Yogyakarta, July 2, 2025 — Muhammad Bagus Ulin Nuha, a 2023 student of the Javanese Language, Literature, and Culture Program at the Faculty of Cultural Sciences (FIB) UGM, is a student who actively develops his potential in the fields of Master of Ceremony (MC) and public speaking.

Bagus’s interest in public speaking began at an early age. While in elementary school, he frequently participated in Indonesian speech competitions. His talent became even more prominent in junior high school, where he won first place in a speech contest. These experiences became the starting point of his journey into the MC world, which he continues to pursue to this day.

“For me, public speaking is not just about performing in front of others—it’s about learning from your surroundings and constantly improving yourself,” said Bagus.

Although academics remain his main priority, Bagus still makes time outside of class to practice and hone his voice. This commitment has given him considerable experience as an MC. One of his notable experiences was being entrusted as the MC for the Gadjah Mada Festival. He is also active as a volunteer, particularly in the event division.

Beyond MC work, Bagus also explores other forms of performing arts. He once studied dance at FIB and performed the traditional Jathilan dance at the 13th Gugur Gunung event organized by the Javanese Language, Literature, and Culture Program in 2024. He considered this a new step in his personal development journey.

That same year, he was also entrusted to guide the Pionir Kampung Budaya 2024 event, which further sharpened his public speaking skills. In addition, Bagus has served as MC for several UGM graduation ceremonies. This year, he was accepted as a part-time student staff at UGM’s Office of Public Relations and Protocol, assigned to the protocol division.

All of these activities align with UGM’s commitment to supporting the Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education, which encourages the development of life skills and vocational training among students. Bagus exemplifies how students can grow beyond the classroom, proving that education is not only about academics but also about shaping character and practical competence.

Furthermore, his experiences in MC and protocol work also support SDG 8: Decent Work and Economic Growth, by fostering early professional readiness during his studies. Through these experiences, students like Bagus are equipping themselves with relevant skills to face the future world of work.

Bagus emphasizes that everyone can develop their potential, as long as they have the willingness and consistency to grow. He also aims to prove that students of Javanese Language, Literature, and Culture have many opportunities to thrive in various fields.

“To all my fellow FIB students—get to know your potential and don’t be afraid to try. FIB and UGM provide platforms for us to grow and develop,” he concluded.

[Public Relations FIB, Alma Syahwalani]

Yogyakarta, July 1, 2025 — Ardhanamesvari Nuringtyas Aji, fondly known as Vari, is a student in the 2023 cohort of the English Literature Program at the Faculty of Cultural Sciences (FIB), Universitas Gadjah Mada. Now entering her fifth semester, Vari continues to actively pursue her passion for music, writing, and exploring new creative experiences — all while juggling her academic responsibilities.

Vari’s talent and enthusiasm for music didn’t appear out of nowhere. From an early age, she was introduced to music, and during her junior high school years, she began collaborating with Kak Hamdani, a teacher who is also a music arranger. This creative partnership has continued to this day. Thanks to that connection, Vari was invited to join a music festival project titled Festaland, organized by a BTS fan community called BTS Homeground — a group of BTS-loving mothers who held a self-funded celebration in Prambanan to mark BTS’s comeback.

At the event, Vari performed BTS songs, including the powerful track “ON.” Her appearance was further elevated through collaborations with various performers, such as Key Dance Dynamic, The Seven Percussion, and the Belik drum group from Lombok. In addition to performing BTS songs, Vari also sang an original piece written by Bu Niken, one of the event’s initiators.

Her musical journey didn’t stop in Prambanan. Vari has independently released several original songs now available on digital music platforms like Spotify. Some of the songs the public can enjoy include “Right Time,” “Satu Cita,” “Kita Indonesia,” and “All On You.”

One of her proudest achievements came when she competed in the national song composition competition FLS2N (now FLS3N). Her song “Satu Cita” won first place at the Yogyakarta regional level and received a special award at the national level.

