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Australian Curriculum Version 8.4 in Queensland

F-10 Australian Curriculum Indonesian

Australian Curriculum: Indonesian

This section provides direct access to the complete Australian Curriculum: Indonesian.

Language Learning Space

Resources for teachers and students

Context statement

The languages of the Indonesian archipelago have been used in Australia since contact several centuries ago between the peoples of the islands now known as Indonesia and the Aboriginal and Torres Strait Islander peoples of northern Australia.

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PDF documents

Resources and support materials for the Australian Curriculum: Languages - Indonesian are available as PDF documents.

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Foundation to Year 2

Foundation to Year 2 Band Description

The nature of the learners

Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of Indonesian language and culture.

Indonesian language learning and use

In these years there is an emphasis on developing learners' oral language to enable them to participate in class activities such as shared reading, chants, rhymes, songs and games. They repeat sounds, particularly of vowels, the letter c (ch) and r (trilled), as modelled by the teacher and aural texts. Learners use formulaic language and single-idea phrases. They will recognise the same alphabet as they are learning for writing English and need to observe that some letters have different sounds (for example, c = ch). Learners write by tracing and copying, forming letters legibly. They learn to write words and sentences independently using modelled language, for example, matching pictures with single words, labels and captions.

Contexts of interaction

The primary context for interaction is the language classroom, with the teacher of Indonesian, and peers or buddy classmates. Learners' use of Indonesian primarily relates to classroom routines and activities, drawing on their curiosity about the world around them and their interest in play, movement and games.

Texts and resources

Written texts include children's stories and big books, and teacher-generated materials such as pictures with labels and descriptions. Learners listen to, read and view texts, including digital forms such as videos, songs and children's programs. They respond to teacher generated resources such as cloze, substitution or matching exercises, and produce texts such as captions and recounts using formulaic language, for example, Pada hari…, saya…

Features of Indonesian language use

Students are learning the sounds and written form of Indonesian. They are noticing similarities and differences between Indonesian and English, such as similar vocabulary and word order and differences in the position of adjectives and possessive pronouns Learners ask questions in English about Indonesia and Indonesians. With teacher support, they discuss language and culture in terms of what is the same or different and compare with 'what is said and done' in their own language and culture.

Level of support

Support is provided through visual and tactile materials, such as pictures, realia, objects and charts, and the use of gesture and movement. The main source of support is the teacher's talk, such as questions and statements, explanations, prompts, recycling of language, stories and feedback. Learners rely on modelled language and scaffolded tasks to create their own texts, for example, choosing words to complete sentences or using pictures to sequence captions.

The role of English

Indonesian is used in class interactions and daily routines such as opening and closing of lessons. Indonesian is used by the teacher to model new language, process texts and guide interaction, for example, Ini siapa?, Di mana Hasan? English is used when describing aspects of language and culture such as word order and cultural practices.

Foundation to Year 2 Content Descriptions

Using language for communicative purposes in interpreting, creating and exchanging meaning.

Socialising

Interacting orally and in writing to exchange, ideas, opinions, experiences, thoughts and feelings; and participating in planning, negotiating, deciding and taking action.

Participate in structured play and class activities, exchanging with peers and teacher greetings and information about self, family and interests

[Key concepts: self, family; Key processes: playing, imitating] (ACLINC001 - Scootle )

  • learning how to greet others at different times of the day using appropriate forms of address and body language, for example, Selamat pagi Ibu/Bapak
  • using different senses to express feelings, opinions and reactions, for example, saya senang/tidak senang, saya suka/tidak suka, saya melihat, saya mendengar
  • introducing and giving descriptions of self, family members, pets and favourite objects, for example, Nama saya…, Anjing saya… Bapak saya tinggi
Participate in guided group activities such as games, songs and simple tasks, using movement, gesture and pictures to support meaning

[Key concept: play; Key processes: singing, chanting, drawing] (ACLINC002 - Scootle )

  • creating pictures or craft and giving descriptions in order to express ideas, for example, ini…saya, anjing saya besar
  • participating in songs and chants by singing and performing actions, for example, Topi Saya Bundar, Lingkaran Kecil and Di Sini Senang
  • following instructions by moving around or locating objects in the class, for example, Ambillah satu blok, Carilah teman
  • expressing preferences, such as by choosing objects, for example, saya mau…, saya suka…
Participate with teacher and peers in class routines and activities, including following instructions and taking turns

[Key concepts: routine, sharing; Key processes: shared reading, following instructions] (ACLINC003 - Scootle )

  • responding to classroom instructions, for example, duduklah, berdirilah, diamlah, lihatlah, maju, klik di sini
  • giving peers reminders, for example, cuci tangan dulu, pakai topi, makan dulu, jangan lari di kelas, berbaris
  • participating in routine exchanges such as saying the date, responding to the class roll, expressing thanks, greeting and taking leave, for example, Sampai jumpa Ibu/Bapak
  • playing with others, asking for help or permission (for example, boleh saya…?, Giliran siapa?), and using numbers to form groups, for example, Buatlah kelompok empat orang
  • participating in games and activities requiring turn-taking, for example, gado-gado, lompat tali, siapa dia, kelereng and board games such as congklak

Informing

Obtaining, processing, interpreting and conveying information through a range of oral, written and multimodal texts; developing and applying knowledge.

Locate specific words and familiar phrases in texts such as charts, lists and songs, and use information to complete guided oral and written tasks

[Key concepts: literacy, numeracy; Key processes: selecting, sorting, matching] (ACLINC004 - Scootle )

  • demonstrating early literacy skills by labelling, matching, clicking and dragging, drawing, miming and using actions
  • locating and using information to describe, name, draw and trace
  • classifying and categorising information gained from others, such as about family members and favourite foods, toys and games, for example, Suzi suka apel, tiga murid main computer, saya ada dua blok
  • using contextual and visual cues while reading with the teacher, for example, using illustrations and printed/audio narrations when reading big books or digital books
  • expressing factual information about qualities such as colour, number, size and shape (for example, tiga pensil, meja putih, buku besar) through interactive play with objects, such as water play, colour mixing and play dough
  • expressing sensory responses, for example, melihat, merasa, mendengar, mencium meraba…
Give factual information about self, family and significant objects using labels, captions and descriptions

[Key concepts: self, favourite; Key processes: describing, showing] (ACLINC005 - Scootle )

  • recounting with the class details about shared events such as sports day, excursions, a class visit or holidays, for example, Pada hari Jumat, kami ke museum
  • participating in 'show and tell', presenting topics of daily life and personal interest, for example, Saya ke pantai, Ini kelinci, dia putih
  • describing aspects of shared knowledge about Indonesia, such as by pointing to places on a map or at pictures of foods, flora and fauna, for example, Ini pulau Bali, Itu rambutan, Orang utan di pohon
  • using key words and phrases to describe aspects of a video clip, photo story, or excerpt from a television program such as Jalan Sesama (the Indonesian version of Sesame Street), for example, Huruf hari ini, huruf H

Creating

Engaging with imaginative experience by participating in responding to and creating a range of texts, such as stories, songs, drama and music.

Participate in shared reading and play-acting, and respond through singing, chanting, action and movement

[Key concepts: character, story; Key processes: playing, choral reading; Key text types: fairy tale, fable, comic, cartoon, song, rhyme] (ACLINC006 - Scootle )

  • participating in shared reading, sharing opinions and responding to questions about possibilities, for example, saya suka…; dia nakal; dia berlari
  • describing what is entertaining or appealing in imaginative texts, such as the characters, story or illustrations in books, songs, cartoons or comics, for example, Herman lucu; Saya suka si kancil
  • responding to imaginative texts such as stories, rhymes and songs through play-acting, illustrating or movement
  • participating in shared performance such as of poetry and songs
  • interacting with a character or puppet in an imaginary situation or setting, for example, Siapa nama kamu? Kamu nakal!
Use familiar words, phrases and patterns to create captions and participate in shared performances and games

[Key concept: performance; Key processes: performing, singing, dancing; Key text types: chant, song, poster, puppet show] (ACLINC007 - Scootle )

  • creating own version of a story by sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language, for example, Pada hari Senin, si ulat makan…
  • creating a new part of a text such as changing a character or adding an extra verse in a song, for example, by matching pictures and captions
  • making a shared big book based on an event, experience or shared text, for example, Ini hari kelas kita; Pergi ke kebun binatang

Translating

Moving between languages and cultures orally and in writing, recognising different interpretations and explaining these to others.

Translate familiar words and phrases, using visual cues and word lists, noticing how words may have similar or different meanings

[Key concepts: similarity, difference; Key process: noticing] (ACLINC008 - Scootle )

  • participating in shared reading of texts such as big books, and asking and answering questions about unfamiliar words and the number of words in translated texts, for example, Ada berapa kata? Apa kata ini?…sama atau tidak?
  • using visual dictionaries, word lists and pictures to translate meanings and compare similar or different meanings
  • noticing aspects of Indonesian and English that are the same, such as the alphabet and some sounds
  • discussing culture-specific words and practices (for example, mandi, guling) and terms of address, for example, Ibu/Bapak for teachers and parents
Create captions, labels and statements for the immediate learning environment in both Indonesian and English

[Key concepts: etiquette, respect, equivalence; Key processes: labelling, displaying] (ACLINC009 - Scootle )

  • writing captions, with support, for a photographic display to show parents/others about a class event or experience such as sports day or keeping a class pet, for example, Ini kelas kami di kolam renang; Ini marmot kelas kami, namanya Henry
  • as a class, writing instructions for Indonesian children on how to perform a game, noticing what can and cannot be translated easily, for example, duck duck goose
  • making own bilingual/picture dictionaries, captions, signs, labels and descriptions to convey culture-specific ideas such as sawah, sepak takraw, lapangan futbal
  • showing others how different gestures are used and discussing what they mean, for example, beckoning with all fingers and with palm down

Reflecting

Participating in intercultural exchange, questioning reactions and assumptions; and considering how interaction shapes communication and identity.

Notice what may look or feel similar or different to own language and culture when interacting in Indonesian

[Key concepts: communication, respect; Key processes: noticing, comparing] (ACLINC010 - Scootle )

  • recognising ways in which Indonesian differs from English, for example, greetings depend on the strength/position of the sun; siblings are identified in relation to position in the family (for example, Kak (older sibling)); and ways of showing politeness may differ, for example, using first name for a teacher (Ibu Lynda)
  • noticing similarities and differences in language that relates to culture, such as the names of foods and animals particular to the climate and geography; and in cultural practices, such as extended families living together and attitudes towards pets, for example, that Muslims generally don't keep dogs as pets
  • noticing and recalling information by responding to teacher prompts in Indonesian or English (for example, Kamu melihat apa? or 'What do you notice about…?') when viewing television programs, video clips of children's stories, or pictures of families, homes and schools
  • developing language to discuss aspects of language and culture, for example, terms such as 'country', 'groups of people', sama/beda, or asking in English: 'Why is…like that?'
  • describing how it feels to use Indonesian, for example, when singing a song or hearing Indonesian spoken by others
Describe aspects of self such as family, school/class, gender and language/s, noticing how these are part of one's identity

[Key concept: self; Key processes: describing, noticing] (ACLINC011 - Scootle )

  • identifying self as part of a family, class or peer group (for example, ini saya, saya dari Australia, saya laki-laki) and representing these relationships through drawing pictures or by adding captions to photos
  • describing friends and favourite places, such as who they play with at lunch, and favourite objects, for example, saya suka kucing; ini boneka saya
  • acknowledging special characteristics and talents of self and others, for example, saya pandai; dia bermain tenis
  • describing what languages they know and are learning, for example, Bisa berbahasa Indonesia

Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange.

Systems of language

Understanding the language system, including sound, writing, grammar and text.

