To outsiders, JIS may be known for our blue and silver school colors or our infamous dragon mascot. However, one integral concept of our school differentiates us largely from any other international school, namely, Hut culture. 

The idea of huts at JIS may seem  peculiar at first glance. After all, a hut  is typically associated with providing  shelter. This may be true because it  protects us students from the scorching  Jakarta heat or shields us during tor rential rainy days. However, these huts  serve as more than just physical cover.  The huts symbolize a unique structure  that unites and divides the student  population. 

Anatomy of the Huts 

By now, you most likely know of the  huts. But if you don’t, here is a break down of the hut demographic to help  demystify this unspoken system. The  nine huts across campus house various  groups and cliques, typically exclusive  to a singular year group. 

 Aside from one hut that deviates  from precedent by housing a mix of  junior and senior residents, if you feel  the huts are a bit too exclusive or ter ritorial, fear not; there are also plenty  of other places perfect for those who  would rather stay out of the hut hustle.  

These sub-communities, such as  the campus benches, picnic tables, and  other seating areas, serve as a space for  students to connect with friends from  different grades. While these areas  foster inter-grade mingling, the huts  remain a central and defining aspect  of JIS high school life as they shape  a larger sense of community within a  grade.  

Looking Back 

To fully understand the social landscape of Hut culture, it is essential to  trace it to its roots and examine how  it has evolved. The history of the hut system stretches back to the schools  conception, spanning an impressive 73  years.  Over the decades, the huts have  evolved with each incoming class,  changing both their names and policies.  For example, in the 1980s, a smoking  

hut allowed students, with parental permission, to smoke on school grounds. While these huts are thank fully no longer in existence, more recent  huts such as the senior “Bali Hut,” or  the sophomore “Quirky Hut,” are a testament to the ongoing evolution of Hut culture within our school community. 

However, there may be a larger  question remaining: whether the distinguishing concept between separation  was comfort and commonality rather  than conformity. 

 Since the 2000s, certain huts have  been divided by ethnicity, such as a  Chinese-Indonesian Hut, a Dutch Hut,  and possibly a Korean Hut. While there  has been a shift away in recent years,  many may find the concept of this  largely discriminatory.  

However, it is evident from walking  about the campus that no hut is exclu sive to one culture anymore; it is not a  necessary qualification in determining  hut membership. The diversity and  inclusivity of the huts on campus reflect  the clear change toward a more unified  and accepting school community.  

 Mr Burke, Associate Principal of  Student Life and Well-being, noted,  “When we still had students coming  on campus [during COVID-19], all of  the grade division went away, and  people were just mixing in the huts.”  

However, as campus life resumed  in full, “people went back to grade level huts.” This shift reflects an  inherent human tendency to gravitate  toward familiar groups—a tendency  Mr. Burke views as natural and not  entirely negative. 

Navigating No Man’s Land 

 Despite efforts to foster a more  inclusive and diverse Hut culture,  significant challenges persist in bal ancing tradition with maintaining the  unique identity of each hut.  

Survey responses reveal troubling  reports of aggressive, territorial be haviour within these spaces: students  allegedly wielding DIY flame throw ers, slipping dry ice into unsuspecting  water bottles, and engaging in heated  physical conflicts. This behaviour  transforms a perception of the huts— more reminiscent of a zoo than a  school common space.  

High school psychology teacher  Mr. Fox labeled these behaviours as  manifestations of the inherent tribal  tendencies of adolescents, highlight 

ing that group formation around  geographic or sociocultural factors  is inevitable. Yet, he questioned,  “whether or not we were helping or  hurting by formalizing [Hut culture].”  By institutionalizing these spaces  could we unintentionally be reinforcing exclusivity and rivalry? 