Vari also collaborated with local Yogyakarta musicians, including the band Langit Sore, through songs titled “Cinta Lainnya” and “Selamat Tinggal Sayang.” She also co-wrote “Kita Indonesia” with a fellow event division member named Cinta, which was specially composed and performed in a collaborative performance featuring various UGM student activity units during the Opening Ceremony of PIONIR Gadjah Mada 2024. This song holds a special place in her heart, as it was performed by more than 50 fellow UKM members and watched by over 10,000 participants of Gadjah Mada Muda 2024 at Pancasila Field, UGM.

Beyond music, Vari currently serves as the President of IMAJI (English Literature Student Association). She is also working on an album of original compositions and has recently begun exploring the world of filmmaking after being involved in a film production — a new creative field she is eager to develop further.

Despite her seemingly busy schedule, Vari believes youth is the best time to explore and try new things. “I just simply do the things that I love,” she said. Vari encourages her fellow students, especially those at FIB, to boldly try new experiences without being afraid of what others might think.

“Just go for the things you want to do. Don’t worry about what people say. While you’re still young and have the opportunity — why not?” — Vari

Vari’s story is a true reflection that being a university student does not mean you have to put your creativity on hold. With her exploratory spirit and fearless curiosity, she proves that limits only exist when we create them ourselves.

Her journey also embodies the spirit of the Sustainable Development Goals (SDGs), particularly in education, creativity, and innovation. By inspiring others to do the same, Vari champions the value of education in developing talent and creativity in the arts.

[FIB Public Relations, Alma Syahwalani]

Yogyakarta, 10/06/ 2025 – Amid the growing tide of global mobility and cultural exchange, the role of a tutor goes beyond simply teaching a language, it has evolved into that of an intercultural mediator, helping to strengthen mutual understanding across nations. Yohan Akbariantoro is one such tutor who embraces this role with dedication. A student from the 2022 cohort of the French Language and Literature Program at Universitas Gadjah Mada, Yohan joined the Indonesian Culture and Language Learning Service (INCULS) in 2023 and has since been actively involved in various Bahasa Indonesia for Speakers of Other Languages (BIPA) teaching programs, including Kokushikan University (2023 and 2024), Monash Global Immersion 2024, Development Studies Immersion Program (DSIP) 2024, and the Developing Countries Partnership Scholarship (KNB) 2023–2024.

Among all the programs he has participated in, KNB left the most lasting impression on Yohan. His connection with student such as Mohammad Albohisi from the 2023–2024 KNB cohort extended beyond the classroom. Their communication continues to this day, demonstrating how language learning can foster meaningful and lasting interpersonal networks. This experience also illustrates the vital role language education plays in cultivating global understanding.

At first, Yohan lacked confidence due to his limited prior experience in BIPA instruction. He therefore chose a student-centered approach, sharing cultural trivia about Indonesia—such as interesting places, local customs, and culinary highlights. He often initiated conversations about students’ daily lives, classroom challenges, or plans during their stay in Indonesia. This approach opened up more relaxed and personal discussions, helping students feel at ease. When learners encountered difficulties—for instance, unfamiliar vocabulary—Yohan was quick to collaborate and explore solutions with them, such as using dictionaries together.

Through this teaching process, Yohan also learned how to navigate and challenge stereotypes. During his early interactions, he admitted to some initial uncertainty about the students’ cultural backgrounds. However, as relationships developed, these assumptions gradually faded. He worked to maintain open and respectful interactions. When confronted with differing social norms, such as views on alcohol consumption, he emphasized the importance of contextual awareness and appropriateness in time and place. He also actively avoided bias by treating each student with equal respect, regardless of origin.

Teaching students from diverse programs has enriched Yohan’s understanding of learner dynamics. Male students from Kokushikan University in 2023 tended to be highly academic, while those in the following year’s cohort were more exploratory and open. KNB students were generally very ambitious due to their academic degree pursuits. Meanwhile, female students from the DSIP program were more focused on classroom content, making off-topic interactions more limited. Each program brought its own unique rhythm, and Yohan adapted his teaching style to suit each one’s goals. He also favored the use of informal language in class to create a more relaxed learning atmosphere.