Reproduce the sound and spelling of the vowels and the letters c (ch) and trilled r, and recognise that Indonesian is written using the Roman alphabet

[Key concept: pronunciation; Key processes: reading aloud, mimicking] (ACLINU012 - Scootle )

  • imitating Indonesian pronunciation, for example, vowels, trilled r, c (ch) and the unaspirated sounds p, t and k
  • noticing that statements, commands and questions have different intonations
  • experimenting with sounds and emphasis such as onomatopoeic words related to animal or human sounds, for example, meong or ngeong (meowing), cit-cit (tweeting), gong-gong (barking) and hacciihh (sneezing)
Recognise questions, commands and simple subject-focus sentences, and develop vocabulary for people, places and things in their personal world

[Key concepts: possession, word order; Key processes: naming, noticing patterns] (ACLINU013 - Scootle )

  • identifying people using pronouns (ibu, ayah, bapak, adik, kakak), referring to pets (anjing, kucing), and using concrete nouns for objects (buku, tas, pintu)
  • describing possession using word order in familiar phrases, for example, nama saya…, ibu saya…
  • greetings and farewelling others, for example, Selamat pagi/siang/sore/ malam, sampai jumpa
  • specifying location using prepositions, for example, di atas, di bawah, di dalam, di belakang
  • describing actions using simple verbs, for example, makan, duduk, minum, suka, tidur
  • interacting using auxiliary verbs, for example, ada, mau, tahu, boleh, bisa
  • understanding different question words and the anticipated answer, for example, siapa? (people), apa? (objects, actions), di mana? (location), berapa? (quantity)
  • using imperatives to tell others to do something, for example, Duduklah, Lipat tangan, Tepuk tangan
  • referring to numbers of things using cardinal numbers (nol-sepuluh puluh, belas)
  • describing the colour, size, shape and character of a person, place or thing using noun–adjective phrases, for example, buku merah, anjing besar, kucing kecil, bapak tinggi, saya pendek, adik lucu
  • joining words or phrases using conjunctions, for example, dan, tetapi
  • referring to things using demonstratives ini and itu, for example, Ini buku merah
  • negating verbs and adjectives using tidak
  • expressing modality, for example, mau, ingin, boleh, bisa
Understand that language is organised as 'text', and recognise features of texts such as songs, chants, labels and captions

[Key concept: text; Key processes: recognising, identifying] (ACLINU014 - Scootle )

  • recognising that sentences have parts, such as subject, verb and object
  • observing features of familiar texts such as greetings in a conversation, the chorus in a song, or rhyme in a song/poem
  • understanding that texts have a purpose, for example, recounts are ways of describing past events (Pada suatu hari…) and greeting cards can convey feelings (Saya cinta padamu)

Language variation and change

Understanding how languages vary in use (register, style, standard and non-standard varieties) and change over time and place.

Recognise that ways of greeting and addressing others may change according to cultural norms

[Key concepts: appropriateness, respect; Key processes: noticing, selecting] (ACLINU015 - Scootle )

  • knowing that different terms of address are used for teachers and friends, for example, Ibu/Bapak/kamu
  • understanding that language varies in formality depending on the people involved, for example, Hai versus Selamat pagi
  • recognising that greetings vary according to the time of day, for example, Selamat pagi/siang/sore/malam
Develop awareness that Indonesian and English borrow from each other.

[Key concept: borrowing; Key process: observing] (ACLINU016 - Scootle )

  • knowing that Indonesian and English use the same alphabet
  • recognising that Indonesian has some loan words from English, such as komputer and televisi, and that English has some from Indonesian, such as 'orangutan', 'satay' and 'sarong', with some changes in spelling
  • keeping a class record of words in Indonesian that are borrowed from other languages, including loan words from Aboriginal languages, Torres Strait Islander languages

Role of language and culture

Analysing and understanding the role of language and culture in the exchange of meaning.

Notice that the languages people use and the way they use them relate to who they are and where and how they live.

[Key concepts: norm, culture; Key process: making connections] (ACLINU017 - Scootle )

  • recognising that Indonesian is the language spoken in Indonesia, a country that is one of Australia's neighbours in a region known as 'Asia'
  • noticing similarities and differences between Indonesian and Australian lifestyles and language use, for example, tidur siang, bantal guling, bringing hands to forehead when greeting the teacher
  • exploring different cultural practices and related language use through games, for example, suten/suwitan, Semut, gajah, orang, and Hom Pim Pah
  • recognising words that reflect aspects of culture, for example, the names and sounds of distinctive flora and fauna such as orangutan, komodo and cicak, and artefacts such as the flag (sang merah-putih) and national emblem (garuda)
  • noticing that particular Australian-English terms and expressions have no equivalent in Indonesian, for example, 'koala', 'meat pie', 'farm'

Foundation to Year 2 Achievement Standards

By the end of Year 2, students interact with teachers and peers through play- and action-related language. They use greetings such as Selamat pagi/siang and respond to instructions such as Berdirilah, Masuklah through actions. Students pronounce the vowel sounds, and c (ch). They respond to questions (for example Apa? Siapa? Berapa?) with responses that include ya/tidak, verbs such as ada/mau/suka/bisa/boleh, and/or names and numbers (up to ten). They identify specific words or items in oral and written texts such as names of objects and people, and respond by using actions or drawing or labelling a picture. They present factual information at word and simple sentence level, such as lists, labels, descriptions and sharing/news reports, relying on formulaic language and modelled examples. They show comprehension and create simple texts such as a description, story or comic by matching pictures and captions. They use vocabulary related to their class and home environments. Students use simple verbs such as lari, main, makan and use the pronouns saya, kamu and Pak/Bu to address others. Students comment on similarities and differences in meanings of words, noticing that some cannot be readily translated, for example, takraw. They comment on aspects of using Indonesian and express feelings about learning Indonesian.

Students know that Indonesian is written using the same alphabet as English but that some sounds are different. They know that they communicate in English (and possibly other languages) and that Indonesian is spoken in a country called Indonesia. They identify Indonesian words that are similar to English, for example, buku, komputer and es krim. Students identify some distinctive Indonesian words such as komodo, durian and kancil. They know that language and culture are related.

Foundation to Year 2 Work Sample Portfolios

Years 3 and 4

Years 3 and 4 Band Description

The nature of the learners

At this level, children are developing awareness of their social world and memberships of various groups, including of the Indonesian class. They have developed initial literacy in English, and this assists to some degree in learning Indonesian, such as writing in the Roman alphabet. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.

Indonesian language learning and use

Learners participate orally in classroom routines and tasks, and share ideas about how Indonesian works. They respond to teacher-generated questions about texts, participate in games and give brief presentations about topics such as family, pets, or a favourite game or object. Learners follow instructions, read stories and captions, and use computer games for word building and language exercises. They participate in shared reading and create texts such as descriptions, captions and simple reports using modelled language.

Contexts of interaction

The context in which learners use Indonesian is primarily the language classroom and the school environment, with some sharing of their language learning at home. They may also have some access to Indonesian speakers and resources through audiovisual and digital technologies.

Texts and resources

Learners typically interact with teacher-generated materials, games and songs, and materials produced for learning Indonesian, such as computer games, cards and readers. They may be exposed to texts developed for children in Indonesia, such as television programs, advertisements or web pages, as a way of developing their cultural awareness.

Features of Indonesian language use

Learners are increasingly aware that Indonesian is used by millions of speakers who do not have English as their first language. They notice and question aspects of Indonesian language and culture such as sounds, gestures and word order. They are developing a wide range of vocabulary and simple conjunctions to generate their own ideas in structured tasks. They explore cultural traditions and practices and the language associated with these.

Level of support

The primary support for learners is the teacher of Indonesian, who provides instruction, explanation, examples, repetition, reinforcement and feedback. Learners create their own texts based on modelled language and teacher guidance. Supports also include word lists, pictures, body language, realia and multimedia equipment.

The role of English

Learners use Indonesian for classroom routines and structured learning tasks, and listening to and viewing Indonesian texts. They are supported by the teacher to notice and discuss aspects of Indonesian language and culture, and compare Indonesian to other known languages and cultures. English is used for class discussions when noticing, comparing and reflecting on both English and Indonesian languages and cultures.

Years 3 and 4 Content Descriptions

Using language for communicative purposes in interpreting, creating and exchanging meaning.

Socialising

Interacting orally and in writing to exchange, ideas, opinions, experiences, thoughts and feelings; and participating in planning, negotiating, deciding and taking action.

Share with peers and teacher information about aspects of personal world such as daily routines, home, and favourite objects and pastimes

[Key concepts: routine, occasion; Key processes: describing, sharing] (ACLINC018 - Scootle )

  • sharing information about self related to daily routine, family and friends, pastimes and aspects of school and home, for example, Saya tinggal di Darwin dengan keluarga saya. Rumah saya besar, Saya bermain bola basket, Saya suka es krim
  • describing items and experiences of personal significance such as birthdays, for example, hari ulang tahun
  • interacting with others, such as through greeting cards and shared digital spaces, using language related to special occasions and well-wishing, for example, Selamat Hari Ulang Tahun, Selamat Hari Raya
  • recounting events and sharing feelings with others, using modelled language, for example, Waktu saya sakit; Saya senang bermain komputer
Contribute to class activities such as solving a problem, creating a display or conducting a role-play/scenario

[Key concept: collaboration; Key processes: problem solving, participating] (ACLINC019 - Scootle )

  • participating in class routines such as taking the roll, saying the day and date, and describing the weather and the day's schedule
  • working with others to take action, such as creating a model with captions, producing a poster or invitation for a special event, or designing an Indonesian garden, for example, following instructions, Tolong ambil itu, Mari ikut saya ke…, Minta air, Ayo tanam jagung/sayur
  • preparing, rehearsing and conducting public presentations and performances, such as an Indonesian item for assembly, or a presentation about significant event
  • interacting with the teacher and peers by asking and responding to questions and generating 'small talk', for example, Apa kabar? Siapa menonton film itu?
  • participating in group activities such as role-plays, asking and responding to questions and invitations (for example, Mau ke mana?; Mau ikut?), and negotiating with others to make decisions such as choosing ways to get around in Indonesia, for example, Mau naik apa? Saya mau naik becak. Berapa ongkosnya?
Respond to questions, instructions and requests, and participate in routine exchanges

[Key concepts: respect, sopan santun; Key processes: interacting, responding] (ACLINC020 - Scootle )

  • initiating and responding to instructions and classroom routines and games, for example, Angkat tangan; Giliran saya
  • making and responding to requests (for example, Boleh pinjam…?, Permisi…), and asking for rephrasing, repetition and clarification, for example, Maaf Bu, apa artinya…? Mohon ulangi
  • contributing to preparing and displaying a set of class rules, for example, Jangan berlari di ruang kelas
  • using Indonesian for daily activities, such as creating and following Indonesian signs and instructions in the classroom and around the school

Informing

Obtaining, processing, interpreting and conveying information through a range of oral, written and multimodal texts; developing and applying knowledge.

Obtain and share information from peers and texts related to family, home, routines and interests

[Key concepts: routine, pastimes; Key processes: selecting, tabulating, categorising] (ACLINC021 - Scootle )

  • gathering information about activities of others, such as surveying peers about time spent on activities, for example, Berapa jam menonton televisi/membaca buku/bermain komputer/bermain olahraga/makan/belajar/tidur?
  • compiling information and reporting it to others, for example, making a shared class graph showing popular leisure activities during the year
  • comparing information about activities and practices across cultures, for example, reading, viewing or listening to texts related to aspects of school life such as timetables, canteen menus, extracurricular activities and sports
  • working in groups to obtain and use factual information from texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills
Present information about school and neighbourhood using tables, lists and descriptions

[Key concept: data; Key processes: informing, organising] (ACLINC022 - Scootle )

  • gathering information from home, school and local environment to present to others, for example, a display or presentation on rumah saya, di sekolah kami…
  • reporting information obtained from public texts such as brochures, signs and lists
  • presenting information about aspects of culture such as lifestyle, diet or use of transport (for example, Naik apa ke sekolah? Saya naik…), using statistics and visual supports

Creating

Engaging with imaginative experience by participating in responding to and creating a range of texts, such as stories, songs, drama and music.

