ANSAR TARIO JUSUF

INDONESIA / MASTER'S DEGREE

2019132217 / 22ID014459

Personal Information

Single / Male / 04.07.1997 Indonesia / Gorontalo (Kota) Nomor Induk Kependudukan

Marital Status / Gender / Date of Birth Country of Birth / City of Birth (NIK) / 7571040407970001 / -
Type of your ID / ID Number / Passport
Number

- Islam I dont have any disability.

Other Citizenship Religious Belonging, Ethnicity Disability Status

Education Information

Middle School (Graduate)

Diğer/ Other
School

Indonesia / Gorontalo (Kota) TG / TG

Country / City Grading System / Grade

01/07/2009 - 02/06/2012 School / 2

Start date / Graduation Date Field of Achievement / Achievement Rank

High School Information (Graduate)

Diğer/ Other /Vocational High School /Tourism and Hotel - Hospitality
School / High School Type / Major field of your education

Indonesia / Gorontalo (Kota) Secondary Education / 100 / 86.50

Country / City Educational Stage / Grade Type / Grade

16/07/2012 - 15/05/2015 School / 1

Start date / Graduation Date Field of Achievement / Achievement Rank

Undergraduate (Graduate)
Universitas Negeri Gorontalo / Education /Education
University / Faculty/Graduate School / Department

Indonesia / Gorontalo (Kota) 4 / 3.78

Country / City Grading System / Grade

09/06/2015 - 10/09/2019
Start date / Graduation Date

/3
Field of Achievement / Achievement Rank

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INDONESIA / MASTER'S DEGREE
2019132217 / 22ID014459

Preferences

HACETTEPE UNIVERSITY / INSTITUTE OF EDUCATIONAL SCIENCES / 

Ankara / Türkçe / 2
ANADOLU UNIVERSITY / INSTITUTE OF EDUCATIONAL SCIENCES / 
Eskişehir / Türkçe / 2
YILDIZ TECHNICAL UNIVERSITY / GRADUATE SCHOOL OF SOCIAL SCIENCES 
/ İstanbul / Türkçe / 2
ESKİŞEHİR OSMANGAZİ UNIVERSITY / INSTITUTE OF EDUCATIONAL SCIENCES 
/ Eskişehir / Türkçe / 2
ANKARA UNIVERSITY / INSTITUTE OF EDUCATIONAL SCIENCES / Ankara 
/ Türkçe / 2
AKDENIZ UNIVERSITY / INSTITUTE OF EDUCATIONAL SCIENCES / Antalya 
/ Türkçe /
ISTANBUL UNIVERSITY - CERRAHPASA / INSTITUTE OF GRADUATE PROGRAMS 
/ İstanbul / Türkçe / 2
SAKARYA UNIVERSITY / INSTITUTE OF EDUCATIONAL SCIENCES / 
Sakarya / Türkçe / 2
GAZİANTEP UNIVERSITY / INSTITUTE OF EDUCATIONAL SCIENCES / 
Gaziantep / Türkçe / 2
MERSİN UNIVERSITY / INSTITUTE OF EDUCATIONAL SCIENCES / Mersin / 
Türkçe / 2
BURSA ULUDAG UNIVERSITY / INSTITUTE OF EDUCATIONAL SCIENCES /
Bursa / Türkçe / 2
MARMARA UNIVERSITY / INSTITUTE OF EDUCATIONAL SCIENCES / 
İstanbul / Türkçe / 2

Other Language Skills Native Language : Indonesian (Bahasa Indonesia)

No
Do you speak Turkish?

Language Grade/Level

İngilizce - / Advanced

Letter of Intent

I earned a Bachelor of Education degree in 2019 from the State University of Gorontalo specifically in teaching
English. Now I have been a professional teacher for almost three years at one of the favorite private learning
centers in Gorontalo which annually receives more than a hundred students. Being a teacher helps me grow in

