and
creative way. I shared my idea with the other English
teachers during an MGMPs meeting, and everyone was
really supportive. I proposed giving prizes as an incentive
for students to participate. Initially I said I would contribute
my own personal money, but the teachers were willing to
contribute too. We chose a deadline for submissions,
created criteria, and I made the poster. We announced it
to all of the classes, and got a really positive response.
Students were excited about it. We had 12 submissions,
and would've had even more if I had extended the
deadline further. I made a scoring rubric for the comics
that included creativity, originality, grammar, and
presentation. My counterpart helped me score the
comics. It was difficult to choose the top winners because
all of the submissions were really high quality. We
announced the winners during flag ceremony (upacara
bendera). All contestants got a little gift of some candy

and a keychain commerating their participation in the

contest. Other teachers and students enjoyed seeing the
comics. Some teachers were surprised at the skill level of
the students. I was even asked to exhibit the comics during
the Science Fair, a regional expo and school competition
for Madrasahs in the region. But the biggest measure of
success was teachers and students looking forward to us
holding the contest again! The enthusiasm was really
great.

A Plus Student Club

PCV Robert Buhagiar, Batch 2/ID-5

My counterparts and I noticed many of our students engaging in risky

behaviors (smoking, riding a motorcycle without a helmet) and antisocial behaviors (littering, being disrespectful) which we wanted to
address through positive reinforcement of good behaviors. So we
started the A Plus student club, to motivate students to choose
healthy and safe lifestyles and to be good citizens of the community. All
students who wish to join the club must take an oath not to smoke, not
to ride a motorcycle without a helmet, not to litter, and to be helpful
and respectful to others. Students must also demonstrate commitment
and efforts to achieve academic success.
Since we started the club and distributed plastic bracelets to mark
membership, about 100 students have take the oath and the rest of the
student body is aware of the club and many students are motivated to
change their behavior so they can join. The students have reported
feeling more confident and feeling responsible for being good role
models for other students, siblings, and community members, the
overwhelming success of the club is both pleasantly surprising and
encouraging.

Page 8

2012 Annual Report - Peace Corps Indonesia

The Tiny Book

PCV Nicole Ethier, Batch 2/ID-5
One of the problems at my school is the lack of English
materials and resources.
One of which is English
dictionaries. At the beginning
of the semester we asked
students to bring an EnglishIndonesian dictionary to class.
Unfortunately, many students
did not have dictionaries
which made some in-class
activities difficult. So in an
effort to combat this we had
students make their own small
dictionaries we referred to as
"tiny books."

The Tiny Book is an effective way to

understand the grammar of tenses for
students, because some students may feel
confused about some verbs using Present,
Past, or Past Perfect. But by using it, they
begin to realize how they must use those
tenses. I think it was a good idea for Ms.
Nicole, to introduce us to this. It is very
helpful. - Siti Nurbaenah S.Pd.

This activity turned out to be great. We incorporated it as part

of the curriculum by simultaneously teaching procedure text
with instructions on how to create the tiny books. The
materials needed to make these were very inexpensive and
easily accessible for all students. We made two versions, one
for new words and one specifically for verbs. The latter was
important because English verbs have tenses and are
conjugated based on who is speaking - language structures
not familiar to Indonesian students.
Not only was this something students used in class but it also
got us as teachers in the habit of setting aside a specific
portion of the board to write new words and their definitions.
So whenever a new or difficult word would come up in class,
we would automatically write it on the right-hand side of the
board reserved for new words and students would copy it
down into their tiny books. Therefore this created a behavior
change and new habits in both the teacher (writing down
and defining new words which increase vocabulary) and for
the students (better study skills, more diligent note taking,
etc.). Even though this is such a small thing it really was one of
my biggest successes because it did involve a small behavior
change and the formation of new habits.

Im very proud of
my kids and I can
only hope the map
serves my school
well.
PCV Luke Milewski

World Map Project

PCV Luke Milewski, Batch 1/ID-4
Together with my English Club we were able to plan,
carry out, and complete a World Map project at my
school.
Together with my counterpart, I wrote a proposal and
submitted it to our principal to get his permission and
some funds and then we got to work. The kids were
very excited to participate. We worked on it for almost
two weeks non-stop. The kids came and worked every
day after school, often staying as late as 5 pm. We
made sure to label it as accurately as possible and I'm
pretty sure we didn't miss anything. The map
turned out great. My kids seemed to be very proud of
it. Since my school did not have a map before this, the
project turned out being a real hit. The day after we
had finished I saw students taking pictures in front of it
and discussing the different countries. The soccer
players were interested to find out where their favorite
soccer stars were from. The geography teacher asked
me how she could use the map to teach a lesson. I'm
very proud of my kids and I can only hope the map
serves my school well.