Beyond the classroom, Yohan often took students to cultural sites such as Sonobudoyo Museum, Malioboro, Wisdom Park, and Mirota Kampus. These excursions aimed to deepen their real-world understanding of Indonesian culture. He also regularly consulted with lecturers to gain further insight into guiding students effectively.

Nevertheless, the tutoring journey has not been without its challenges. Maintaining balanced and dynamic interactions was sometimes difficult, particularly when students viewed tutoring sessions as mere formalities. Teaching grammar also required precision; Yohan admitted that he initially struggled to explain affixes and chose instead to focus on one concept at a time to make the material easier to digest. Language barriers also emerged—especially when students were not fluent in English or still learning Indonesian. Additionally, Yohan learned to remain professional despite personal challenges. Interestingly, the tutor role sometimes extended to that of a confidant, as students often felt more comfortable sharing personal stories with a peer.

For Yohan, being a tutor is not about being the primary teacher but rather a companion in the learning process. There is no obligation to “complete” the students’ learning, but rather to assist them through challenges and relay those to the main instructors as part of ongoing evaluation. A close relationship between tutors and lecturers is essential, as students often feel more comfortable expressing concerns to tutors. Yohan also believes that additional training should be provided for both tutors and instructors, so both understand their integral roles within the overall educational program.

Being a tutor has had a profoundly positive impact on Yohan. He has gained a greater appreciation for a cosmopolitan environment filled with diverse perspectives and backgrounds. The experience helped him become more open-minded and reduced tendencies toward stereotyping. His role also enhanced his intercultural communication skills and broadened his knowledge of other countries. It became a valuable opportunity to actively refine his language proficiency.

Looking ahead, Yohan hopes INCULS will continue to improve its teaching environment both in terms of infrastructure and operational support. He recommends that stronger bonds be developed between instructors and tutors to foster more harmonious collaboration. Moreover, he suggests that the faculty should no longer rely heavily on part-time personnel for heavy administrative tasks, as these duties fall outside the tutor’s core responsibilities.

In closing his reflection, Yohan emphasized that despite all the challenges, INCULS remains a warm, vibrant, and inclusive institution for everyone involved. He likens instructors and tutors to the face of INCULS, coordinators as its head, and administrative staff as the hands, feet, and lifeblood that keep INCULS moving forward. Through the dedication of tutors like Yohan, INCULS continues to build intercultural bridges that enrich global understanding.

[INCULS, Thareeq Arkan Falakh]

Yogyakarta, 24/01/2025 – Students from the Gadjah Mada International Fellowship (GMIF) program had the opportunity to visit the UGM Museum as part of the Listening and Reading course. This visit is not just an educational trip, but also an in-depth reflection on the role of educational institutions in shaping a better society. The UGM Museum presents the story of the journey of the oldest university in Indonesia, including its various contributions in the fields of science, social, and culture.

The sections in this museum are divided into six periods in the development of UGM, namely:

1. In the Midst of the Struggle (1946-1949), This section tells the history of the founding of Universitas Gadjah Mada. It begins with the presentation of the early story of the pioneering of the Universitas Gadjah Mada institution and the important figures who played a role in the process.
2. Laying the Foundation of Education (1949-1960), This section tells the story of Universitas Gadjah Mada’s exploration and efforts to establish its identity and contribute to Indonesia. The narrative focuses on the development of the idea that students do not only learn and become students, but also participate in physical struggles and critical thinking.
3. Building National Civilization (1961-1982), This section tells about the innovations and findings of the academic community of Universitas Gadjah Mada that are appropriate and beneficial for society.
4. Becoming a World University (1982-2002), During this period, it is described that Universitas Gadjah Mada’s efforts to become famous in the eyes of the world through various literary works of the academic community and various programs such as Real Work Lectures (KKN).
5. Upholding the Dignity of the Nation (2002-2017), The University of Gadjah Mada is one of the pioneers in the development of values ​​and innovations that will elevate the dignity and status of the Indonesian nation in the eyes of the world. This is shown through various works based on the values ​​of Universitas Gadjah Mada’s identity.
6. Living in Bulaksumur, One of the interesting facts discovered by the participants was that the 44th President of the United States, Barack Obama, once lived in the UGM environment. This shows that this university has become part of global history and continues to contribute to building world civilization.