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INDONESIA / MASTER'S DEGREE
2019132217 / 22ID014459

critical thinking and remains patient in any situation so I always update myself with an innovative teaching
method that must be in accordance with this era. Because of my contribution to teaching, I was recently
awarded as the best teacher and even trusted to be a speaker at educational workshops. Furthermore, I have
an international publication in 2020 that aims to contribute to teaching implementation. It can be checked at
https://journal.uniku.ac.id/index.php/ERJEE/article/view/3001. Apart from this, I still need to improve myself by
continuing master. Therefore, I desire to study a curriculum and instruction master department in Turkey. It is
because the department provides me those excellent quality publications from Turkey which guide me to
overcome my problem in teaching methods. I have visited the Journal of Education published by Hacettepe
University, what I admired the most was the scientific research that discussed improving 3rd-grade elementary
students’ reading and comprehension (Temur, M., Bacakoğlu, T. Y., & Ulusoy, M, 2021) their study is very
helpful concerning what I am currently experiencing in teaching dyslexic students from elementary school.
Moreover, I have no experience abroad and live in Gorontalo, which is the 5th poorest province out of 34
provinces in Indonesia and its institutions are still too low compared to other educational institutions in
Indonesia. It means that my region needs more attention to development. So this is a good opportunity for me
to realize my dream to study overseas in Turkey to feel their academic atmosphere and to explore what should
be imitated from Turkey to my region for contribution reasons. As we know the Turkish education system is
more advanced than in Indonesia (Sari & Wardani, 2018). I have discussed with my company head about after
completing my study in Turkey, they supported me to establish Turkish language training in our learning center.
This will be an innovative academic place in Gorontalo that will not only offer language training but will also
share their masterpieces because there is still no center providing Turkish language training in Gorontalo. I
believe this will be a good solution to train Turkish in Gorontalo concerning many people here are Turkish
drama lovers, but the dramas here have been dubbed in the Indonesian language. Besides teaching English, I
am a fast learner who is never limited to trying something new, so I will be a ready Turkish teacher with the
basic level by giving innovative curriculum and instruction methods as my major I will learn from Turkey.
In this section, it is expected to explain following details: your academic and social experiences relating the field you want to take an education, your
reasons for choosing Turkey for study and the importance of your future plans for your education and scholarship in Turkey.

The researcher will apprehension the subject of this study with an entitled “Issues on High School Students
burnout; Does the 2013 curriculum matter?” Following the basic consideration will be explained in detail. The
Government needs to invest more in its human resources by managing curriculum as the development of
education to maintain competitive resources in the future. Therefore, education is an important aspect to
prepare highly trained human resources for global competitiveness driven by innovation (Kouki et all, 2022;
Poedjiastutie, D., Akhyar, F., Hidayati,D., & Gasmi, F. N, 2018). When the curriculum fails to provide adequate
skills and competencies for students, human resources will not be possible to rise to a higher level of
development. Subsequently, there are long debates among several educators, either those who disagree or
agree with the implementation of the 2013 curriculum in Indonesia. Thus far, all we hear is those governments
and education experts in Indonesia always are involved in managing a policy toward curriculum that will be
regulated in Indonesia, unfortunately, they never involve students to voice what they need (H Sunaryo, L
Chamisijatin - 2009). This study will be conducted in Gorontalo senior high schools as well as to allow students
an opportunity to voice their points of view about the issue of curriculum implementation. As an active teacher, I
am concerned about this case by holding a counseling session class such as giving a motivational interview for
those high school students. Based on the pre-observation during interviewing, revealed that some of my
students have burnout experienced. It is because the mechanism of the 2013 curriculum demands them to
master more than 12 subjects. Their perceptions of those subjects are a lot that can make them tired, difficult to
concentrate and confuse to plan their career. In a nutshell, there are still other crucial mechanisms of the 2013
curriculum that should be evaluated deeply based on students’ burnout perceptions which aim to suggest
curriculum development.
1- Subject of study

In order to investigate critical responses from burnout students concerning their perception of 2013 curriculum
implementation, the purpose of their perception will be analyzed as the suggestions and the evaluation for
curriculum development. Therefore, the research question has been formulated with the following fundamental
consideration. “WHAT ARE HIGH SCHOOL STUDENTS’ PERCEPTIONS ABOUT THE 2013 CURRICULUM
IMPLEMENTATION CONCERNING THE BURNOUT ISSUE?”
2- Research Question (Up to 15 words)