The Us vs. Them Mentality 

Unfortunately, this idea of an “us  versus them” mentality is identified in  the way students refer to the huts in  their grades. Unlike the senior cohort,  which often adopts specific and grade known names, the junior cohort has  yet to settle on distinct identities for  their spaces. Instead, some students  refer to each space simply as “our  hut” and “their hut,”—phrases that  quietly draws lines within the grade.  By using “our” and “their” rather than  a shared or unique name, students 

create a mental divide that reinforces a sense of group  loyalty—one that is both inclusive and exclusive. It is  human nature to find belonging through distinctions,  after all. Saying “our” fosters a sense of closeness and  ownership, while “their” hints at a boundary that keeps  others at arms length. While this distinction may seem ingly be harmless, it forms a subtle barrier that socially  defines who is a part of each circle. 

This subtle tribalism is not without its quirks. Stories  of students being gently discouraged or not-so-gently  barred from entering a hut that was not “their” hut,  come up occasionally, as if stepping foot in these imagi nary borders were taboo.  

It all seems part of an unspoken rule: our hut is our  territory, and exploring someplace else might as well  require a escort. “Once a dragon, always a dragon,” but  do we only come out of our caverns to breathe fire on  each other? 

A Place of Belonging 

Nonetheless, instead of focusing on the negative  aspects that outsiders tend to gravitate towards, Hut  culture fosters a sense of belonging, and creates oppor 

tunities for meaningful friendships, alongside building  grade-level identities. For many students, these huts are  seen as a safe space where they can rest, rejuvenate, and  reconvene with peers whom they may not share classes  with.  

“[The huts are] fun to have a place you belong to as  well as share with others and make new friends,” one  student shared.  

Another noted how their hut fostered spontaneous  moments of joy: “I remember when we all did a karaoke  thing together, singing songs by the Backstreet Boys and  other notable artists. It brought us all closer.” 

Camaraderie in Connections 

Beyond the day-to-day interactions, huts also offer opportunities for collaboration and bonding during  key school events. During the Cilandak Games, where  

students compete in friendly rivalry among year groups,  one student described their hut as a hub of energy, with  music playing and everyone cheering and laughing  alongside collaborating as a unified team. This shared  sense of purpose creates prominent memories that many  carry beyond high school.  

 Another student reflected on how these spaces have  helped to foster new connections within the grade: “Last  year, the hut system was divided into two smaller huts,  but now that we share one space, I’ve bonded more with  others I was kind of scared of before.” 

Additionally, the school offers the opportunity for  the huts to offer lessons of responsibility while provid ing a platform for students to unite in support of higher  objectives. In previous years, when a hut appeared to  be neglected, their hut would be sealed off. The only  way to regain access to the hut was for all members to  meet with Mr. Burke and acknowledge the actions that  needed to be performed to better manage and maintain  their shared space.  

All of the students benefited greatly from this learn ing experience, helping the community to come together  and learn further about responsibility and teamwork.  This collaborative approach fosters a sense of unity and  camaraderie among the student body.  

Value of Simple Moments 

Even small acts of kindness within our huts demon strate their positive impacts. One student recalled how a  peer would “braid anyones hair, no matter how busy she  was,” indicating a sense of warmth and openness within  the group.  

Students themselves have noted how huts serve as  spaces for shared memories that go beyond individual  differences. From long lunch conversations to shared  camaraderie during school events, the huts provide a  unique blend of tradition and connection.  

One student even remarked, “Our hut is where we’ve  celebrated birthdays, laughed over inside jokes, and even  comforted each other on bad days. Its a space where we  all feel seen and supported.” 

Hut culture at JIS serves more than just a collection  of physical structures, it is a reflection of the unique so cial dynamics that shape the overall high school experi ence. These spaces, while not without some challenges,  serve as hotspots for connection, belonging, and shared  memories. From fostering grade-level pride to creating  

spaces where students can bond over shared moments,  these huts embody both the strength and complexities  of our diverse school community. As JIS as a commu nity continues to grow, the challenge lies in nurturing  the inclusive and positive aspects of Hut culture while  acknowledging and addressing the issues of exclusivity  and division.