During the visit, GMIF students participated in various interactive activities designed to deepen their understanding of the history and role of UGM. They took a guided tour of the museum by the curator, listened to explanations about the historical collections, and discussed UGM’s contributions in various fields. Not only that, they also participated in a group reflection session, where they shared perspectives on how history can inspire a better future. This activity not only improved their academic understanding but also strengthened togetherness and collaboration among students.

Quality education is the main key in creating a generation that is aware of the importance of history and oriented towards a sustainable future. Through direct experiences such as museum visits, students not only gain academic insight but also grow awareness of the importance of innovation, inclusivity, and collaboration in building a more advanced society.

Initiatives like this also reflect the spirit of education that is not only limited to the classroom, but also builds curiosity, appreciation for cultural heritage, and encourages a constructive exchange of ideas. With more students involved in activities based on historical and cultural exploration, it is hoped that individuals will be formed who are not only academically intelligent but also have high social awareness.

Museums are not just repositories of artifacts from the past, but also living laboratories that connect history to the challenges of the present and the future. By integrating experiential learning, we contribute to creating a more just, inclusive and sustainable world for all.

[INCULS, Thareeq Arkan Falakh]

Yogyakarta, Monday, November 25th, 2024. The Faculty of Cultural Sciences received a visit from Professor Clare McManus from the University of Glasgow. The visit aimed to explore various possibilities of cooperation in the field of education, especially focusing on double degree programs, student exchanges, research collaborations, and public lectures. The discussion centered on improving access to education and promoting education for sustainability, in line with the Sustainable Development Goals (SDGs).

Professor McManus began his visit with a warm introduction to faculty members and students, emphasizing the importance of international collaboration in higher education. He highlighted that such partnerships not only enrich the academic experience but also contribute to a more sustainable future by building a global perspective among students.

One of the key proposals discussed was the establishment of a “one plus one” or double degree program in Linguistics, Archaeology, and English Literature. This initiative aims to provide students with the opportunity to earn degrees from both institutions, thus enhancing their academic credentials and competitiveness in the competitive job market.

In addition to the double degree program, the possibility of a student exchange program is also on the agenda. This exchange will focus on English Literature and Archaeology, allowing students to engage in different cultural contexts and academic environments. This initiative is expected to broaden students’ horizons and deepen their understanding of global issues, which are crucial for sustainable development.

Research collaboration was also a significant topic of discussion. Professor McManus proposed joint research projects in tourism, linguistics, archaeology and anthropology. By combining resources and expertise, both institutions can contribute to innovative research that addresses pressing societal challenges and promotes sustainable practices in these areas.

The visit also includes plans for a series of public lectures involving English Literature, Linguistics, Tourism, and Archaeology. These lectures aim to engage the wider community and stimulate discussion on critical issues related to culture, language and sustainability. Such initiatives are vital to raising awareness and building a culture of lifelong learning.

Throughout the discussions, the importance of access to education was a recurring theme. Both institutions recognize that education is a basic right and a key driver of sustainable development. By collaborating on these programs, they aim to create more inclusive educational opportunities for students from diverse backgrounds.

The Faculty of Cultural Sciences expressed enthusiasm for the possibilities of collaboration and the positive impact it can have on students and society. Faculty members committed to working closely with the University of Glasgow to finalize the details of these programs and ensure their successful implementation.

As the meeting concluded, Professor McManus and the faculty members agreed to continue their discussions and explore more opportunities for collaboration. This visit marks a significant step towards strengthening the relationship between the two institutions and advancing their shared goals of promoting education for sustainability and improving access to quality education.