Listen to, read and view creative texts such as rhymes, songs and stories, identifying characters and acting out events

[Key concepts: character, plot; Key processes: performing, recounting; Key text types: fable, legend, song, children's television] (ACLINC023 - Scootle )

  • reading, listening to and viewing texts, through shared and guided reading, and responding to questions about characters, ideas and events, including by illustrating and captioning aspects of texts
  • expressing personal opinions about and reactions to creative texts using artefacts, for example, using a puppet or mask to give an opinion about a character in a story or song
  • using movement or actions to reinforce meaning in texts such as a television program, song or game
  • sequencing texts, such as by creating a storyboard using pictures and captions
Create texts such as dialogues and stories, using formulaic expressions and modelled language

[Key concepts: humour, imagination; Key processes: presenting, creating; Key text types: play, poem] (ACLINC024 - Scootle )

  • creating texts with others for public display, such as participating in a mock talent show, performing a wayang scene or a rap, using both rehearsed and spontaneous language
  • creating texts to share with younger learners, such as big books, role-plays or comics, including digital texts such as vokis, DVDs and slideshows, for example, Harimau menangis; Kodok cari teman
  • producing individual imaginative texts such as comics, diary entries and stories using modelled language, to express own ideas and imagination

Translating

Moving between languages and cultures orally and in writing, recognising different interpretations and explaining these to others.

Translate using textual cues such as pictures, layout and key words to predict meaning, and comment on the non-equivalence of words due to cultural differences

[Key concepts: gist, meaning; Key processes: translating, predicting] (ACLINC025 - Scootle )

  • translating Indonesian texts such as public signs to understand gist and noticing how meaning changes when translating into English such as sense of politeness
  • identifying and explaining expressions which do not easily translate into English, for example, Selamat siang, Sudah mandi?
  • comparing translations of Indonesian creative works (such as an advertisement, anthem or extract of a wayang script), noticing how words such as Tanah Air, sedikit-sedikit have more than a literal meaning
Produce texts such as descriptions and signs in both Indonesian and English for the school community

[Key concepts: similarity, difference; Key processes: describing, captioning] (ACLINC026 - Scootle )

  • preparing descriptions in both Indonesian and English about familiar topics, using modelled language and choosing from word lists, and discussing differences in language with the teacher
  • creating bilingual texts for the classroom and the school community (for example, posters, songs and online newsletter items), discussing with others how to represent meaning in different languages for different audiences

Reflecting

Participating in intercultural exchange, questioning reactions and assumptions; and considering how interaction shapes communication and identity.

Communicate in Indonesian using routine phrases and expressions, recognising that such language reflects cultural practices and norms

[Key concepts: politeness, etiquette; Key processes: experimenting, connecting] (ACLINC027 - Scootle )

  • recognising differences between Indonesian and English ways of showing politeness, for example, making requests and expressing gratitude (Tolong…, Terima kasih, Boleh saya…?), and recognising what may be viewed as impolite, such as pointing with the forefinger, folding arms, touching someone's head, or blowing nose with handkerchief and keeping it in your pocket
  • trying out respectful gestures such as bending when passing between people, nodding while greeting others, and using a soft handshake when meeting others
  • participating in interactions associated with particular Indonesian practices, for example, etiquette associated with eating such as waiting to be invited to eat (Silahkan makan) and not eating with left hand
  • noticing how own language influences expectations about Indonesian language, for example, perceiving word order as 'back to front' compared to English, wanting to use one word for 'you', feeling the need to say 'thank you' often
  • discussing how Australian terms and expressions might be understood from an Indonesian perspective, for example, 'bushwalking', 'kick a footy' or 'lamington'
Interact with others and noticing how identity matters, such as in use of terms of address, who and what is included, and what language is used

[Key concept: membership; Key processes: interacting, noticing] (ACLINC028 - Scootle )

  • sharing personal details with others and making choices about what aspects of identity to include, for example, Saya berasal dari… Saya berumur…, tahun, Saya anggota klub…, Saya anak ke…di keluarga saya
  • designing visual representations of relationships to others and memberships of groups, for example, using a concept map, poster or slide presentation with captions to show friendships, family, teams and interest groups
  • comparing own 'family culture' with that of peers and considering how family can impact on identity, offering reasons for similarities and differences, for example, Bapak saya suka sepeda motor. Saya juga!
  • interacting in Indonesian with others beyond the classroom, for example, using it as a secret code with friends, showing off their language skills to teachers, and teaching parents and siblings words, phrases and songs
  • creating a self profile such as an avatar or montage with self-introduction, and making choices about the design, content and language used

Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange.

Systems of language

Understanding the language system, including sound, writing, grammar and text.

Recognise and reproduce pronunciation conventions, including loan words from English and intonation for questions, statements and commands.

[Key concept: intonation; Key processes: imitating, discriminating sounds] (ACLINU029 - Scootle )

  • making connections between Indonesian and English sounds, for example, c is the ch sound in 'cheese'; g is the hard g in 'gun' but never soft as in 'germ'; k is a soft sound if it appears at the end of a word as in tidak, kakak
  • knowing that using the imperative form -lah with appropriate intonation softens its force and shows consideration, for example, Berbarislah, Angkatlah tangan
  • recognising different intonation for statements and questions, for example, Kamu suka apel (with falling intonation) and Kamu suka apel? (with rising intonation)
  • identifying onomatopoeic words such as those related to transport, for example, tut-tut (car horn), brum-brum (bus), jes-jes (puffing train), kring-kring (bike bell)
Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary related to personal and social world

[Key concepts: action, sequence; Key processes: describing, relating, predicting] (ACLINU030 - Scootle )

  • describing people and animals using pronouns, gender and adjectives of character, for example, dia, mereka, teman, kakak laki-laki, adik perempuan, kakek, nenek; kaki, tangan, mata; kucing, marmot, burung; gemuk, kurus, tinggi, senang, sedih, marah; and describing weather using adjectives such as panas, dingin, hujan, mendung, cerah
  • describing places (for example, kolam renang, taman, toko, pantai, sekolah, rumah, desa, gereja, pura, mesjid) and movement using prepositions (for example, dari, ke, dengan, pada) and adjectives, for example, kiri, kanan
  • describing objects using concrete nouns related to home, school and local environment, for example, forms of transport (sepeda, mobil, bis, kereta api, becak, delman, dokar, bendi) and items such as foods (semangka, kelapa)
  • describing quantity using cardinal numbers (puluh, ratus) and ordinal numbers using ke- prefix, and making plurals by duplicating, for example, buku-buku
  • describing actions using simple base verbs (for example, tinggal, bangun, mandi, naik) and ber- verbs, for example, bermain, berjalan, bersepeda, berenang
  • recognising imperatives, for example, Angkat tangan, Buka bukumu, Ayo cepat!
  • seeking information using questions, for example, kapan, dari mana, ke mana?
  • linking ideas using conjunctions, for example, karena, tetapi
  • locating events in time (for example, hari ini, kemarin, besok, sudah, belum) and using days of the week and months, for example, Pada hari…
  • understanding the rules for subject-verb-object sentence construction (for example, Saya tinggi, Saya bermain…, Saya makan…) and possessive word order, for example, Adik laki-laki saya…, Tas teman Herman…
  • giving praise, gratitude and encouragement, for example, coba, Bagus sekali!, terima kasih banyak
  • recognising that the same rules of punctuation apply as in English, for example, using capital letters and full stops for sentences
Recognise that texts such as stories, games and conversations have particular features

[Key concept: genre; Key processes: observing patterns, distinguishing] (ACLINU031 - Scootle )

  • recognising language features typically associated with texts, for example, the use of imperatives in games and time markers in stories
  • comparing features of different text types, for example, differences in purpose or in the amount and kinds of language between a conversation and a story
  • noticing differences between written and spoken texts (for example, comparing a written story with a spoken version), or comparing how texts within the same mode can differ, for example, a birthday card and an email message

Language variation and change

Understanding how languages vary in use (register, style, standard and non-standard varieties) and change over time and place.

Understand that language varies according to age, gender and social position, such as place in the family

[Key concept: status; Key processes: observing, comparing] (ACLINU032 - Scootle )

  • noticing differences between formal and informal language such as greetings (Hai for friends and Selamat pagi… for adults), or that Ibu/Bapak replaces 'you' when speaking to adults and that kamu is not appropriate
  • comparing advertisements, such as for games or toys, for different age groups and genders
  • recognising appropriateness of gestures to accompany language when addressing teachers, friends or visitors to school
  • analysing how the language of texts such as invitations and greeting cards can vary depending on the occasion and the degree of closeness of the relationship between people
Recognise that Indonesian is the official language of Indonesia and is one of many languages in the Asia-Pacific region

[Key concept: official language; Key process: understanding] (ACLINU033 - Scootle )

  • understanding that Indonesian is a standardised language and is used in official contexts such as for government, the media and education and that it also borrows from other languages, often with modified spelling (for example, televisi, komputer, kursi, topi, telepon, kecap)
  • identifying examples of how Indonesian has influenced Australian English (for example, 'sarong', 'gong', 'satay', 'batik', 'orangutan')
  • showing awareness of Indonesian as a 'real' language in use in the world, one of multiple languages in the Asia-Pacific region and in the Australian community

Role of language and culture

Analysing and understanding the role of language and culture in the exchange of meaning.

Make connections between cultural practices and language use, such as specific vocabulary and expressions

[Key concept: diversity; Key processes: comparing, connecting] (ACLINU034 - Scootle )

  • noticing how gestures differ between cultures, for example, Indonesian people beckon with palm down and moving all fingers
  • understanding that meanings of facial expressions can vary across cultures and that the same expression can convey various emotions, for example, in Indonesia smiling may also reflect confusion, shyness, nervousness, embarrassment or offence
  • showing awareness that language carries cultural ideas, for example, upacara compared to 'assembly'; padi/beras/nasi compared to 'cooked/uncooked rice'; and kaki lima, becak, and warung and congklak, which have no equivalent in English
  • recognising character traits and values in Indonesian stories, for example, animal heroes in fables are native animals in Indonesia, Si Kancil and Harimau, and comparing these to familiar Australian stories
  • analysing which aspects of own language use might seem 'strange' from an Indonesian perspective and why, for example, practices such as barbecuing and Australian Rules football, and names for native animals, currency and foods

Years 3 and 4 Achievement Standards

By the end of Year 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for example, tidak). Students follow instructions (such as Duduklah or Bukalah bukumu), make requests and respond with actions. They respond to questions such as Di mana? Kapan? Apakah?, by using simple phrases. They engage with texts, relying on graphics, key words and examples to support understanding, and respond using formulaic language. Students present factual information in texts through, for example, describing, listing and using tables. They work with modelled language to create their own texts, such as sequencing pictures and statements to create a comic and using word lists to complete a paragraph or simple story. Students use vocabulary related to school (such as buku, pensil, kursi), home (such as rumah, kamar, mobil) and some interests (such as suka main komputer, berenang, naik sepeda) to create simple informative and descriptive texts. They describe amounts using cardinal numbers with belas and puluh, and create plurals by doubling nouns. Students state preferences using Saya [tidak] suka…, and use adjectives, including adjectives of size and colour (for example, besar, merah, tinggi, lucu), following the noun. They create subject-focus sentences, and use simple possessive word order such as teman saya or rumahnya, the prepositions di and ke, and the conjunction dan. Students translate texts using word lists and dictionaries, identifying words and expressions that do not have word-to-word equivalence, such as 'footy' or becak. They observe how language use, including their own, is influenced by culture and notice how it can influence intercultural experiences.

Students differentiate statements from questions according to intonation. They state that possessive word order in Indonesian differs from English. Students know that language use varies according to who is using it and with whom such as kamu for friends and Bu/Pak for teachers, and that some terms have specific cultural meanings, such as pronouns derived from family terms (for example, Bapak/Pak, Ibu/Bu). They make comparisons between Indonesian and English, particularly identifying similarities and differences in cultural practices related to daily routines and special occasions.

Years 3 and 4 Work Sample Portfolios

Years 5 and 6

Years 5 and 6 Band Description

The nature of the learners

Students are expanding their social networks, experiences and communication repertoire in both their first language and Indonesian. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining awareness of the world around them and the proximity of Indonesia to Australia. Learners are noticing similarities and differences between Indonesian language and culture and their own.