Page 9

2012 Annual Report - Peace Corps Indonesia

ACCOMPLISHMENTS WITH TEACHERS

During the year, Peace Corps Volunteers worked on daily basis with over
240 teachers, with an average of three counterparts per Volunteer, to
co-plan, co-teach, and practice their language skills. Volunteers
reported that 70% of their co-teachers have improved their English
communication skills, and became more confident using English inside
and outside the classroom.
Volunteers are encouraging interactive teaching methods and
introducing new materials. As a result, 72% of Indonesian teachers who
have worked with Volunteers have committed to try new methods in
their own classes. Additionally, 46% of teachers have already begun to
integrate new, student-centered methodologies and supplemental
materials into their daily classes and lesson plans.

PCV Tammy Ahn attending in-service training

with her counterpart in Malang

Collaboration
PCV Will Glasscock, Batch 3/ID-6
When I first arrived at my school, I was looking through the grade 10 LKS (student work sheet) and was astounded by the
number of errors. During my first few meetings with the Jombang MGMP (English teachers association), a few of the
teachers who were on the LKS committee told me that they knew there were many errors in the LKS, and asked if I
would help in drafting new material. Beginning in early December, the MGMP provided me with the drafts of the grade
10, 11, and 12 LKS and I performed a final edit before they went to the head of the MGMP for final formatting.
We just received the new LKS, and it is a huge relief to thumb through the text and see no errors. Despite this success,
there is still room for improvement. To improve for next semester, I want to address a MGMP meeting and outline many of
the common errors and discuss ways to avoid them. Hopefully, over the next four semesters, I can work with the MGMP
members to improve their efforts.

My counterpart now says things

like,We cant do something like
this. We cant just look at the
textbook. Students will be bored I
think! I count the change in her
mindset as a small success, and
Im hoping things will get even
better in the semester to come.
PCV Sophie Sanders, Batch 3/ID-6

PCV Glenda
Gibbs and her
principal during
Principal
Conference in
Malang (left), PCV
Matt Bunyi and his
counterparts
(right)

Partners

PCV Lea Galindo, Batch 3/ID-6

Im proud of the progress my counterparts are making. We have now
come to an understanding of open communication. Its been a long and
hard road to acceptance of the different cultures, mannerisms, styles of
teaching, and approaches to discipline. Its great to hear their ideas, and
have them bring concerns about the class to me. We still have many
things to work on and hopefully when we move on to teaching the 11th
grade, we will fully learn each others teaching styles.

2012 Annual Report - Peace Corps Indonesia

ACCOMPLISHMENTS IN COMMUNITIES
All of our Volunteers live with Indonesian host families. They practice their Bahasa
Indonesia daily when they communicate with family, neighbors, fellow teachers
and students. Some also pick up a little Bahasa Jawa or Bahasa Madura. Outside
school, Volunteers actively participate in cultural events, community and holiday
events, and teach English to children in their neighborhood, and informal
language exchanges.
In 2012, Volunteers worked with over 480 youth in and out of school to promote life
skills. Activities targeted areas such as leadership and service, sportsmanship and
fitness, and career planning. Over 75% of these youth can articulate why the
activities were valuable to themselves and the community.

Nothing can be better

than coming back to site
after traveling and having
that wonderful sense of
relief that you're coming
home.
PCV Emily Anderson, Batch 3/
ID-6

I-GLOW: Indonesian Girls Leading Our World Camp

In March 2012, seven Volunteers and ten educational
counterparts organized and ran the the first
Indonesian Girls Leading Our World (I-GLOW) Camp.
This camp is an adaptation of highly popular camp
programs run in many Peace Corps countries. With a
mission to empower girls to become future leaders in
their communities, the camp focused on building selfawareness, self-esteem, and leadership skills. The
camp also have sessions on inner beauty, womens
reproductive health, outbound, and personal goals/
aspirations. 67 high school girls participated in this
three-day event. It is a no-cost event for participants,
and relied upon experts in various fields who were
willing to donate their time and effort.