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Indonesia has revised its high school curriculum eleven times over seventy years since its independence in
1945. Nowadays Indonesia is using the 2013 curriculum which aims to give the evaluation as the previous
curriculum still has weaknesses in achieving the mechanism indicators. However, there is a study discussed
the 2013 curriculum is unable to hold a creative program relevant to students’ needs because the curriculum
mechanism provided itself (Poedjiastutie, D. et all, 2018) Several critical previous studies have evaluated the
2013 curriculum implementation (Hidayah, Siti Nur et all 2021; Jaelani, Alan & Umam, Amalul, 2021; Nurtanto,
Muhammad et all 2020; Nurhayati, Keni Farida, et all 2020) some of them bring issues about teachers’ up and
down in implementing the 2013 curriculum, and the development of the curriculum based on the teachers’
perspective but they never discuss high school students burnout regarding the 2013 curriculum implementation
which will become the main problem of this study. Okoth (2016) suggests students’ needs should be
considered in managing the curriculum. In addition, teachers can identify students’ needs and a need analysis
should be concerned in the step of curriculum development (Poedjiastutie, D. et all, 2018). Furthermore, some
need analysis studies have considered students’ perceptions can be essential in developing the curriculum
(Fatoni, M & Zainudin, M 2021; Al-Drees, Abdulmajeed A, et all, 2015). Based on earlier theories, the
researcher will scrutinize the burnout issue in high school students' perception of the 2013 curriculum which
has never been discussed before, because burnout students have needs that are not in line with their
expectations from school and they are faced with the ongoing frustration of not having time to relax at school. It
means that they want to voice what they need but no one cares about them (Wright, Lexi Walters, 2022; Chien,
Emily 2021). Because of this, their perceptions are vital in terms of voicing what they need and they can give
positive and negative points of view which will be analyzed as contribution suggestions to the evaluation and
curriculum development in Indonesia.
3- Analysis of the Problem (at least 75, maximum 300 words)(In this section, briefly describe the topic and your theory (concept map) to be used in
the study.)

The goal of this study is to investigate high school students’ burnout concerning their perception in line with the
2013 curriculum implementation which will interview those targeted high school students in Gorontalo. In order
to easily select participants, purposing sampling will be based on the criteria of burnout such as those students
having low academic achievement, anxiety disorder, and counseling records (Wright, Lexi Walters, 2022). It is
because those participants who have the earlier mentioned criteria have enthusiasm in terms of providing good
responses to the interview. The researcher considers a qualitative descriptive method in portraying the study
problem for a host of reasons. This is because the qualitative method helps the researcher to explore in a
natural setting which in this case this study does not fall under experimental research (John W, Creswell & J.
David Creswell 2019). The instrument of this study will begin to request permission from several schools to
conduct the research and to prepare the interview ethics plan. Subsequently, the interview questions provided
to give for participants will be arranged based on the mechanism of the 2013 curriculum. Moreover, the
researcher will analyze the participants’ responses in three stages by using guideline (Miles & Huberman,
1984). First, the researcher reduces the data from participants because the target participants based on
burnout criteria does not mean their all responses match their perceptions of the 2013 curriculum
implementation. Probably several of them have burnout because of their family, friends, and stuff that does not
relate to school issues. For these reasons, the researcher only focuses on the issue of high school student
burnout. Second, to make those readers will understand the results of this study easily; the data will be
analyzed on display. Third, the result of this study will be inferred in the conclusion part. In addition, to
strengthen the validity of this study, the researcher will conduct several stages such as credibility,
transferability, dependability, and conformability.
4- Research Method (minimum 50 maximum 300 words)"(Give information about the academic research methods you intend to use in this study. For
example, in-depth interviews, observations, surveys, experiments, etc.) For example, in-depth interviews, observations, surveys, experiments, etc.)