Indonesian language learning and use

Learners use formulaic phrases in Indonesian to participate in classroom routines, presentations and structured conversations with the teacher and peers. They focus on aspects of their personal world and are introduced to content related to Indonesia and other learning areas. Learners develop oral language through scaffolded tasks and texts such as songs, descriptions and stories. They extend their oral fluency by focusing on sentence-level intonation and stress.

In pairs and as a class, learners read texts such as signs, posters, scripts, lyrics and instructions (for example, for recipes or games). They are learning to apply their knowledge of key words and textual features to predict the meaning of unfamiliar language. Learners use modelled language to create texts such as a class story, script or contribution to a wiki space. They require opportunities to extend their language use by expressing ideas through expanding and connecting sentences.

Contexts of interaction

Learners use Indonesian to interact with the teacher and classmates, and may use technology to communicate with peers in Indonesia. Tasks are typically structured, collaborative and at times competitive, such as a group performance, class display or games. Learners may notice use of Indonesian in the community, such as in the media.

Texts and resources

Learners engage with a range of published texts such as readers, songs and computer games, as well as those prepared by the teacher of Indonesian, including language exercises, games and presentations. In addition, learners gain exposure to Indonesian language and culture through texts created for the Indonesian community, such as websites, music clips and television programs.

Features of Indonesian language use

Learners are expanding their knowledge of vocabulary and sentence construction. They develop a range of ber- verbs, simple conjunctions and prepositions, noticing that sentences follow a similar word order to English, apart from possessive pronouns and adjectives. They need to develop a metalanguage for describing aspects of Indonesian language and how it works. They are increasingly aware of the connection between language and cultural practices (for example, tawar-menawar, selamatan) and compare such connections to their own language and culture.

Level of support

Supports provided by the teacher at this level include explicit instruction, description, and comparison of Indonesian and English, modelled language use and examples of texts, and feedback on student work. Learners need practice and guidance in using dictionaries and access to word charts, vocabulary lists and examples when translating and creating texts.

The role of English

Indonesian is used for classroom routines and language learning tasks and may be used as the language of instruction for learning the content of other learning areas. The language of response varies according to task demands, with Indonesian used primarily for communicating in structured and supported tasks, and English (and other known languages) used for open-ended, comparative tasks that develop learners' understanding of language and culture.

Years 5 and 6 Content Descriptions

Using language for communicative purposes in interpreting, creating and exchanging meaning.

Socialising

Interacting orally and in writing to exchange, ideas, opinions, experiences, thoughts and feelings; and participating in planning, negotiating, deciding and taking action.

Interact with peers to describe aspects of daily life, school, friends and pastimes

[Key concepts: friendship, leisure; Key processes: corresponding, interacting] (ACLINC035 - Scootle )

  • giving opinions about aspects of personal world such as likes and dislikes, interests and leisure activities, for example, saya lebih suka bermain futbal daripada sepak bola
  • describing significant people such as family members, friends and teachers, their relationship, physical appearance and characteristics/qualities, for example, Teman saya baik hati dan lucu
  • recounting experiences with family and friends, for example, Saya suka berbelanja dengan teman saya pada hari Sabtu
  • sustaining interactions with others by using strategies such as asking questions, for example, Oh begitu, ya, maaf? Dan kamu?
Collaborate with peers to plan and conduct a shared event or activity such as hosting a class guest or working with a buddy class

[Key processes: planning, organising, negotiating] (ACLINC036 - Scootle )

  • engaging in shared tasks which involve planning, collaborating and evaluating, for example, performing an Indonesian item at assembly, or creating a warung for a school open day
  • organising and taking on roles with others, for example, preparing for an Indonesian Day, writing a newsletter item, reading with a buddy student
  • making invitations and arrangements for a shared event or experience, for example, a class party, an Indonesian visitor or a film afternoon
  • participating in role-plays of purchasing goods and services, such as bargaining scenarios, buying souvenirs, or ordering food at a kaki lima/warung
  • exchanging currency, noticing the respective values of each, and using Indonesian rupiah to carry out real or simulated transactions
  • participating in sourcing goods and services, noting where these can be found and the different purchasing processes and language involved, for example, fixed prices (Harga pas) and negotiable prices (Boleh tawar?)
Participate in classroom interactions and structured tasks by asking and responding to questions, seeking permission and expressing preferences

[Key concepts: collaboration, responsibility; Key processes: requesting, interacting] (ACLINC037 - Scootle )

  • asking and responding to questions, and asking for repetition or clarification, for example, Sekali lagi, Bu, Maaf, Bu, saya tidak mengerti, Di mana kata itu?
  • responding to instructions and commands, for example, Masuklah, Bukalah laptop kamu, Jangan lari, Tulislah di bukumu, Bacalah lebih keras, Berdirilah di depan kelas, Dengarkanlah, Ulangilah
  • asking permission, for example, Boleh saya ke WC?, Boleh pinjam kamus/penggaris/pena merah?
  • giving advice and reminders to peers, for example, Pakailah sepatumu, Kamu harus menulis di bukumu, Jangan bercakap-cakap

Informing

Obtaining, processing, interpreting and conveying information through a range of oral, written and multimodal texts; developing and applying knowledge.

Locate, classify and compare factual information from texts about aspects of daily life and significant events across cultures

[Key concepts: lifestyle, event; Key processes: classifying, comparing] (ACLINC038 - Scootle )

  • identifying information in texts such as advertisements, conversations, brochures and announcements, and sharing this information with others in another format, for example, presenting a chart of favourite television programs or computer games
  • reading texts and extracting key points about an issue or topic (such as housing, living in the city or a rural area, types of activities for young people and their daily routines), and discussing information with peers, Anak itu tinggal di kampung…
  • reading, viewing and listening to texts to research information about concepts related to other learning areas such as the Arts, Humanities and Science
  • identifying and comparing perspectives about information in spoken and written texts , for example, Apakah informasi ini benar?, Informasi ini dari mana?, Siapa yang menulis teks ini?, Berapa orang setuju?
Convey information about aspects of language and culture using diagrams, charts, timelines, descriptions and guided reports

[Key concept: literacy; Key processes: describing, reporting] (ACLINC039 - Scootle )

  • presenting factual information related to cultural activities and events of significance, for example, daily routines, celebrations, sporting events and concerts
  • conveying information about activities and environment using a range of text types and modes, for example, a report about an excursion for a school newsletter, a class website, a short documentary about the neighbourhood/region
  • using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
  • reporting information (for example, about city and village life) based on own or group research, and supporting the information with photos, illustrations, captions or diagrams

Creating

Engaging with imaginative experience by participating in responding to and creating a range of texts, such as stories, songs, drama and music.

Engage with texts such as cartoons, dialogues and fairy tales, and respond by describing aspects such as characters and actions

[Key concepts: fact, fiction; Key process: describing; Key text types: story, script, cartoon] (ACLINC040 - Scootle )

  • recalling and/or illustrating main characters and events in texts, for example, responding to questions (Siapa?, Di mana?, Berapa lama? Apa?) about a story or song
  • conveying understanding of plot and sequence in texts, such as by re-creating the sequence using a storyboard, labelling key events or creating a timeline
  • discussing reactions to texts such as stories, television programs and songs that reflect contemporary Indonesian values such as respecting parents, appreciating diversity or being a good friend
  • discussing key messages in creative texts, such as the moral of a fable/story, an idea or value in a song, or a quality of a character (cerdik, sombong, baik hati)
  • responding to a creative text by manipulating the original text to create a new version, for example, resequencing events, adding a new element, changing the location or creating an alternative ending
  • writing a review, using modelled language, of a song, story, comic or television program
Compose and perform texts such as a skit, rap or video clip, based on a stimulus, concept or theme

[Key concepts: imagination, drama; Key processes: performing, composing; Key text types: dialogue, narrative] (ACLINC041 - Scootle )

  • composing texts for own and others' enjoyment and interest, for example, a description of an imaginary character, animal or event
  • creating texts to share with others, for example, a commercial for a new product, a short film or rap, or a poster for an imagined event
  • creating a poem, rap or song, experimenting with rhyme and rhythm, for example, writing a shape or acrostic poem, or a song about sport (Tim saya hebat!)
  • performing or presenting own texts, for example, a photo story, advertisement or rap

Translating

Moving between languages and cultures orally and in writing, recognising different interpretations and explaining these to others.

Translate texts from Indonesian to English and vice versa, selecting from possible choices to create appropriate meaning

[Key concept: meaning; Key processes: translating, selecting] (ACLINC042 - Scootle )

  • comparing translations of written texts from English into Indonesian and from Indonesian into English, such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • suggesting ways to modify some terms and expressions that do not translate directly and considering how this may affect text length, style and word choices
  • interpreting meanings in Indonesian texts by 'reading' the context, for example, the phrase Ayo cepat! may be encouraging or scolding depending on who uses it and why
Create for the school community simple bilingual texts such as reports, instructions and games

[Key concept: equivalence; Key processes: comparing, modifying] (ACLINC043 - Scootle )

  • producing recounts of events and experiences, such as articles for a newsletter or captions for a photo story, and comparing choices available in both languages
  • performing a role-play or skit for an audience such as parents or younger students, providing an explanatory English commentary, for example, explaining the use of specific terms or gestures
  • creating bilingual texts for the school community, such as a virtual tour for a school website or signs illustrating acceptable/unacceptable actions and gestures, for example, kissing, hugging or staring
  • interpreting aspects of oral texts in Indonesian for others, for example, providing a commentary on an Indonesian item at an assembly, or explaining a dialogue or game at a languages evening
  • preparing bilingual versions of a text, noticing what differs and explaining why particular language may have been added or omitted, and how the meaning may have changed

Reflecting

Participating in intercultural exchange, questioning reactions and assumptions; and considering how interaction shapes communication and identity.

Engage in intercultural experiences, describing aspects that are unfamiliar or uncomfortable and discussing own reactions and adjustments

[Key concepts: reaction, strangeness; Key processes: accommodating/rejecting, suggesting] (ACLINC044 - Scootle )

  • comparing the impact of gestures across cultures (for example, beckoning by pointing with index finger or with palm down, touching top of head, or laughing loudly) and noticing own comfort with these
  • describing ways of showing politeness, for example, giving an answer that may be incorrect as a way of saving face, or using body language such as smiling often
  • recognising and exploring aspects of own language use that reflect own cultural perspective and experiences, for example, references to climate and environment, animals, activities and routines such as chores; celebrations and events such as school camp, Easter and Anzac Day; and expressions such as 'g'day', 'howzat' and 'morning tea'
  • noticing the impact of own assumptions about Indonesian people and culture when engaging with texts (such as being surprised if dogs are kept as pets, or assuming that all Indonesians live a subsistence lifestyle), and considering what assumptions Indonesians might hold about Australian people and culture
Share experiences of learning and using Indonesian, and comment on aspects that have been accepted or rejected and how this has impacted on own identity

[Key concepts: belonging, identity; Key processes: recording, evaluating] (ACLINC045 - Scootle )

  • monitoring own development as a learner of Indonesian, for example, recording learning and reflections in blogs, learning log or journal
  • comparing with peers experiences of learning Indonesian, and considering any impact on own identity, for example, noting own reactions when others such as teachers or extended family ask about learning Indonesian
  • creating texts that express their own identity, including their identity as a learner of Indonesian (for example, personal emblem/motto, poster, profile, photo journal, or caricature/self-portrait), and reflecting on how these may be understood from an Indonesian perspective
  • considering how own upbringing and experiences impact on their assumptions in intercultural interactions (for example, notions of leisure and free time, pocket money, backyard with swimming pool), and whether these assumptions have changed in the process of learning Indonesian

Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange.

Systems of language

Understanding the language system, including sound, writing, grammar and text.