PCV Sarah Prather

attending a
Javanese
wedding at her
neighborhood
(right), PCV Justin
Hansen and his
host family (left)

Page 11

Cross Country Running Team

2012 Annual Report - Peace Corps Indonesia

PCV Shane Butler, Batch 3/ID-6

During my time so far at site, I began to notice a low focus
on health and health education. I brought up the issue
with my counterpart and other community members, and
they agreed that although health education was required
in the curriculum, it usually was not actually taught. In
response to this I decided to begin a cross country
running Team.
To begin the project, I first sat down with my principal,
several of the teachers at my school to find out if they
supported the idea. After confirming their support, I made
announcements to every class, briefly describing the idea
to see if it was of interest. After getting a show of hands, I
drew up a proposal and presented it to my principal and
faculty so they might have a better understanding. At the
same time I also recruited a team of four assistant
coaches to aid with the team. Together we again
announced the project to the students, informing them of
the rules and requirements. We then gave ourselves 3
weeks from that time before the first practice so we could
fully prepare ourselves and build up a substantial sized
audience. I feel taking this time was a big part in the
success of the project.

PCV Shane Butler and the cross country running team

The project has maintained a following of just over 60 participants, adhering to a strict attendance policy. We meet three
times per week for about two hours per practice promoting health and physical fitness through cross-country running. Already
Ive seen several improvements in the runners in regard not only to their strength in running, but their leadership skills and level
of motivation.

Special Education Activities

PCV Jonathan Fujiwara, Batch 2/ID-5

In late 2011, several Peace Corps Indonesia Volunteers

began working with students at their local SLBs (Special
Education schools), in addition to their commitment at their
primary assignment. They are working with the schools' deaf
populations, focusing on youth development. Reaction
from the Volunteers whose past experience with sign
language ranged from some to none at all the faculty at
the SLBs, the students, and the greater deaf community
have been universally positive. Aided by counterparts, both
from their primary assignment and the SLB itself, Volunteers
have worked with students on activities involving health
and nutrition, arts and crafts, and storytelling. But perhaps
the most common activity is having the volunteer become
the student, learning Indonesia's visual language, Sistem
Isyarat Bahasa Indonesia (SIBI), from the students, a role
both parties are all-too-pleased to take on. This simple
activity has a dual purpose in the classroom: increasing the

volunteer's knowledge of SIBI, while at the same time

validating its use as a language of communication and
instruction.
In early 2012 Peace Corps Volunteers in Indonesia and
Kenya, which has a well-developed deaf education
program, created an online forum, Signing Space, so their
students can have a place of their own to meet, share,
learn, and, explore what it means to grow up deaf. In its first
year, there were almost thirty video messages from
Indonesia, Kenya, and the United States exchanged on
Signing Space about topics ranging from favorite foods
and daily routines to personal goals and aspirations. These
exchanges not only allow students to work on expressing
themselves in sign language and reflect on their own life
goals and values, but also build friendships and explore the
similarities and differences between themselves and those
in the neighboring district or across an ocean. As Signing
Space has grown, participating students have shown an
increase in their cultural competence, confidence, and an
overall higher level of expressiveness in their signing.
In the end, though our activities at these schools may be
diverse, the Volunteers who have chosen to work in
Indonesia's SLBs share one common goal: to show the
students that being deaf is nothing to be ashamed of, that
they are a part of a rich and vibrant community with a
unique and beautiful language, whole, and wholly
capable of reaching their life goals.

Page 12

2012 Annual Report - Peace Corps Indonesia

RPCV STORIES
Reflections on a two-year service
Batch 1 (also known as ID-4) Volunteers completed their service in June 2012. Fourteen of them have
already returned back to the US, and three have extended their service for another year in West Java.
We recognize and appreciate the outstanding example and standard they have set for the future
Volunteers.

RPCV Travis Bluemling

RPCV Gio Bocanegra

Served in Lumajang, East Java

Served in Probolinggo, East Java

PCV Travis Bluemling is
currently pursuing his
masters degree in
Youth Development in
Chicago.
One of the biggest
achievements while in
Indonesia would have
to be the completion of
our basketball/futsal
court at my school.

As I keep in touch with

my old host father, he keeps telling me how the court is
constantly in use by both the students and neighborhood
children. My school has also continued improving on our
athletic facilities by moving forward with their plans of building
a second volleyball court so that there is one court for women
and one court for men. It is nice to see them promoting
physical fitness and continuing to provide safer and better
spaces for the students and neighborhood children to play.

Currently working as
a Minority Liaison at
a local Middle
School to help 6th,
7th, and 8th graders
get back on track in
school.
The most meaningful
part about my
Peace Corps
experience was the
relationships I
formed. Teaching
and running projects
now all seem secondary to the friends and bonds that
were formed over two years. When I look back I think
about the hundreds of students that have impacted
my lifeand made me want to continue working with
youth. I look forward to keeping in touch with them for
many years to come.