The result of the preliminary study shows those 15 out of 20 respondents have burnout experience regarding
their perception of the 2013 curriculum implementation, they are from three popular high school targets around
Gorontalo. The following analysis section will be discussed in detail. First, students are getting burnout to
understand the material. As regards the mechanism of the 2013 curriculum, it is hoped that all students should
be more active than their teacher to study in class. This mechanism demands them to be more proactive in
utilizing technology as easy access to learning and founding various resources. Furthermore, they are always
required a lot of presentation projects, and they even should be able to study themselves without a teacher.
They perceive this mechanism will give a negative impact on their achievements. This is because they perceive
that they are always only given a project presentation, but they are rarely taught by their teacher, what they

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INDONESIA / MASTER'S DEGREE
2019132217 / 22ID014459

need is extra teaching from their teacher instead of giving them a presentation project. As they know that those
subjects such as physics, chemistry, mathematics, or technology science are complicated, it is not enough the
teacher only give students a project. Several critical burnout students perceive that they need those teachers
who should provide intensive guidance to the class. Second, some students perceive that the number of
subjects at school is a lot. Because of this, they experienced mental fatigue, anxiety disorders when receiving a
lot of assignments from the teachers. They waste their time a lot at school so that they did not have time to
relax at home. Moreover, they have confused in determining their future career because the field of subject that
they focus on is disturbed by the many demands of subjects from school. In a nutshell, the researcher has
underlined two points from their critical responses, firstly they need extra teaching from the teacher and
secondly, they need a choice of subjects. In conclusion, the results of these analyses are still preliminary to
answering the research question and need further development to test their validity and expand the range of
participants and research site. This is because the reach of participants and research sites should be expanded
to explore more issues on burnout students and the researcher still considers comparison analyses between
their complaints with theories related to student burnout and curriculum.
5- Preliminary Answer to the Research Question (at least 75, maximum 300 words)

This study is expected to be able to voice the evaluation of Indonesia's education and curriculum to the
International spotlight as regards the vision of Sustainable Development Goals (SDGs) especially point 4, the
world should concern the quality education. It is expected to all educators from any country can give their
perception, assessment, and evaluation to this study for contribution reasons. In addition, the study results are
strongly to give a contribution towards the development of the Education curriculum in Indonesia, because
these study results will discuss students’ perceptions in terms of giving critical opinions for curriculum
evaluation and what should be emphasized for development. Afterward, this study will allow Indonesian high
school students to voice their points of view about what factors of the 2013 curriculum implemented made them
burnout because their aspirations are very limited in making a policy about education in Indonesia.
Furthermore, this study motivates the researcher to study in Turkey, as we know their curriculum is better than
Indonesia in terms of providing good scientific publications and learning methods (Sari & Wardani, 2018; Farjun,
2006). It is a good opportunity for the researcher to discover the Turkish research publications to hone those
skills in the field of critical thinking and analytical skills and to know what needs to be learned from Turkey to
Indonesia. Last but not least, this study is expected to be able to invite education practitioners, stakeholders,
educators, and experts related to the fields of education to develop further studies to answer the problems of
student burnout in line with the 2013 curriculum implementation.
6- Academic Contribution of the Study (minimum 75, maximum 300 words) (Explain how this study will contribute to your academic field.)

Al-Drees, Abdulmajeed A, et all, .(2015). Students’ perception towards the problem based learning tutorial
session in a system-based hybrid curriculum. Chien, Emily .(2021).Opinion | Student burnout is very real – we
all felt it: The news record. Creswell John W., Creswell J. David. (2018). Research Design: Qualitative,
Quantitative, and Mixed Methods Approaches 5th Edition. Publisher: SAGE Publications. Fatoni, M & Zainudin,
M .(2021). An analysis of students’ perception in implementation 2013 curricullum on senior high school English
Language Teaching ( ELT ) in Bojonegoro: JPE. Kouki et all. (2022). Science Education in the United Arab
Emirates Towards an Inclusive Quality Education, Singapore: Springer. Hidayah, Siti Nur et all. (2021).
Accomodating Stakeholders’ voices in the curriculum development in an Indonesian Higher Education
Instruction: JURNAL EDUCATIVE: Journal of Educational Studies. H Sunaryo, L Chamisijatin.
(2009).Pengembangan dan strategi pengembangan kurikulum sekolah, Bandung: UPI. Jaelani, Alan & Umam,
Amalul. (2021). Preparing EFL pre-service teachers for curriculum 2013 through authentic materials and
assessment integration: Journal of English Education Society. Miles & Huberman, 1984. Drawing Valid
Meaning from Qualitative Data: Toward a Shared Craft. Nurhayati, Keni Farida, et all. (2020). Teachers
Perception Toward the Implementation of Curriculum 2013: 2nd English Language and Literature International
Conference (ELLic). Nurtanto, Muhammad et all. (2020). Crucial problems in arranged the lesson plan of
vocational teachers: International Journal of Evaluation and Research in Education (IJERE). Okoth, T. A.
(2016). Challenges of implementing a top-down curriculum innovation in English Language Teaching :
Perspectives of Form III English Language Teachers in Kenya. Journal of Education and Practice.
Poedjiastutie, D., Akhyar, F., Hidayati,D., & Gasmi, F. N. (2018) Does Curriculum Help Students to Develop
Their English Competence? A Case in Indonesia. Arab World English Journal, 9 (2). Wright, Lexi Walters
(2022). Burning Out in School: What It Means and How to Help: Understood. Retrieved from