Notice pronunciation of phonemes such as ng/ngg/ny, and notice the difference in pronunciation of loan words from English

[Key concepts: loan, emphasis; Key processes: experimenting, predicting] (ACLINU046 - Scootle )

  • comparing different pronunciation of phonemes in the middle of words (ng, ngg, dengan, tangan, tinggal, tanggal), and intonation of polysyllabic words, for example, mendengarkan, berbelanja, berselancar
  • noticing the phonemes ny and ng at the beginning of words, for example, nyamuk, Nyoman, ngantuk
  • recognising the Indonesian pronunciation of loan words from English (for example, komputer, roket system), and applying conventions to unfamiliar loan words
  • understanding how to use emphasis to enhance meaning, for example, extending the stress on word endings (besarrr, takuuuut)
Understand how to express actions and events in time and place using prepositions, and continue to expand knowledge of ber- verbs and vocabulary

[Key concepts: time, place; Key processes: applying, understanding] (ACLINU047 - Scootle )

  • referring to people and things using pronouns (for example, kami, kita, kamu semua paman, bibi, sepupu, ibu tiri) and concrete nouns, such as those related to food and drink (for example, sambal, rendang, es kelapa muda), and indicating possession using -nya, mereka, kami/kita
  • describing locations, for example, kota, restoran, bioskop, warung, pasar
  • referring to relationships between people and things using prepositions, for example, untuk, kepada
  • describing actions using ber- verbs (for example, berselancar, berbicara) and me- verbs, for example, menonton, melihat, menjual, mendengarkan, membeli, memakai
  • knowing how to direct others using imperatives (for example, jangan, dilarang) and invite others using polite forms, for example, -lah, Silahkan
  • seeking information and explanation using question words, for example, Berapa lama? Untuk apa?, Dengan siapa?, Dengan apa?
  • describing character and qualities using adjectives, for example, menarik, bosan, enak, bodoh, pandai, rajin, nakal, mahal, murah, sakit, capai, segar
  • indicating location in time using pada and place using di and atas, dalam, belakang
  • describing frequency using adverbs, for example, selalu, sering, kadang-kadang
  • creating cohesion using conjunctions, for example, lalu, sebelum, sesudah
  • expressing reactions with exclamations, for example, kasihan!, hebat!, asyik!
  • comparing and evaluating using comparatives and superlatives, for example, lebih…daripada, paling…
  • extending subject-focus construction by adding preposition or adverb to subject-verb-object word order, for example, Saya menonton film di bioskop, Pada hari Minggu saya berselancar dengan bapak di pantai
Develop understanding of how grammatical structures and rules influence textual organisation

[Key concept: coherence; Key processes: connecting, applying] (ACLINU048 - Scootle )

  • noticing that different text types have a different register, for example, Bapak-Bapak dan Ibu-Ibu (speech), kamu semua (dialogue with peers), Anda (advertisement) , Yth (email or letter to someone in authority)
  • analysing how different text types use linguistic features to create effects, such as superlatives in advertisements designed to persuade (terbaru, paling sehat), the imperative in signs designed to advise or prohibit (Dilarang), salutations in emails designed to maintain relationships (yang baik, salam dari), and declaratives in announcements designed to inform (Minggu depan pada waktu…)

Language variation and change

Understanding how languages vary in use (register, style, standard and non-standard varieties) and change over time and place.

Develop awareness that language use reflects different contexts, purposes and audiences

[Key concepts: social distance/intimacy, context; Key processes: analysing, predicting] (ACLINU049 - Scootle )

  • recognising that there are linguistic choices available to vary the level of politeness in interactions, such as when giving instructions, for example, duduk, duduklah, silakan duduk
  • observing how language use reflects respect and social distance, such as making requests with different levels of formality (Minta, Mohon, Boleh, Bolehkah?), showing respect for authority figures (Pak Guru, Mas, Mbak), and expressing familiarity with friends such as by using nicknames (nama panggilan)
  • reflecting on how language varies depending on the situation, for example, ordering a meal in a fast food restaurant, Satu paket… compared to a dine-in restaurant, Minta segelas air, Bu
Recognise that Indonesian contains influences from other languages, such as regional and foreign languages

[Key concepts: change, borrowing; Key processes: identifying, discussing] (ACLINU050 - Scootle )

  • noticing how Indonesian is influenced by other languages and cultures, such as the influence of foreign languages in words for food, music and sport, for example, wortel, bakso, kriket, tenis, musik pop, musik klasik
  • keeping a class record of borrowings from regional languages, such as hangat (Minangkabau), batik (Javanese), juara (Sundanese)
  • noticing the use of loan words from English in texts such as advertisements and television programs to suggest values such as 'modern', 'sophisticated' and 'educated', for example, paket family, berinternet, koneksi bisnis

Role of language and culture

Analysing and understanding the role of language and culture in the exchange of meaning.

Recognise that language and culture are integral to the nature of identity and communication

[Key concept: assumptions; Key processes: exploring, examining connections] (ACLINU051 - Scootle )

  • recognising that texts such as stories have a social and cultural purpose, and comparing values depicted in texts, for example, the moral of a story such as 'Cinderella' compared to that of Bawang Putih dan Bawang Merah
  • noticing how Indonesians describe self, such as often including regional language, ethnic group and religious affiliation
  • understanding that Indonesian as a national language enables communication across diverse groups of people and languages, and is part of national identity
  • recognising generalisations and stereotypes about cultural groups (for example, 'all Indonesians are Muslim'), and noticing that the reality is more complex and varied
  • considering connections between language and culture in own experiences and perspective, such as how own language use reflects cultural practices, for example, participating in outdoor activities such as sports

Years 5 and 6 Achievement Standards

By the end of Year 6, students use Indonesian to convey information about themselves, their family and friends, and daily routines and activities. They locate specific details and use familiar words and phrases to predict meanings in texts. They respond to and create texts to describe and share factual and imaginative ideas and experiences, using formulaic phrases and modelled language. Students produce ng/ny/ngg sounds, and apply knowledge of pronunciation and spelling to predict the sound, spelling and meaning of new words. They ask and respond to questions using Apa?, Siapa? Berapa? and Di mana?, and interact spontaneously with peers in discussions on familiar topics. Students use subject-focus construction with a range of ber- verbs (such as bermain, berjalan, bercakap-cakap, berenang) and formulaic me- verbs (such as membaca, mendengarkan, menonton). They express numbers using ratus and ribu, and describe character and appearance using noun + adjective word order, (for example, Rumah Budi besar; Dia tinggi dan lucu). Students use possessive word order (for example, Nama teman saya…) and describe events in time using pada with whole numbers and days of the week. They use prepositions (such as di atas/dalam/belakang), and conjunctions (such as karena and tetapi). They translate texts, relying on key words and formulaic expressions, describing how meanings may vary across languages and cultures. Students identify aspects of language use that relate to people's (including their own) cultural perspectives and experiences.

Students know that Indonesian is a language system that has rules, and that word order in (subject-focus) sentences is similar to English. They identify features of texts such as adjectives in descriptions, superlatives in advertisements and imperatives in signs. Students know that language use varies according to age, relationships and situation, particularly in relation to terms of address and the nature of what is discussed. They identify loan words from English and their Indonesian spelling (televisi) and pronunciation (kriket). They describe similarities and differences between aspects of language and culture, such as celebrations (for example Idul Fitri and Hari Ulang Tahun), leisure (for example, takraw, bulu tangkis) and the environment (for example, desa, hutan). Students know that in both Indonesian and English some terms and expressions reflect culture-specific items and practices (for example, Selamat siang, mandi, guling) that cannot be directly translated.

Years 7 and 8

Years 7 and 8 Band Description

The nature of the learners

These years represent a transition to secondary school, and students in this pathway are continuing to study Indonesian, bringing with them a capability to communicate, with some assistance, about their immediate world and Indonesia. They have experience in analysing the major features of the language system and in considering intercultural exchanges, including their role in these.

Indonesian language learning and use

Learners interact using Indonesian in classroom routines and communicative tasks. They give presentations and participate in dialogues, with some preparation and support, such as cue cards. They respond to short texts in Indonesian, locating specific details and gist. Learners are extending the range and quality of their writing through increased vocabulary and grammar knowledge, and by drafting and editing their own work and that of their peers. They recognise text-type features and use models to create a range of texts, including descriptions, recounts and reflections.

Contexts of interaction

The primary context for learning remains the Indonesian language class; however, there may be opportunities for interacting with peers in Indonesia and with other learners of Indonesian, such as through technology and sister school relationships. Learners may be exposed to Indonesian speakers, media and community events.

Texts and resources

Learners engage with a range of increasingly complex texts specifically designed for learning Indonesian in schools, such as textbooks, videos, stories and online resources. Use of authentic texts created for the Indonesian-speaking community, such as songs, films (with subtitles), websites, advertisements, and excerpts from stories, provides opportunities to extend learners' understanding of language and culture.

Features of Indonesian language use

Learners are extending their grammatical knowledge, such as how language structures and features are used in texts. They are increasingly aware of connections between language and culture, noticing, for example, degrees of formality in language use according to social relationships. Learners are exploring cultural concepts evident in Indonesian, such as gotong-royong, jam karet and selamatan, and comparing them to concepts in their own language and culture. They are learning to reflect on their own language and culture and how identity impacts on intercultural experiences.

Level of support

Learners require modelled language use, particularly at the paragraph and whole-text levels, and explicit instruction in grammatical knowledge, with comparison between English and Indonesian. They need support in using dictionaries, particularly in determining base words and choosing appropriate meanings for the context. Learners continue to access word lists, charts and examples to support their receptive and productive language use.

The role of English

Indonesian is used for classroom interaction, language learning tasks and experiences, and, with support, reflection on learning. Indonesian may be used for learning new content drawn from other learning areas. English is used for analysis, comparison and reflection in relation to abstract concepts.

Years 7 and 8 Content Descriptions

Using language for communicative purposes in interpreting, creating and exchanging meaning.

Socialising

Interacting orally and in writing to exchange, ideas, opinions, experiences, thoughts and feelings; and participating in planning, negotiating, deciding and taking action.

Engage with others to exchange ideas, experiences and interests

[Key concepts: milestone, experience; Key processes: exchanging, connecting] (ACLINC052 - Scootle )

  • exchanging opinions about family, friends, teachers, subjects, entertainment, sport and leisure, for example, Saya rasa guru ideal pandai, rajin dan humoris, Saya pikir menonton kriket di televisi membosankan, Sudah pernah ke pulau Lombok
  • comparing aspects of personal world such as school or home life, for example, Tugas saya memelihara anjng, Setiap hari kami berdoa
  • recounting significant events, special occasions and milestones, for example, tahun lalu saya berlibur ke Bali dengan keluarga
  • interacting in class activities and (electronic) games, for example, playing sepak bola/takraw using menang, ke sini, curang
  • socialising with friends and family at events, including chatting about school or holidays, for example, Bersekolah di mana? Suka bermain olah raga?
Take action to make plans, solve problems and address needs such as through corresponding and transacting in real or simulated situations

[Key processes: planning, inviting, transacting] (ACLINC053 - Scootle )

  • organising class events, such as holding a lunch, party or performance (for example, Mau makan apa?, Kita pergi ke mana?, Hari apa yang paling baik?), and negotiating and making decisions, for example, Bagaimana kalau kita…?, mungkin kalau kita bisa…
  • corresponding with peers, including via technology, asking and responding to questions to seek information or clarification, for example, Jam berapa mengerjakan PR?, Bagaimana rumah kamu? Suka band yang mana?
  • expressing preferences for plans (for example, ide bagus, saya setuju), comparing and contrasting alternatives (for example, Kalau kita ke restoran Jawa lebih murah, Saya pikir lebih baik kalau kita pergi pada hari Rabu karena…, Sebaiknya kita…) and agreeing or disagreeing, for example, saya kurang suka…
  • responding to invitations to events by accepting (for example, Ya, mau ikut), declining (for example, sayang/maaf…), and giving excuses, for example, Saya harus ke rumah nenek
  • participating in collaborative projects, such as arranging an excursion or creating a short documentary, for example, Daerah setempat kami
  • participating in transactions and negotiations, such as to purchase food, clothing, souvenirs or transport (for example, Berapa harganya? Boleh tawar?), maintaining the interaction (for example, aduh, terlalu mahal, di toko lain lebih murah) and discussing issues such as relative cost and wages
Interact with others by making requests, seeking clarification, checking understanding and expressing opinions

[Key concept: interaction; Key processes: requesting, clarifying] (ACLINC054 - Scootle )

  • asking for clarification, such as how to spell a word (for example, Bagaimana ejaannya, Pak?) or asking for meaning, for example, Apa arti kata itu?
  • apologising and making requests, for example, Maaf saya terlambat Bu, Boleh saya ke kantor?, Tolong jangan dihapus Pak, saya belum selesai
  • giving help and responding to instructions, for example, Giliran kamu, Klik di bawah, Bu
  • asking and responding to closed and open-ended questions, for example, Tanggal berapa tes Bahasa Indonesia?, Bagaimana sekolah di Indonesia?

