Mahliqa Qara’i Alwy, a student of the English Literature Study Program, Faculty of Adab and Cultural Sciences, UIN Sunan Kalijaga Yogyakarta, undertook an internship program at FLIP English Education for approximately two months, from September to November 2025. This internship program constituted part of the implementation of contextual learning aimed at developing students’ academic, professional, and interpersonal competencies in the field of English language teaching.

FLIP English Education is an English language course institution focusing on the development of learners’ English proficiency, particularly for prospective participants of the Australian Work and Holiday Visa (WHV) program. Through this internship program, the student was provided with the opportunity to become directly involved in the learning process and professional activities within an English language education institution.

During the internship program, the student served as an English tutor in several classes, including Vocabulary, Fundamental Speaking, Grammar, and Active Speaking for various learning periods. These activities provided practical experience regarding the process of teaching English to learners with diverse backgrounds, abilities, and characteristics.

At the initial stage of the internship program, the student underwent a process of adaptation to the working environment and learning system implemented by the course institution. The student also participated in teaching training sessions, online class allocation meetings held every two weeks, and studied the institution’s standard operating procedures (SOP) and curriculum before conducting teaching activities independently.

In the teaching activities, the student delivered various English learning materials according to the needs of each class. In the vocabulary class, the materials taught included abstract nouns, idioms, similar words, irregular nouns, reading, and listening materials. Meanwhile, in the grammar class, the student taught various English grammar topics such as passive voice, modals, degrees of comparison, tenses, adjective clauses, gerunds, and to-infinitives.

In addition to teaching grammar and vocabulary, the student was also actively involved in teaching speaking classes, particularly Active Speaking, which focused on developing learners’ English communication skills directly. In this class, the student guided learners to participate more actively in discussions and to improve their confidence in using English in daily communication.

The implementation of the internship program also presented particular challenges for the student, especially in dealing with learners possessing different levels of English proficiency. Some students already demonstrated relatively good English skills, while others were still at the beginner level. This condition encouraged the student to develop learning methods that were more flexible, communicative, and easily understood by all learners.

Through these experiences, the student gained an understanding that each learner possesses different characteristics, needs, and learning styles. Therefore, the delivery of learning materials must be adjusted accordingly to ensure effective learning processes, particularly in grammar topics that are relatively complex, such as active and passive tenses.

In addition to teaching responsibilities, the student was also involved in various academic and administrative duties, including the preparation of scoring questions, evaluation of students’ learning outcomes at the end of each period, and participation in online evaluation meetings conducted every two weeks. These activities provided experience in time management, professional responsibility, and coordination within an educational working environment.

During the internship program, the student recorded a total of approximately 248 hours and 15 minutes of activities. This experience not only provided insight into the learning system implemented in English course institutions, but also helped the student develop communication skills, discipline, patience, adaptability, and professionalism in the workplace.

The internship program at FLIP English Education also contributed positively to the development of the student’s self-confidence in the field of English language teaching. The student gained direct experience in building interactions with learners, preparing learning materials, managing classrooms, and dealing with the dynamics of the teaching and learning process in a professional environment.

Based on the evaluation conducted by the internship supervisor, the student was considered capable of making positive contributions to the learning process and carrying out responsibilities in accordance with the institution’s regulations. This experience became an important part of the student’s competency development as a prospective educator and English communication practitioner in the future.

The implementation of this internship program also reflects the commitment of the English Literature Study Program at UIN Sunan Kalijaga Yogyakarta in supporting experiential learning and preparing students to face professional challenges in the fields of education, communication, and the broader language industry. (MIM/HFS)