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https://www.understood.org/articles/en/burning-out-in-school-what-it-means-and-how-to-help.
7- Literature Review (at least 75, maximum 300 words)(Please write down the main academic sources written in this study area.)

In all honesty, when I filled in my educational background in this application, my specific undergraduate
department was not listed in the application list. I obtained an Education degree, specifically in English
Education which is the aim of this department to produce professional teachers in teaching English (It can be
checked at the undergraduate profile on the official website of the Department of English Education
http://pbi.fsb.ung.ac.id/ profile/vision/mission). Besides that, mostly the courses in my undergraduate
department offered Teaching and Learning, Teaching Practice, Curriculum, and Material Development,
Instructional Design, Learning Assessment, Learner Development, and others related to the field of Educational
science. Therefore, I listed the Education department as my undergraduate education background in this
application, and this does not matter because I have consulted with my university professors, and they
supported me to continue a master of Curriculum and Instruction for my further study. Likewise, I have almost
three years of experience in teaching, which means I am capable in the field of Curriculum and Instruction.
If you have a subject in your application documents that you think is not clear enough and you want to explain, or if you want to draw the attention of
the evaluation committee, please briefly explain in this section.

Islamic Development Bank Scholarship Program

Yes No

Family Information Total Monthly Income : 0-50 ($)

MULIYANTI ANTULI / Yes - -/-

Mother’s Name / Is your mother alive? The institution/company your mother works Your mother’s occupation / Title/Position
at

DARWIN JUSUF / Yes Darwin's tailor Other / Tailor

Father’s Name / Is your father alive? The institution/company your father works at Your Father’s Occupation / Title/Position

1 Single 0-50 ($)

Number of Siblings Marital Status Total Monthly Income

Contact Info (Current)

JL Rambutan//
Street/Building Number/Door Number

- / Gorontalo (Kota) / - / 96138)

Address / City / Country / Postal Code

+6282346429033 +6289630799668
Phone (Home) Mobile Phone

http://www.facebook.com/ansar.photograph/ / - / http://www.linkedin.com/in/ansar-tario-jusuf-7b5a41168

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Facebook / Twitter / LinkedIn

- / - / instagram : ansarjusuf
Google+ / Skype / Other

Academic Qualification
Social Activities

Award,
Project,
Certificate
Type Name Field Date Institution Description

Award The best employee The best 30.09.2019 Free Bimbel Due to my contribution to the development of the company, I
as an English teacher was awarded as the best employee for two months. Selection
teacher at Free of the best employee based on some points arranged by the
Bimbel from August company, three of which were the most taken into account is
to September 2019 activeness, discipline, and creativity in teaching method.

Certificate As the speaker at Education 25.01.2020 Free Bimbel I was trusted to be the speaker in the educational workshop
the Educational training program because the invitees believed that my achievement
Workshop held at record in the field of education was so strong. This was a big
the Ballroom Eljie event held by Free Bimbel and attended by more than a
Hotel Gorontalo in hundred high school students. I shared my experiences on
2020 how to get accepted into a university, to give tips to be
received an undergraduate scholarship.