RPCV Truong Nguyen

Served in Jombang, East Java
Something that was very important to me about my service was that I
didnt want to be pigeon holed; I didnt want to be seen as merely the
American/bule or The English Teacher, but I wanted to be seen as a
friend and a contributing member of my community. I wanted to be seen
as wong Ndoko (Ndoko = my village). That being said, three stories
come to mind.
It was probably a year into my service when I received my first wedding
invitation made out specifically to me. It wasnt made out to my host
family nor was it a situation where someone asked me to accompany
them to the wedding, but it was an invitation specifically for me. Around
the same time, our village was preparing for a big event. A meeting was
held with all the male head of households. I was requested to attend that
meeting.
The last month of my time in my village, I asked students to write me notes
as a way for me to have something to remember them by. I received
notes from every student, but what surprised me and made me smile most was the number of notes I received from parents
of students saying thank you.
These three examples served as indicators to me that I had accomplished my goal of being seen as more than just the
American, bule, tourist, or English teacher, but I was someone people considered a friend.

Page 13

RPCV Scott Lea

2012 Annual Report - Peace Corps Indonesia

Served in Pamekasan. East Java

RPCV Maggie Lautzenheiser-Page

Served in Mojokerto, East Java
RPCV Maggie
LautzenheiserPage is
currently
enrolled in a
Masters
program
focused on
International &
Intercultural
Communications at the University of Denver as a Peace Corps
Fellow.

RPCV Scott Lea is currently working at International Rescue

Committee (IRC) in Kurdistan, Iraq as the Grants Manager.
When I think of my time in my community and at my school,
it is small successes and personal relationships that stand out
to me most. Things like a student using material we created
together in class to answer her own question; a student I
didnt teach saying he appreciated that I always went to
classes on time; mandi hujan (playing in the rain) with little
kids in my village; or greeting nenek (grandmothers) in
Bahasa Madura on my runs and making them laugh.
My best memory of my time with Peace Corps Indonesia
was when my family came to visit me at my site and stay
with my host family. Having my two families together under
one roof for two days was truly fantastic. I was touched to
have been able to bring these different groups of people
together, and to see how quickly they bonded with each
other, despite cultural and language barriers.

Life in Indonesia was full of so many ups and downs and simply
unforgettable experiences that its not easy to identify a single
accomplishment from my time in Mojokerto.
I think I am most proud of the work that went into establishing
the first Camp I-GLOW (Indonesian Girls Leading Our World).
Negotiating cultural miscommunications and preferences,
coming up with funding, and ensuring that our students
benefited from the weekend event was of course stressful at
times, but the benefits ultimately outweighed the frustrations.
After all is said and done, the thing that I will take away most
from that experience is how it solidified a lifelong friendship with
my Indonesian counterparts (a word that I usually avoid
because our relationship transcends that limited definition). All I
can say is that the people I lived and worked with in my short
time abroad have given me more than I can ever give back.
Thank you Indonesia.

From a Partner
Ayu Dewi, former counterpart of RPCV Nisha Skariah
There are many students in Senduro trapped in nothing
time (our term for doing nothing after school). We developed an
English club where they can learn English and also have fun with
other activities such as camping, celebrating national/
international event, volunteering, and creating murals. Through
the English club, students could improve their English and learn
more about the importance of youth in the community and the
spirit of volunteerism. The English club is still running and we still
have contact with Nisha until now.
English teachers at our school also had the chance to practice
and improve our English and teaching. I even get opportunities
to join various professional developments. Our school library also
received books donation from Peace Corps and Regional English
Language Office (RELO) which are very useful for students and
teachers.
Nisha taught us how to make use of the technology, especially the Internet, and about available
resources for not only teaching but also for our life and become part of global world. She also taught us
to teach whole-heartedly and professionally, and we are grateful for that.

Page 14

2012 Annual Report - Peace Corps Indonesia

MONITORING & EVALUATION

Monitoring &
evaluation team
visiting PCV Taylor
Roses school in
Bangkalan,
Madura

Partnerships

People-to-People & Government-to-Government

Peace Corps Indonesia has received tremendous support
from our Republic of Indonesia partners. Their input and
feedback have helped us to improve the quality of our
program over the past three years. This year, the Republic
of Indonesia inter-ministerial team lead by the National
Development Planning Agency (Bappenas) conducted
two visits to monitor and evaluate the implementation of
Peace Corps program in Indonesia.
On the first monitoring and evaluation visit in May 2012, the
team visited Batch 3/ID-6) pre-service training (PST) in
Malang as well as four training sites in Batu area to meet
with the trainees. The team also visited four Batch 2/ID-5
Volunteers in Bangkalan, Gresik and Mojokerto. The main
purpose of this visit was to assess the progress of people-topeople contact, the sustainability of our Volunteers efforts
and also the implementation of pre-service training for the
new group of Volunteers.