Informing

Obtaining, processing, interpreting and conveying information through a range of oral, written and multimodal texts; developing and applying knowledge.

Identify, summarise and evaluate factual information related to topics of interest such as leisure, food and diet, entertainment and special occasions

[Key concept: data; Key processes: summarising, evaluating] (ACLINC055 - Scootle )

  • gathering data from class surveys, social networking profiles, realia and charts to use in own texts, for example, synthesising information for a report or presentation
  • listening to, reading and viewing (digital) invitations, cards and messages, and responding to them
  • engaging with simple texts such as magazines, interviews, announcements and websites to gather facts about events or people, and reporting information to others, for example, using a timeline to show a sequence of events or create a profile of a famous Indonesian
  • analysing and summarising information from reports, posters, websites, itineraries and brochures, using tools such as concept maps and tables to organise and present information
  • comparing details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations
Give presentations to describe, compare and report on experiences and topics of interest

[Key concepts: leisure, travel; Key processes: summarising, reporting] (ACLINC056 - Scootle )

  • creating texts such as notices, brochures and posters to inform others about issues and upcoming events, for example, Hari Selasa, Warung lumpia, di samping kantin, jam 1
  • organising information for an Indonesian audience, for example, creating a presentation to explain sport and leisure activities (Main ski air) or video recording a cooking demonstration
  • reporting on own and others' experiences of events such as school camp, a holiday or concert, or playing a new computer game

Creating

Engaging with imaginative experience by participating in responding to and creating a range of texts, such as stories, songs, drama and music.

Respond to aspects of imaginative texts by expressing opinions and feelings about them and comparing these with imaginative texts in own language and culture

[Key concepts: moral, humour; Key processes: comparing, reviewing; Key text types: story, song, play] (ACLINC057 - Scootle )

  • expressing personal opinions about ideas in texts such as traditional and contemporary stories and excerpts from films or video clips, for example, Menurut pendapat saya, Saya pikir (bahwa), Saya rasa, Saya suka/tidak suka…
  • stating personal preferences about characters, attitudes and events in texts (for example, Saya paling suka/lebih suka/kurang suka…), including commenting on reactions, for example, Dia ganteng tetapi kurang sopan, Saya kurang suka gurunya karena jahat, Bapak Mira sangat lucu karena sering bercanda
  • comparing key messages and beliefs from Indonesian and Australian texts such as creation and Dreaming stories, fables, myths and legends
  • exploring ideas and values represented in popular culture forms across cultures, such as game shows, soap operas, songs/music clips and computer games, and commenting on similarities and differences, for example, Isu-isu remaja sama di Indonesia; Lingkungan sangat penting di Indonesia dan Australia
Compose individual and shared texts about imagined people, places and experiences, in order to entertain others

[Key concepts: amusement, imagination, admiration, journey; Key processes: composing, collaborating, performing; Key text types: recount, advertisement, cartoon] (ACLINC058 - Scootle )

  • creating texts to entertain peers and younger audiences, for example, digital big books, short films with subtitles, comics, wayang plays, posters for a film or websites for a fan club
  • creating the next scene, a new character or an alternative ending for Indonesian fiction texts such as a story, drama or film script
  • participating in spontaneous plays based on scenarios such as meeting a favourite celebrity, appearing on a television show or living in a past era
  • composing simple songs, jingles, posters and advertisements for real and imaginary situations or products, such as advertising an Australian product for the Indonesian market

Translating

Moving between languages and cultures orally and in writing, recognising different interpretations and explaining these to others.

Translate and analyse a range of texts, comparing language choices and exploring differences in meanings

[Key concept: equivalence; Key processes: approximating, comparing] (ACLINC059 - Scootle )

  • translating texts, identifying culture-specific vocabulary (for example, peci, kebaya) and expressions (for example, makan angin, pulang kampung), discussing the translation process (such as possible reasons for equivalence/non-equivalence), and choosing 'best fit' words or omitting words
  • comparing interpretations of texts such as advertisements, songs or film extracts, noticing similarities and differences, and reflecting on why interpretations may vary
Create bilingual texts in collaboration with others for the wider community

[Key concept: interpretation; Key processes: designing, explaining] (ACLINC060 - Scootle )

  • creating bilingual texts, using subtitles and captions, to inform school community about aspects of Indonesian culture, (such as visiting an Indonesian home, shopping at a market, attending a ceremony, giving a gift)
  • producing public information texts in both Indonesian and English, such as promoting a concert, or an interview with a celebrity for a teen radio station
  • creating digital texts such as songs or dialogues with options for displaying in either Indonesian or English

Reflecting

Participating in intercultural exchange, questioning reactions and assumptions; and considering how interaction shapes communication and identity.

Participate in intercultural interactions with peers, comparing aspects of culture, monitoring how own culture impacts on language use and how this may enhance or inhibit understanding

[Key concept: comfort/discomfort; Key processes: monitoring, adjusting] (ACLINC061 - Scootle )

  • experimenting with Indonesian gestures and body language, and considering which will or will not be incorporated into own interactions, for example, not putting hands on hips, use of 'soft' handshakes, pointing with the thumb, beckoning downwards, not always queuing
  • noticing the use of Indonesian expressions such as fillers (anu) and exclamations (Aduh!, Astaga!) and deciding whether or not to adopt them in own language use
  • making language choices with awareness of how these might be interpreted by Indonesian speakers, for example, using Pak not kamu when communicating with an older male to show respect, or seldom using terima kasih
  • recognising how others' perceptions will influence the language used in an interaction, for example, being a 'foreigner' means language is often slowed and Bahasa baku is used, and people may invite them to their home or ask to correspond with them
  • reflecting on how own cultural etiquette and behaviour may be interpreted when interacting with Indonesians, for example, noticing own body language and modifying gestures such as pointing, shouting, laughing with mouth open
  • developing language for monitoring, describing and reflecting on using Indonesian in intercultural experiences such as in journals, portfolios, blogs and correspondence, for example, Saya merasa bingung karena belum tahu kata itu…; Saya kaget karena dia tidak setuju…; Dia tertawa waktu saya…
Consider how own biography, including family origins, traditions and beliefs, impacts on identity and shapes own intercultural experiences

[Key concepts: perspective, biography; Key processes: analysing, reflecting] (ACLINC062 - Scootle )

  • noticing that aspects of personal identity such as family, religion and marital status are important in interacting with Indonesians and in how one may be perceived, for example, Saya orang Australia, Saya berasal dari Sri Lanka, Nenek saya dari Inggris, Saya orang Kristen
  • identifying formative events and experiences in own and others' upbringing and how these shape identity, for example, rites of passage such as potong gigi, and events such as graduation or achieving a goal (Saya bangga waktu saya lulus ujian saxofon)
  • reflecting on how learning Indonesian may have impacted on own identity and understanding of the world, such as increased awareness of representations of Indonesia in the Australian media

Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange.

Systems of language

Understanding the language system, including sound, writing, grammar and text.

Notice how stress works in polysyllabic words and the use of intonation in subject-focus sentences

[Key concepts: stress, intonation; Key process: noticing emphasis] (ACLINU063 - Scootle )

  • using raised penultimate syllable in multisyllabic words such as mendengarkan, melakukan, pekerjaan, perumahan, dibandingkan, kemauan, kesamaan
  • recognising where to place stress in complex sentences, for example, Walaupun saya tidak suka berenang, lebih suka daripada bermain tenis yang membosankan
Develop knowledge of me- verb rules and how to link and extend ideas such as by using adverbs and cohesive devices

[Key concept: system, affixation; Key processes: applying rules, understanding] (ACLINU064 - Scootle )

  • identifying people (for example, teman, teman gaul, kenalan) and their occupations, for example, pembantu, penyanyi, tukang kayu, dokter gigi
  • naming a range of animals, for example, binatang peliharaan, kelinci
  • describing qualities of people using adjectives of character and appearance, for example, setia, keren, sabar, optimis
  • describing qualities of things using adjectives, for example, bertingkat dua, lama
  • indicating quantity using juta
  • identifying things using concrete nouns, for example, sawah, gunung api, hutan
  • creating nouns, for example, makan-an, minum-an, masak-an, baca-an
  • describing actions using me- verbs, for example, Saya selalu menikmati cerita horor
  • creating distance between actor, action and objects using object-focus construction, for example, Mobil barunya dicuri tadi malam
  • indicating negation, for example, jangan, tidak sama sekali
  • referring to past and future using time indicators, for example, tadi pagi, nanti malam, sebelum, sesudah, kemudian, lalu
  • seeking information using a range of questions, for example, bagaimana, dari mana, apakah, kapan, mengapa, sudah pernah?
  • describing frequency using adverbs, for example, jarang, setiap, pernah, selalu
  • creating cohesion using conjunctions, for example, supaya, walaupun
  • adding further information using embedded clauses with yang
  • accepting or declining invitations, for example, mau ikut, maaf, sayang
  • well-wishing, for example, mudah-mudahan, semoga
  • comparing and contrasting, for example, paling, ter-, dibandingkan dengan…
  • expressing opinions, for example, dari pihak saya…
  • expressing emotions, for example, -wah, sayang, asyik, hebat, siip, seru
  • describing state of actions, for example, sudah, belum, pernah
Expand understanding of textual conventions, particularly related to social and informational media

[Key concept: convention; Key processes: comparing, experimenting] (ACLINU065 - Scootle )

  • experimenting with language appropriate to particular text types, such as descriptive language in documentaries, reflective language in diary and journal entries, and persuasive language in advertisements
  • analysing the informal style of language associated with social media texts and texting, such as the use of emoticons and abbreviated forms of words, for example, brngkt (berangkat), dng (dengan), kmn (ke mana)
  • analysing the forms, features and purpose of texts, such as how texts are organised in terms of layout, sequencing of ideas, headings and stylistic devices

Language variation and change

Understanding how languages vary in use (register, style, standard and non-standard varieties) and change over time and place.

Recognise that Indonesian has formal and informal forms and that their style and use depend on the context, purpose and audience

[Key concept: register; Key processes: identifying, connecting, analysing] (ACLINU066 - Scootle )

  • recognising variations between formal and informal language, such as dropping the prefixes ber- and me-, for example, belanja, selancar, nonton, beli
  • examining differences in language use according to mode, for example, the variations of 'no': nggak (spoken), tak (written poetry/song lyrics), tdk (abbreviation used in text messages)
  • recognising that the use of different terms of address reflects varying levels of politeness and familiarity, such as referring to others in the third person by using Ibu, Bapak or first name
  • comparing language structures in Indonesian and English and how these are used to create intimacy or distance, for example, the use of colloquial language or object-focus construction
  • using intonation to shift meaning, such as to show surprise, to downplay or to exaggerate, for example, Aduh, mahal sekali! (in bargaining), Aduh, perut saya sakit (to gain sympathy), Aduh, jelek (to downplay)
Understand that Indonesian, like other languages, continues to change over time due to influences such as globalisation and technology

[Key concept: evolution; Key processes: researching, recording] (ACLINU067 - Scootle )

  • analysing the influence of other languages on Indonesian, such as in advertising and technology, food, administration, religion and everyday life, for example, modern, handphone, satelit (English); mie (Chinese); sepatu (Portuguese); kantor (Dutch); guru (Sanskrit); mahal (Arabic), raja (Hindi)
  • recording a range of borrowed words and examining their structure and rules of use, for example, meng-upload, ber-AC
  • investigating the origins of borrowed words to discover when, how and by whom new words and expressions were introduced into Indonesian and which languages have borrowed from languages of Indonesia, for example, Makassan terms in Yolngu (balanda, rupiah)

Role of language and culture

Analysing and understanding the role of language and culture in the exchange of meaning.