Award 2nd Runner up as Academic 28.08.2019 Universitas I earned the 2nd Runner up as the best undergraduate
the best Negeri student of faculty. The assessment is based on achieving the
undergraduate Gorontalo highest GPA and graduating study on time.
student of Faculty in
2019

Projects As an author- Scientific 1.01.2020 UNIKU Our scientific works were accepted for publication
produced two Papers about Language successfully in the national and International Journal of the
scientific papers teaching, Center Uniku Journal Language Center. Both works have a purpose
published in education and to contribute in the field of Education and teacher training
nasional and teacher study programs. The link of publications can be checked at
International training https://journal.uniku.ac.id/index.php/ERJEE/article/view/3001
Journal in 2020 ( and
Teaching and https://journal.uniku.ac.id/index.php/IEFLJ/article/view/2640.
Education
publication)

Award An awardee of Short term 27.02.2020 Indonesian I passed all the selections including the interview test about
Scholarship short scholarship in Ministry of my contribution to the development of tourism in my region
term of tourism Medan, Manpower and even I passed the psychological test. Therefore I was
study program was Indonesia selected as the recipient of this non-degree educational
fully funded by the scholarship to study in Medan, Indonesia which was fully
Indonesian Ministry funded by the Indonesian Ministry of Manpower in 2020. This
of Manpower in scholarship offered me a short-term tourism study program,
2020 and I studied for two months for 180 hours.

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Award,
Project,
Certificate
Type Name Field Date Institution Description

Award An awardee of Van Undergraduate 21.05.2018 Van I managed to get this scholarship due to my contribution to
Deventer Maas Scholarship Deventer- society and my activities as a student, and I successfully
Indonesia Maas passed the essay selection. This is because this scholarship
Scholarship in 2018 Indonesia requires prospective applicants to be actively involved in the
to 2019 Scholarship community. Moreover, this scholarship helped me a lot during
my studies at the University.

Certificate Delegation of Student 20.07.2018 the Considering my academic record, I was chosen to become a
Student Exchange exchange in Indonesian representative of the State University of Gorontalo to
was fully funded by State ministry of participate in student exchange at the State University of
the Indonesian University of research, Jakarta for one semester in 2018. I completed this program
ministry of research, Jakarta technology with the good result.
technology and and higher
higher education in education
2018

Certificate The best Academic 10.09.2019 State I earned the best undergraduate student of State University of
undergraduates of degree University of Gorontalo with Cum Laude predicate in 2019. The
University student Gorontalo requirements to become a Cum Laude student are GPA more
with Cum Laude than 3.50, never repeat courses, never get a grade C and
predicate in 2019 must graduate on time.

Certificate Delegation elected Sustainable 18.11.2018 Van As regards my scientific work on English language training for
to citizenship Development Deventer- tour guides as a contribution to the development of the hotel
workshop, to build Goals (SDGs) Maas and tourism industry in my region, I was successfully selected
an active citizen for Indonesia to be the national representative of the applicants who
a sustainable Scholarship participated in this program for a week. I was along with 24
development goals other students from all over Indonesia participated in the
program in 2018. program on how to become an active citizen for sustainable
(Fully Funded program goals SDGs.
Program)

Certificate As the participant of International 1.06.2016 English I intend to be involved in international student conferences
the 3rd international Conferences Department, and I was honored because my professor chose my speaking
students conference on English State project video to be shown in front of a large audience at the
on English language University of conference as her research project. I was still a new
Language education Gorontalo semester 2 student and surprised because this event was
Teaching, attended by several professors who came from abroad. In a
Linguistics and nutshell, the program was so great, and I trained my
Literature in 2016 confidence at that time.

Projects As the participant of Community 9.10.2018 State This community service activity was conducted in the rural
the community service University of area of South Motolohu Village, Randangan Sub-district,
service for Gorontalo which was attended by 9 students. The distance between this
university program area from the city takes about 3 to 4 hours. This was very
(KKS Tematik) in challenging because we had to build something with minimal
2018 tools. We had a responsibility and a mission to create a
village program that is disaster-resistant, as the agent of
youth, we must act to build the program on how to protect
village locations from flooding.

