High School in Insance

🎧 Analysis of “High School in Insance” by Abu Nailah Prescript: If the previous section tends to be more about its compositions, techniques, and of their kind, this section tends to be more about the lyrics deeply.

Introduction “High School in Insance,” Abu Nailah’s poignant reimagining of NIKI’s “High School in Jakarta,” transforms a globally resonant coming-of-age narrative into a deeply personal reflection on his formative years in an Islamic modern high school. This cover, laden with raw vulnerability, humor, and bittersweet admissions, navigates the complexities of adolescence, self-worth, friendship breakdowns, and spiritual growth within a uniquely Indonesian educational context. Abu’s lyrical adaptation balances critique and gratitude, crafting a song that is simultaneously a confession, a farewell, and an ode to resilience.

Verse-by-Verse Interpretation 🔹 Verse 1: “Didn‘t you hear Mubarak‘s will go ‘broad to California?…” The song opens with conversational realism, referencing peers moving abroad and the end of his time at ITDar (an abbreviation of his previous school). The sudden intrusion of COVID-19 intensifies the chaos of freshman year, shifting youthful excitement into isolation and disappointment. His sarcastic laughter about cancelled graduations hints at internalised sadness masked by humour. Gratitude towards family, friends, and teachers weaves through his frustration, anchoring his instability with communal support.

🔹 Pre-Chorus 1: “So, there’s a test (a test), almost done nothin’…” This segment illustrates academic burnout: tests blur into meaninglessness, yet fleeting interactions with friends remain mentally impactful (“had my brain burnin’”). His sigh at being a reserve student adds a tone of self-deprecation, revealing insecurities about his rank and perceived worth.

🔹 Chorus 1: “High school in Insance, sorta Islamic modern…” Here, Abu defines “Insance” (likely a stylised pseudonym for his school) as a place of both intellectual and spiritual cultivation. The juxtaposition of “genius independent religious” and the admission of feeling inadequate reveals his struggle with the high standards imposed. The refrain, “Yeah, livin’ under that was tough, but I will be stronger,” embodies his core theme of reluctant growth amid harsh expectations.

🔹 Verse 2: “When in group tasks, I’m often being such a burden…” This verse delves into social self-perception: the narrator feels uninvited, incompetent, and emotionally exhausted, despite outward appearances. His confession, “I lied in being; inside, I was sick and got so tired,” carries intense vulnerability, suggesting silent battles with mental health or burnout.

🔹 Pre-Chorus 2: “I was it, but they were still being nice…” Here, he recognises kindness from peers despite his perceived failures. The rhetorical question, “Am I better now that I’m older?” conveys a deeper anxiety about personal growth, maturity, and the gap between expectation and reality.

🔹 Chorus 2: “High school in Insance, competitive on kinds…” This chorus reiterates the duality of love/hate towards his school: gratitude for teachers coexists with lingering resentment for how it made him feel lesser or unkind. “It could’ve ended differently; you decide it,” implies acceptance of responsibility while also questioning systemic influences.

🔹 Bridge: “Someone is being my ex-best friend…” A tonal shift to intimate storytelling occurs here, revealing the ending of a significant friendship, likely in October, adding to his emotional upheaval. College life in Jogja and newfound friendships with juniors emerge as a bittersweet healing process. The line, “I’m so sad I can’t count on you anymore,” conveys abandoned dependence. Yet, he acknowledges closure with gratitude: “I’m glad that we gave it a go.”

🔹 Chorus 3: “High school in Insance, Indonesia in flower…” The final chorus broadens to national pride (“Indonesia in flower”) while affirming resilience against negativity. Despite feeling “quite heartbroken” behind smiles, he asserts the toughness of his journey as formative strength. The final rhetorical challenge, “Would you make it? Yeah, high school in Insance,” leaves listeners contemplating their own high school experiences, choices, and regrets.

More about the Analysis Literary Devices:

Metaphor: School as a battlefield of intellect, religion, and personal worth. Imagery: Vivid scenes of group tasks, school tests, cancelled graduations, and silent tears. Rhetorical Questions: Enhance introspection and universality. Repetition: The “High school in Insance” refrain anchors nostalgia, pain, and growth. Emotional Tone:

Alternates between humorous sarcasm, melancholic vulnerability, and empowered acceptance. Reflects authentic teenage inner conflicts while embracing cultural and religious influences. Conclusion “High School in Insance” by Abu Nailah is more than a song cover; it is an intimate memoir capturing the often-overlooked nuances of Islamic modern high school life in Indonesia. By blending personal confessions with societal critiques, it offers listeners a window into his unique reality, making his story universally relatable to anyone navigating institutional pressures, the complexities of friendship, and self-doubt. Its honesty and layered emotionality establish Abu Nailah not just as a cover artist but as a storyteller unafraid to reveal the hidden corners of his youth.