Understand that language is not neutral and that its use reflects cultural ideas, assumptions and perspectives

[Key concept: interdependence; Key processes: analysing, interpreting, reflecting] (ACLINU068 - Scootle )

  • analysing culture-specific values reflected in Indonesian language such as respect for diversity, social justice and social responsibility (for example, Bhinneka Tunggal Ika, gotong-royong, budi pekerti, selamatan), and comparing these values to those evident in own language and culture
  • analysing the meaning and nuances of culture-specific descriptions such as ramai, sepi, gemuk, rendah hati
  • recognising that there are culture-specific meanings associated with body language, for example, hands on hips suggests arrogance and aggression; the use of words like kita shows inclusiveness while kalau saya tidak salah shows humility
  • examining cultural representation in the Indonesian language system, such as the gender-neutral terms (for example, dia, pacar), the omission of personal pronouns, particularly saya (for example, Bisa datang ke rumah?), and the use of cardinal directions, for example, utara, selatan, timur, barat
  • recognising that language and cultural practices are interconnected, and that expressions with religious origins or connotations are commonplace, for example, selamat, Salam, Astaga, OMG, Asslam Walaikum, Insyah Allah
  • investigating and using language associated with significant cultural practices and events such as celebrations, for example, Selamat Hari Kemerdekaaan (Indonesian Independence Day), Maaf lahir batin (Ramadan), Panjang umurnya (birthdays), Selamat Hari Raya Nyepi (Balinese New Year)

Years 7 and 8 Achievement Standards

By the end of Year 8, students use Indonesian to interact and exchange ideas, experiences and interests with teachers, peers and others. They pronounce familiar polysyllabic words such as mendengarkan, pekerjaan and mengerjakan, stressing the penultimate syllable. When interacting, they ask questions using for example Apakah?, Di mana?, Kapan?, Berapa?, and respond to questions using, for example, Setuju tidak? Benar/Salah, and asking follow up questions using, for example, Kapan? Bagaimana? Mengapa? They explain and clarify their answers using, for example, karena, or supaya. Students give opinions using for example Pada pendapat saya…, saya kira…, setuju/tidak setuju, make comparisons using lebih… daripada…, and state preferences using saya lebih suka…, yang paling baik… They locate and evaluate factual information in texts, and use models to create their own informative and imaginative texts in order to narrate, correspond with and report to others. . They vary their sentence construction (for example, rambut saya hitam/Ibu berambut cokelat/Bapak mempunyai rambut pirang) to create interest for the audience. Students use cohesive devices such as time markers (for example, Besok, sebelum), adverbs of frequency (for example, biasanya, jarang, belum pernah) and conjunctions (for example, lalu, untuk). They use a range of personal pronouns such as dia, mereka, kami, kita, ber- verbs such as bersekolah, berselancar and simple me- verbs such as memasak, memakai, menjadi, mengunjungi. Students use prepositions of time using pada and place, using di (including with, for example, belakang, samping, antara). They describe qualities using colours (for example, biru tua, merah muda) and adjectives (for example, sombong, murah hati). They translate across languages, identifying where equivalence is not possible, for example, gotong royong, jam karet or 'daylight saving'. They describe their reactions to intercultural experiences, describing aspects that do or do not fit with their own identity and considering why.

Students know that Indonesian has a base word system that works with prefixes and suffixes to create verbs and nouns, such as -an, ber- and me- words. They differentiate between similar-sounding words and how they are written (such as suka/sukar, muda/mudah), and apply spelling conventions such as ngg (tinggal) and final h (terima kasih). They describe how possessive word order differs from English and have a metalanguage to identify common features such as nouns, verbs, adjectives, and subject-verb-object construction. Students identify and reproduce features of familiar text types such as salutations, narrative sequence and cohesive devices. They know that languages and cultures influence and borrow from each other. Students know that cultural values and ideas are embedded in language use, including their own, and consider where these may have come from and how they may be seen from another cultural perspective.

Years 9 and 10

Years 9 and 10 Band Description

The nature of the learners

At this level, students bring to their learning prior knowledge of Indonesian language and culture, and a range of language learning strategies. They are increasingly aware of the world beyond their own and are engaging with youth, social and environmental issues. They require guidance in learning Indonesian; however, they are increasingly independent and capable of analysis and reflection, including in relation to intercultural experiences. They are considering their future pathways and choices, including how Indonesian could be part of these.

Indonesian language learning and use

Learners engage with a range of texts in Indonesian. They participate individually and in groups in tasks and experiences, such as corresponding with Indonesian peers, reviewing a video clip or planning an excursion. They participate in presentations, conversations, narration and interviews, sometimes with preparation and sometimes spontaneously. Learners acquire skills in analysing and translating increasingly complex texts, such as emails, recipes, poems, articles and songs. They use modelled language to write for personal and public purposes, such as journal entries, emails, blogs, scripts, and notes for a speech or debate.

Contexts of interaction

Learners interact with teachers and peers and may have access to members of the Indonesian-speaking community via online technologies. They may also encounter Indonesian in the wider community, such as in the media, film festivals, community events, guest speakers, exchange teachers/assistants or in-country travel.

Texts and resources

Learners use a wide range of texts designed for language learning, such as textbooks, teacher-generated materials and online resources. Their learning is enriched by exposure to a range of authentic texts from the Indonesian-speaking community, such as websites, films, stories, songs, television programs, advertisements and magazines.

Features of Indonesian language use

Learners extend their grammatical knowledge and metalanguage while beginning to explore important features of Indonesian such as register and object-focus construction. They consider connections between language and culture such as jamu, mudik, kewajiban and expressions such as Bhinneka Tunggal Ika, and make comparisons with their own language and culture. They consider language variation, including through exposure to colloquial language such as in teenage magazines and social networking sites.

Level of support

Learners are increasingly aware of and responsible for their own learning, working independently to address their needs such as by accessing technologies to memorise, learn, and expand their language repertoire. They continue to access word lists, graphic organisers, modelled texts, dictionaries and teacher feedback to interpret and create texts. They require explicit instruction of the grammatical system and opportunities to discuss, practise and apply their knowledge. They may keep records of their learning, such as through an e-journal or folio, and use these to reflect on their language learning and intercultural experiences.

The role of English

English provides a basis for linguistic and cultural comparison in learning Indonesian. English is also the medium for expressing experiences, abstract ideas and personal views at a level beyond learners' range in Indonesian, such as justifying a position on a social issue or exploring linguistic and cultural practices. English may be used in conjunction with Indonesian to conduct research (such as investigating a social issue or cultural practice), in translating, and in communicating bilingually.

Years 9 and 10 Content Descriptions

Using language for communicative purposes in interpreting, creating and exchanging meaning.

Socialising

Interacting orally and in writing to exchange, ideas, opinions, experiences, thoughts and feelings; and participating in planning, negotiating, deciding and taking action.

Build relationships by sharing personal opinions, memories and feelings about aspects of childhood, teenage life and aspirations

[Key concepts: youth, memory; Key processes: developing relationships, building connections] (ACLINC069 - Scootle )

  • corresponding with peers such as by using telephone/video calls, SMS or social media to build relationships and share views on aspects of teenage life such as friends, responsibilities, interests, aspirations and topical issues
  • creating an autobiographical account to share with others describing key milestones in own life, for example, a significant birthday, an overseas trip, a religious ceremony, a sporting event, music accreditation, getting a learner's permit
  • sending (digital) greeting cards or messages to express feelings or attitudes towards people, events and interests, for example, expressing regret, sympathy, dissatisfaction, admiration or gratitude
  • participating in exchanges, using strategies to initiate and sustain interactions, such as showing agreement or surprise, or asking for clarification or confirmation, for example, Boleh saya bertanya…?, Apa maksudmu?, Maaf?, Oh, begitu
Take responsibility by initiating interactions, solving problems and encouraging others to act

[Key processes: discussing, persuading] (ACLINC070 - Scootle )

  • negotiating arrangements, weighing up alternatives and reaching shared decisions, for example, Sudah ada acara besok malam?, Bagaimana kalau kita ke…, Lebih baik naik…atau…?, Kamu pilih yang mana?
  • solving problems by discussing ideas, suggesting a range of options, making concessions or finding ways to attain agreement/consensus, for example, Menurut pendapat saya…, Tentu lebih baik kalau…, Sesudah dipikirkan dengan serius…, Dilihat baik buruknya…
  • transacting for goods and services, including persuading someone to sell them something or change an item (for example, Silakan lihat-lihat saja, Coba dulu) and evaluating quality, for example, harganya tidak mahal tapi mutunya tinggi
  • participating in real and simulated transactions and considering ethical and/or competitive dimensions, for example, bargaining over the price of a watch, the service of a pembantu, or the price of a bride in Dayak communities
Engage in language learning tasks and experiences through discussion, justifying opinions and reflecting on own language learning

[Key concept: metalanguage; Key processes: justifying, reflecting] (ACLINC071 - Scootle )

  • interacting in class activities such as games or events, by taking turns, expressing agreement/disagreement or giving encouragement/praise or critique, for example, Giliran saya, Saya setuju, Memang, ide bagus
  • participating in discussions using language to express opinions, for example, Kamu merasa bagaimana?, dibandingkan, di satu pihak…di lain pihak, Saya tidak heran karena…, perspektif saya berubah, dari segi lain…
  • discussing language and language learning using metalanguage, for example, kata dasar, kata kerja, bentuk pasif, akronim, singkatan

Informing

Obtaining, processing, interpreting and conveying information through a range of oral, written and multimodal texts; developing and applying knowledge.

Investigate, synthesise and evaluate information from a range of perspectives in relation to topical issues and concepts from a range of learning areas

[Key concepts: representation, bias; Key processes: synthesising, evaluating] (ACLINC072 - Scootle )

  • comparing and evaluating a range of perspectives on topics such as sport, health, music and religion, and considering why people may hold different perspectives
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers, and the generation gap, and cultural practices such as marriage or rites of passage, using persuasive or evaluative language, for example, Saya percaya…, Ini pasti berguna bagi…, mau tidak mau…
  • investigating aspects of Indonesian culture to choose a particular course of action, for example, determining a suitable placement for an Indonesian exchange student, a suitable menu for a group of Indonesian visitors, or an appropriate time of year to visit Indonesia
  • distinguishing between fact and opinion in texts such as articles and reports, and using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • researching a concept or issue, including those drawn from other learning areas such as art, history, science, geography or health
  • identifying and evaluating ways in which values shape content and language in texts such as announcements, surveys, interviews, documentaries, recipes, advertisements, web pages or magazines
  • listening to, viewing and reading texts such as interviews, documentaries and speeches to obtain and synthesise information and use it in new forms, for example, creating a profile of a famous person from an interview
Construct and present a range of texts (such as presentations, reports and reviews) related to social issues and topics of interest

[Key concepts: society, environment, media; Key processes: constructing, persuading] (ACLINC073 - Scootle )

  • creating informative texts such as posters, brochures and web pages, for example, a brochure promoting a holiday destination, a poster for a doctor's surgery encouraging healthy eating, a web page reviewing new music releases
  • giving presentations presenting different perspectives on an issue, for example, discussing mainstream medical treatments and alternatives such as jamu
  • presenting information on topics such as part-time work, balancing study and leisure, or recycling to conserve resources, explaining and justifying opinions using for example, alasannya begini, ternyata, tidak dapat disangkal, mau tak mau, sehingga, setidak-tidaknya, jangan-jangan, oleh karena itu
  • writing persuasive texts such as blogs, tweets and posts to persuade or convince others, for example, kita semua tahu, kalian tentu setuju, misalnya, keadaannya buruk sekali, bukan?