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Award,
Project,
Certificate
Type Name Field Date Institution Description

Award The Finalist of Academic 14.11.2013 the Ministry This is my very first time joining the debate competition. I
debate competition competition of Defense of joined this competition when I was in high school in 2013.
of the nasionalism the Republic The first selection was grade level, then I continued to school
parade (PCTA) held of Indonesia level and I managed to advance to the regional level round.
by the Ministry of Although I have not won this competition yet, I feel this
Defense of the experience is very valuable for me in the future to be better.
Republic of
Indonesia

Certificate As the participant of Academic 13.05.2016 English As a matter of consideration, I must be actively involved in
scientific seminar Department, developing my knowledge of English education. Therefore I
about students’ State attended a scientific seminar hosted by lecturers who are
common mistake in University of experts in English grammar.
English Grammar” Gorontalo
held by English
Department” in
2016

Award As the familiar Academic 12.05.2015 SMK Negeri I received an award from the principal as a familiar student on
student at SMK 2 Gorontalo graduation day. The assessment was given to me, because I
Negeri 2 Gorontalo was recognized as the student who was the most active
in 2015 during school, contributed to school activities, and was proud
of my alma mater.

Certificate TOEFL Online English 12.05.2020 Skill During the lockdown regulated by the Indonesian government
Course in 2020 Language Academy by to stay at home when Indonesia first got a case of COVID 19,
Academic Ruang Guru I spent more than a month in front of my laptop to study
TOEFL online. This course not only offered me a TOEFL
course, but it also gave me a lesson on how to speak
grammatically correct English, and then I learned English in a
professional context. Overall, I completed all programs with
good results.

Work Experience / Internship Experience

Work Experience
Free Bimbel / 19.08.2019 / English Teacher / I am currently employed / I will have to take an unpaid leave. I will
be able to return to my job after completing my studies.
Company/Institution Name / Date / Title / Employment Status / If you are awarded with a scholarship, what will your work status be?

Indonesia / Teacher / I teach English for all level of education except university students and I hold counseling
session for my students' self-development
Country / Position / Please give details about your responsibilities at this job.

Internship Experience
SMA Terpadu Wira Bhakti Gorontalo (Senior High School) / Teaching practice in High School / 3 Month
Company/Institution Name / Subject/topic of Internship / Duration of Internship

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Academic Activities

Information on Hobbies

Due to my enduring passion for teaching, I always watch some teaching video blogs on YouTube and observe my
friends teaching in our learning center. Afterward, I will make some teaching reviews and exchange feedback with
my friends to build up our critical and analytical skills in teaching. In my spare time, I enjoy cooking and finding new
recipes. I am very confident to cook because my family always says that they love my food, moreover I am always
ordered by my friends to cook for our community events such as social service, charity local volunteers, and local
clubs. Furthermore, I am interested in discussing current issues such as science and humanity, which is why I am
involved in sustainable development clubs, and local clubs. Subsequently, I enjoy staying fit with morning exercise
every day. Thus, all my hobbies explained earlier encourage me to be improved and be happy every day.

 Cooking  Science / Technology  Performing Arts  Sports and Outdoor

(dance theater) Sports
 Animal  Internet  Book  Music
 Travel  Cinema  Food

Special Talent Information

 Drama and Acting

Voluntary Activities

Institution/NGO
Name you served at Description

As an activist managed a
street campaign activity in
commemoration of world
heart day on 29 September
2019
VDMI Gorontalo of In commemoration of world heart day, I was as an activist with VDMI Gorontalo team
State University of held a street campaign activity which was held on September 29 on the street around
Gorontalo student the front of our campus. This activity started with reading literacy in front of the
association rectorate building and providing socialization about how we keep our hearts healthy.
This activity was carried out to make people aware of the dangers of heart disease.

As the head cordinator
managed a social service in
commemoration of anti-
corruption day at the
Harapan Kita orphanage,
Tapa Bone Bolango in 2018
VDMI Gorontalo of I was a chief executive coordinator of VDMI Gorontalo team held a community service
State University of at the orphanage with more than 40 orphans to commemorate the anti-corruption. The
Gorontalo student event had many programs started with teaching about anti-corruption, having a fun
association educative game, having a wits competition, and giving charity to the orphanage. As for
all activity costs and compensation costs, we provided donations from paper waste
which we sold, and we gave the proceeds from the sale to orphans.

