Advice for teachers -
Indonesian Second Language

Unit 2 – Area of Study 1: Interpersonal communication

Theme: The Indonesian-speaking communities
Topic: History and change
Sub topic: History in film

Outcome 1

Respond in writing in Indonesian to spoken, written or visual texts presented in Indonesian.

Examples of learning activities

• View a film set in a period of Indonesian history. As a class, construct a ‘fact file’ of things learnt about the historical period and a ‘wonder file’ of things you want to know more about. Select an item from the ‘wonder file’ to research and report back to the class.
• Reconstruct a jumbled timeline to put the period of Indonesian history in context; then conduct research into events happening outside Indonesia and add another layer to the timeline.
• View a still shot from the film and write a caption describing the scene. Compare your assigned image with those of your classmates and put them in order to create a visual outline of the film.
• Act out a scene from the film using a prepared script and paying careful attention to reproducing the intonation and gesture of the actors. Modify the script to tell a different story and perform it in front of your classmates who identify what you have changed.
• Listen to, read and/or view texts related to the film (for example, an interview with the director, a profile of an actor, a video clip of one of the songs on the soundtrack). Answer written questions about the texts.
• Listen to, read or view a different text about the period of history you are studying. In what ways does it reinforce the message of the film and in what ways does it tell a different story? Discuss with your classmates what you notice.
• 
  Write an email to a friend to convince them to see an historical film with you, even though they have read unfavourable reviews of it.
• Write personal journal entries from the point of view of one of the characters in the film.
  
• Read reviews of different films in Indonesian to create a resource bank of text-type features and relevant vocabulary and sentence structures for writing a film review.
• Conduct a class debate on the topic ‘Film reviewers should never give away the ending’.
• Write a review of a film you have viewed.

 

Detailed example

Email to a friend about seeing a film

1. View an historical film and identify the major events taking place, its historical significance and which characters are involved.
2. Read reviews of the film that offer different opinions. Discuss positive and negative reviews in small groups.
3. Write a 100-word response to each of the reviews.
4. Select a section of the film. In pairs write questions about this section.
5. Read examples of emails that attempt to convince the reader to do something.
6. Note the persuasive techniques used and any useful grammatical patterns.
7. Write the email to a friend.

Unit 2 – Area of Study 2: Interpretative communication

Theme: The world around us
Topic: Global and contemporary society
Sub topic: Globalisation of sport

Outcome 2

Analyse and use information from written, spoken or visual texts to produce an extended written response in Indonesian.

Examples of learning activities

• With a partner or in a small group, organise a list of sports on a spectrum: indoor or outdoor; team focus or individual focus; rural or urban; cold climate or warm climate; expensive or cheap to play; worldwide or regional. Use Indonesian to argue your case if you disagree about where a particular sport should be placed.
• Listen to interviews with young Indonesians about their leisure time activities and answer written questions.
• Research a sport or game that is popular in Indonesia but not well known in Australia and write a blog post about it. Comment on your classmates’ blog posts about different sports.
• Create a PowerPoint presentation to inform an Indonesian audience about an Australian sport or pastime (for example, netball, surf lifesaving, campdrafting, lawn bowls). Consider how to make your presentation interesting and comprehensible for your audience.
• Read an article about Australian Rules Football in Indonesia and listen to an interview with an Indonesian player. Write an email to a friend in Indonesia telling them about what you have learned and encouraging them to seek out a local league.
• View statistics about participation in sport among boys and girls at different ages and in different communities. Discuss possible reasons for variation and test your assumptions through research.
• 
  In pairs or a small group, draw on the materials studied to develop a role play of an interview with someone who has overcome obstacles to play sport.
  
• Conduct a class debate on the topic ‘Sport can bring about world peace’.
• Read, listen to and view different perspectives on the Asian Games held in Indonesia in 2018. What were the economic, social, diplomatic and environmental costs and benefits? Write an evaluative blog post focusing on one or two of these aspects.

 

Detailed example

A role-play of an interview with someone who has overcome obstacles to play sport

1. Compile vocabulary and grammatical structures related to this topic from material studied
   so far.
2. Listen to interviews on radio and in podcasts to collect ideas for introducing and concluding an interview and to observe how questions and answers are phrased.
3. Practise useful expressions and grammar in Indonesian.
4. Become familiar with conversational cues designed to elicit information and make suggestions.
5. Discuss obstacles to participation in sport (for example, gender-based, economic, geographic, cultural, body image-related) and create a character to be interviewed.
6. Write an interview script to cover the following elements:
• introduction that orients and interests listeners
• biographical questions and answers
• deeper questioning about attitudes, opinions and aspirations
• conversation wrap-up and possible ‘call to action’ for the listener.
7. Discuss the script with your teacher and redraft.
8. Practise aloud to establish the rhythm of interchange between the two characters – questioning and answering. Record and listen to the practice interview.
9. Perform the role-play in front of the class or record it.
10. Listen to your classmates’ role-plays and respond as a listener would respond on a podcast website or social media feed.

Unit 2 – Area of Study 3: Presentational communication

Theme: The Indonesian-speaking communities
Topic: Lifestyles
Sub topic: Rural and urban life

Outcome 3

Explain information, ideas and concepts orally in Indonesian to a specific audience about an aspect of culture within communities where Indonesian is spoken.

Examples of learning activities

• Read an article about migration from rural to urban areas in Indonesia and view a documentary on the same topic (for example, excerpts of the documentary Jalanan that focus on the character Titi). List reasons for migrating and arguments for staying in the city or returning to the country.
• Create a PMI chart to show your ideas and opinions about moving to the country (or city) in Australia. Create another PMI chart on the same topic but in an Indonesian context. Summarise the information in each chart and write a paragraph outlining the similarities and differences between the two charts.
• Listen to an interview with an Indonesian student who has recently returned from their university’s rural volunteer service program (KKN) and answer written questions.
  
• Read a story about a domestic servant from a rural area who is working for a distant relative in the city. Write the next chapter in the main character’s life when they return to their village for the Lebaran holiday.
• 
  Read, view and listen to information about mudik and then write an article about it for a youth magazine.
  
• With a partner or in a small group, look at reports from government departments, international bodies and aid agencies. Identify the features of the text type and useful vocabulary and grammar for report writing in Indonesian.
• Debate, in small groups, the topic ‘The rural poor in Indonesia should be discouraged from migrating to the city’.
• Choose one of the UN’s millennium goals and find out about recent developments in Indonesia related to this goal, focusing on differences between rural and urban areas. Share your findings with your classmates through an oral presentation and Q&A session.     
  

 

Detailed example

An article on the practice of mudik

1. Read an article about activities during the Lebaran festival.
   
2. View travel advice for the Lebaran holiday on an interactive news site.
3. Research the etymology of the word mudik and locate on a map the regional languages that have the same or similar terms.
4. Create a glossary of appropriate terms to support this topic.
5. Research issues associated with the mass exodus from big cities and list positive and negative aspects of mudik.
6. Investigate steps taken by the Indonesian government to alleviate traffic congestion.
7. Consider cultural events in other parts of the world that involve mass travel (for example, Lunar Festival, Christmas, Thanksgiving, Divali). Tabulate similarities and differences between the cultural practices.
8. Listen to Indonesians talking about their experiences of mudik. Note their reactions and grade them as positive, negative or neutral. Note also examples of language used to describe mudik.
9. Compile the information you have gathered as a list of dot points.
10. Group the information you have gathered according to themes and draft a paragraph for each theme.
11. Draft your article by adding an introduction, linking words and phrases between dot points, and a conclusion.