Volunteers who are in their third year of service. The three

extendees presented their feedback and observations
based on the experience of their training class. In addition,
the team also visited Batch 2/ID-5 Volunteers in Bojonegoro
and Bondowoso area, who were in their second year of
service, and also visited schools and host families of three
Batch 3/ID-6 Volunteers.
In their monitoring and evaluation reports, our partners
emphasizing on the importance of preparing a
sustainability strategy. At the minimum level, the strategy is
expected to keep the motivation for learning English even
after Volunteers finished their service.

The second monitoring and evaluation visit was conducted

in October 2012. This time, the team observed the inservice training of Batch 3/ID-6 and met three Batch 1/ID-4

Page 15

2012 Annual Report - Peace Corps Indonesia

2012 TIMELINE
January

> Peace Corps Washington invites prospective Volunteers of Batch 3/

ID-6 to serve in Indonesia

March

> Peace Corps Indonesia holds its first Sustainability Conference and
its first Close of Service Workshop in Malang, East Java. At the
Sustainability Conference there are 52 participants, including 17 Batch
1/ID-4 Volunteers, school representatives including principals,
teachers, and students, and officials from the district, provincial, and
national level
> The first I-GLOW Camp held in East Java is organized and run by
seven Peace Corps Volunteers and ten Indonesian educational
counterparts. 67 high school girls participated in this event
> Steering Committee Meeting is held in Jakarta

April

> Forty-five Batch 3/ID-6 Peace Corps Trainees arrive in Indonesia

and begin 10-week Pre-Service Training in villages surrounding Malang
and Batu

May

> Monitoring & Evaluation visit is conducted by a Republic of

Indonesia inter-ministerial team to PST site in Batu and Malang, and to
Batch 2/ID-5 Volunteers sites in Bangkalan, Mojokerto, and Gresik

June

> School principals meet their assigned Batch 3/ID-6 Volunteers at a

three-day orientation in Malang
> More than 350 guests attend the Batch 3/ID-6 Closing Ceremony at
the University of Muhammadiyah Malang
> Batch 3/ ID-6 Volunteers move to their permanent sites

July

> Batch 2/ID-5 Volunteers attend Mid-Service Conference along with

their counterparts in Surabaya, East Java

September

> Site development (Round 1) commences

October
> Batch 3/ID-6 In-Service Training is held in Surabaya. All 43 Volunteers
attend the training, and all 43 counterparts join for the last three days
of the event
> A Republic of Indonesia inter-ministerial team conducts a monitoring
& evaluation visit to Bondowoso, Bojonegoro, and Tuban and attends
Batch 3/ID-6 In- Service Training.

December

> Site development for Batch 4/ID-7 continues (2nd Round)

March

OUR PARTNERS
The National Development Planning Agency, Badan Perencanaan Pembangunan Nasional, (Bappenas)
Ministry of Education and Culture, Kementerian Pendidikan dan Kebudayaan
Ministry of Religious Affairs, Kementerian Agama
Ministry of Foreign Affairs, Kementerian Luar Negeri
State Secretariat of the Republic of Indonesia, Sekretariat Negara Republik Indonesia
Coordinating Ministry of Political, Legal, and Security Affairs, Kementerian Koordinator Bidang Politik, Hukum dan
Keamanan
Ministry of Justice and Human Rights, Kementerian Hukum dan Hak Asasi Manusia
East Java Provincial Government, Pemerintah Daerah Provinsi Jawa Timur
The East Java Cooperation Assistance Bureau, Biro Administrasi Kerjasama, Sekretariat Daerah Provinsi Jawa Timur
East Java Provincial Office of Religious Affairs, Kantor Wilayah Kementerian Agama Jawa Timur
East Java Provincial Office of Education, Kantor Dinas Pendidikan Jawa Timur
Immigration Office Surabaya, Kantor Imigrasi Kelas I Khusus Surabaya
West Java Provincial Government, Pemerintah Daerah Provinsi Jawa Barat
West Java regional Autonomy and Cooperation Bureau, Biro Otonomi Daerah dan Kerjasama Provinsi Jawa Barat
West Java Provincial Office of Religious Affairs, Kantor Wilayah Kementerian Agama Jawa Barat
West Java Provincial Office of Education, Kantor Dinas Pendidikan Jawa Barat
USAID, United States Agency for International Development
The US Embassy in Jakarta
US Consulate in Surabaya
Wisma Bahasa Jogjakarta
Universitas Muhammadiyah Malang

PEACE CORPS INDONESIA

Jl. WR Supratman No.9,
Surabaya, East Java 60264
INDONESIA
http://indonesia.peacecorps.gov