2022 Application Period - General

10 / 12
Graduate Scholarship Programme

Name
As an English Teacher
volunteer for the rural area
in 2017
As an activist in Student
counseling information
center, Universitas Negeri
Gorontalo in 2018 to 2019
The Chairman of English
Department students in
Class D, Universitas Negeri
Gorontalo 2015 to 2018 (4
years)
Founder of English fun with
Permata Students in 2018
English Championship
Committee in 2015. (The
best commitee)
Activist in the Leadership
Basic Training in Olele
Village, Bone Bolango
District in 2015.
Deputy Chairperson of
MPS SMK Negeri 2
Gorontalo in 2013 to 2015
Dancer and Actor in the
World cultural concert 2016
Reference Information
11 / 12
ANSAR TARIO JUSUF
INDONESIA / MASTER'S DEGREE
2019132217 / 22ID014459
Institution/NGO
you served at Description
English Department, My university lecturer asked who would be an English teacher volunteer at an
State University of elementary school in Bone Bolango District. As soon as I heard my professor ask, I
Gorontalo immediately raised my hand and told her I was ready. Because I thought this would be
my first time and I was still in 2 years a student who has not received any teaching
courses from the University. Therefore, I learned to teach through this program.
PIKM State I was an activist at the Student counseling information center, Universitas Negeri
University of Gorontalo from 2018 to 2019. During the management of this community, I was
Gorontalo involved in some activities to encourage students who lack confidence in academics to
be motivated. Moreover, I have also represented this community in activities to
commemorate the anti-drug day. I joined this community because I have experienced
ups and downs and even anxiety, I feel this community trained me to develop better
English Department, I was the Chairman of English Education Department students especially class D with
State University of more than 30 students over 4 years. I had the responsibility to contact lecturers, make
Gorontalo joint programs, maintain class order, motivate friends, remind assignments, and also
become a representative to attend directive meetings from the department.
Permata UNJ 2018 I managed an English fun with Permata students in Jakarta in 2018. The program had
the purpose to improve students’ speaking in English. This program was free and did
not cost any penny. This program was founded by myself to be able to strengthen
friendships with exchange student friends and also improve my teaching skills.
English Education I was chosen as the best committee for the English championship. The assessment
Department, State was based on active participation in contributing to this activity lasted for 2 weeks, and
University of the preparation was more than 1 month because the programs had many programs.
Gorontalo
Faculty of literature I was an activist in the Leadership Basic Training in Olele Village, Bone Bolango
and ars District in 2015. In this activity, we were trained to be leaders. We were released in a
remote area, and how could we survive there as the point of this program. This
program was carried out for three days.
SMK Negeri 2 In this position, we hold responsibilities such as overseeing events held by the Student
Gorontalo Council and listening to what all students wanted their right to be heard by the Student
Council.
English Education I trained with my friends for the event for 3 months for the cultural event. This was a
Department, State great cultural performance event that aims to introduce culture around the world that
University of attracts over a thousand audiences. I was both a dancer and an actor at that time.
Gorontalo
2022 Application Period - General
Graduate Scholarship Programme
 ANSAR TARIO JUSUF
INDONESIA / MASTER'S DEGREE
2019132217 / 22ID014459

This
information
belongs to
my
Company/Institution academic
Name Surname Name Title/Position reference. Phone E-mail

Prof. Machmud, State University of Vice-Chancellor Yes 082196869277 karmila@ung.ac.id

Karmila M.A., PhD Gorontalo for alumni and
student affairs

Demas Karim, S.Si LKP FREE BIMBEL Chief executive Yes 085256793402 abdulkarimdemas@gmail.com
Abdul GORONTALO officer

Interview Location

Indonesia / Jakarta Pusat (Kota)

Country / City

My Applications


You have no previous applications.

Turkiye Experience

No What was the purpose of your stay in that country?

Are you in Turkey now or Have you ever been to Turkey ?
-
YU No (Foreign Number)

-/- No
Start date / Graduation Date Have you ever received a scholarship from any institution or
organisation in Turkey?

- Friend / Relative
Institution/organisation that provided the scholarship Please specify how you learned about this scholarship?

No No
Do you have a relative who is currently or was previously a holder of a Do you have any relatives living in Turkey?
Türkiye Scholarship?

2022 Application Period - General

12 / 12
Graduate Scholarship Programme