Creating

Engaging with imaginative experience by participating in responding to and creating a range of texts, such as stories, songs, drama and music.

Engage with a variety of imaginative texts, analysing ideas and values, discussing responses and altering key aspects

[Key concept: values; Key processes: analysing, interpreting, modifying; Key text types: song, poetry, script] (ACLINC074 - Scootle )

  • listening to, viewing and reading a range of texts such as video clips, computer games, comics, television drama or game shows, and expressing personal opinions about key aspects, for example, pada pendapat saya cerita ini…, saya lebih suka/kurang suka tema fantasi, karakter utamanya menarik sekali
  • reading texts such as extracts from a biography or diary for enjoyment and to gain insights into other people's experiences and perspectives
  • modifying existing texts, for example, creating an alternative ending, introducing a new character, changing the setting or adding a major event, or providing a video clip to accompany and reinforce the meaning expressed in song lyrics
  • creating texts to parody existing texts and to explore a range of genres, for example, re-creating a music clip or advertisement
  • analysing language and techniques used in contemporary drama, television programs, poetry and film, such as hyperbole, imagery, humour, music and camera angles, for example, adegan, plesetan
  • identifying and responding to key messages and values in traditional texts such as dongeng, wayang and pantun, and considering their relevance in modern times
  • re-creating texts such as fairy tales, legends or myths from a different cultural perspective
  • discussing how texts such as films, plays and songs convey social issues (such as conflict in relationships or poverty) and values such as piety and humility
Create a variety of imaginative texts to express ideas, attitudes and values, for a range of audiences

[Key concept: entertainment; Key processes: expressing, adapting; Key text types: drama, poetry, rap, cartoon] (ACLINC075 - Scootle )

  • creating texts such as a photo story, play, cartoon or movie with voiceovers or subtitles to entertain peers, including experimenting with humour
  • creating and performing texts such as songs and raps, including in multimedia form, to express emotions and attitudes towards a particular social issue or event
  • writing and performing a script or dramatic episode such as a detective story, mystery or adventure

Translating

Moving between languages and cultures orally and in writing, recognising different interpretations and explaining these to others.

Translate a range of informative, literary and personal texts, comparing interpretations and explaining how cultural perspectives and concepts have been represented

[Key concept: representation; Key processes: interpreting, comparing, explaining] (ACLINC076 - Scootle )

  • translating short texts and excerpts from a range of informative and literary texts, and reflecting on aspects of culture embedded in idiomatic language and proverbs, for example, proverbs such as lain ladang lain belalang, Tak kan lari gunung dikejar or sayings such as 'It's raining cats and dogs', 'as tough as nails'
  • choosing how to best represent cultural concepts and expressions, for example, 'best friend' (teman baik), 'better late than never' (biar lambat asal selamat), 'home sweet home' (kampung halaman/tanah air), and those for special occasions such as Maaf lahir batin, panjang umurnya
  • translating signs and symbols such as public signs and emoticons, for example, ^_^ (senang), >^< (marah), O.O (heran)
Create parallel texts in Indonesian and in English for a range of purposes and audiences, for the wider community

[Key concept: bilinguality; Key processes: adjusting, interpreting, reflecting] (ACLINC077 - Scootle )

  • creating bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year's Eve celebrations, the Melbourne Cup
  • providing captions or commentaries to accompany Indonesian texts such as song lyrics, video clips and film extracts, for parents and members of the school community
  • producing public texts such as signs, notices and posters in both Indonesian and English, for the school and wider community, and reflecting on the process of working in both languages

Reflecting

Participating in intercultural exchange, questioning reactions and assumptions; and considering how interaction shapes communication and identity.

Make choices while using Indonesian, recognising own assumptions and taking responsibility for modifying language for different cultural perspectives

[Key concept: mutual understanding; Key processes: adapting, taking responsibility] (ACLINC078 - Scootle )

  • reflecting on how own language use might be perceived by Indonesian speakers and making adjustments, such as being self-effacing rather than boastful (Kalau saya tidak salah); being indirect such as, terserahlah and lain kali, ya; using passive rather than active construction such as Silahkan diminum tehnya; and avoiding negative expressions, for example, kalau kurang jelas…
  • noticing tensions and gains that might arise during interactions and considering how to respond appropriately, for example, knowing that Indonesians like to please and therefore may give an inaccurate answer rather than show lack of knowledge, or recognising the importance of waiting until invited to drink or eat
  • interacting with Indonesian peers, considering how to engage with or respond to topics that may not be commonly discussed in Australia , such as involvement in religion, for example, berpuasa, naik haji or matters such as menstruation
  • sharing reactions to intercultural experiences and building on comments in discussions with peers, for example, Saya setuju dengan….; sama sekali tidak senang….; kejadian itu kurang enak…; Pengalaman ini membuka mata saya…
Engage in intercultural experiences, reflecting on how aspects of identity such as ethnicity and religion influence language use and understanding of the experience

[Key concepts: image, identity; Key processes: explaining, reflecting] (ACLINC079 - Scootle )

  • sharing personal information with Indonesian peers, in conversations and correspondence, choosing which aspects of own identity to convey and noticing how language use reflects aspects of identity such as family background and religion
  • analysing how own cultural norms impact on interpretations of Indonesian texts, for example, noticing reactions to an article about cultural practices such as upacara mengikir gigi, an advice column about having a boyfriend or girlfriend, or a fashion blog about ways to wear a hijab
  • reflecting on the role of language in expressing own identity, considering when, with whom and why different languages are used and reflecting on whether own identity changes in different languages, for example, use of gesture and register
  • describing impressions and reactions while reflecting on intercultural learning, for example, saya rasa, lebih daripada… dibandingkan..., sekarang saya paham/mengerti, mata saya terbuka (…membuka mata saya)
  • monitoring and recording own reactions when communicating in Indonesian, for example, keeping a journal of key moments and considering how own perspective may have changed over time

Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange.

Systems of language

Understanding the language system, including sound, writing, grammar and text.

Understand pronunciation and intonation conventions, and apply to new words with affixation and a range of complex sentences

[Key concept: fluency; Key processes: prioritising, emphasising] (ACLINU080 - Scootle )

  • recognising the role of stress and rhythm in creating emphasis, for example, recurring patterns, chorus, rhymes and onomatopoeia
  • noticing how tone can convey emotion, such as in colloquial language, for example, kasihan deh, bagi dong, aku dikasih nggak
  • using elision in informal communication, for example, mau [atau] nggak?, mahal s[e]kali, [bara]ngkali
  • recognising that Indonesian may allow more than one spelling of loan words, for example, bis/bus, system/sistim, propinsi/provinsi, moderen/modern
  • knowing when to pause in complex sentences with embedded clauses
Analyse complex noun and verb forms, and recognise when and how to use object-focus construction

[Key concept: passive voice, transitivity; Key processes: analysing, manipulating] (ACLINU081 - Scootle )

  • describing people and things using, for example:
    • compound nouns (sayur-mayur, merah darah)
    • acronyms (puskesmas) and abbreviations (SMU, hp)
    • indicators of groups or plurals (kaum, para, kalian)
    • terms of address (Kak, Dik, Mas, Mbak, bang) and particles (diminutive Si and honorific Sang)
    • classifiers (buah, helai, potong, ikat)
  • expressing possession using word order, for example, siswa pertukaran, kartu telepon
  • describing the qualities of people and things using, for example:
    • adjectives using me-/me-kan (menarik, menakjubkan, mengesankan)
    • adjectives using the prefix pe- (to describe enduring attributes of behaviour or character: pemalu, pendiam, pemarah, pemalas)
    • comparatives (kurang, tidak begitu, agak, se-) and superlatives (ter-)
  • referring to abstract ideas by nominalising using prefixes and suffixes, for example, pe-an, per-an (pendidikan, pelajaran, pertandingan, pengetahuan), ke-an (kebersihan, kesehatan, kedatangan, kecantikan)
  • indicating action using, for example:
    • transitive verbs, me- verb system (-kan or -i suffix) in subject- and object-focus form (with di- prefix)
    • duplication of verbs (duduk-duduk, jalan-jalan, lihat-lihat)
    • adverbs as modifiers (kurang, cukup, cuma, agak, hanya, makin…makin, baik…maupun…)
  • recognising syntactic differences between subject- and object-focus construction, for example, Dia menjual minuman itu di toko-toko, Minuman itu dijual di toko-toko
  • referring to the past, present and future, and relating events in time using adverbs, for example, dulu, yang lalu, yang akan datang, dua minggu lagi
  • contrasting ideas using conjunctions, for example, sehingga, sementara, sedangkan, sambil, oleh karena itu, andaikata, jika, bila
  • indicating register using colloquial (for example, nggak, gimana, kok, deh, lho/lo) and formal language, for example, yang terhormat, sekian
  • expressing opinions, for example, yang saya rasa, saya lebih suka, lebih…dibandingkan…, pertama-tama…sekarang…
  • influencing others by persuading using superlatives (paling…, ter-), encouraging (cobalah, mari, ayo) and advising (sebaiknya, seharusnya, mesti)
  • evaluating by using, for example, pada pendapat saya, menurut saya, di satu pihak…di pihak lain…, sebaliknya
  • expressing imagination by using imagery (angin bertiup kencang, bunga-bunga berwarna-warni), metaphor (adalah; burung bernyanyi di pohon) and simile (Matanya seperti bintang kejora, Kata-katanya bagai air mengalir)
  • using idiomatic language, for example, idioms (masuk angin, panjang tangan) and proverbs (Datang sahabat, pulang saudara; Tak kenal maka tak saying; Ada gula ada semut)
  • maintaining interaction using rhetorical devices (for example, betul?, bukan?) and verbal fillers such as kalah saya tidak salah, omong-omong, begini…
  • expressing emphasis, for example, bukan main [adjective] nya
Recognise the purpose and features of a range of texts such as persuasive, argumentative and expository texts

[Key concepts: perspective, nuance; Key processes: analysing, correlating] (ACLINU082 - Scootle )

  • recognising features of spoken texts such as conversations and speeches, for example, the use of back channels (begitu, ya), discourse markers (nah, sekian), hesitations (anu) and non-standard expressions (Mau nggak?)
  • analysing linguistic structures and features associated with particular texts, for example, showing humility and deference in a job application, wishing longevity in birthday cards, using data to support an argument, using emotive language to persuade, and creating tension in drama
  • understanding conventions in some Indonesian texts such as apologising at the beginning or end of a speech (Maafkan saya atas semua kesalahan saya) , or including religious expressions such as thanking God for good health or fortune (Alhamdulilah)

Language variation and change

Understanding how languages vary in use (register, style, standard and non-standard varieties) and change over time and place.

Analyse the ways in which Indonesian varies according to spoken and written forms, cultural context and subcultures

[Key concepts: norms, variation; Key processes: analysing, explaining] (ACLINU083 - Scootle )

  • comparing spoken and written texts (for example, spoken and print advertisements, face-to-face conversations and emails) to understand how mode relates to linguistic structures and features, and how this affects meaning
  • analysing examples of colloquial language, such as that used by sub-groups (for example, Bahasa gaul, Bahasa SMS), and comparing these to formal forms
  • understanding how body language varies across cultures, for example, lowering body position when speaking to someone in authority to show respect; not raising voice or laughing loudly; smiling and nodding while listening to people, even when hearing bad news
  • understanding that many Indonesians are familiar with a range of languages (for example, Bahasa baku, Bahasa daerah, Bahasa gaul and English) and can shift between these depending on the context, and considering how this compares to those who are monolingual
Understand the power of language to influence people's actions, values and beliefs, and appreciate the value of linguistic diversity

[Key concept: power; Key processes: critical analysis, appreciating] (ACLINU084 - Scootle )

  • analysing texts to understand how language can limit, promote or change actions, for example, use of mohon, harap, tolong, jangan, dilarang
  • recognising the purpose of particular texts to impact emotionally on others such as by influencing opinions and reactions, for example, in persuasive texts such as advertisements or reviews of a film, concert or fashion
  • analysing the language of social and political messages to explore attitudes, values and beliefs, for example, mohon jangan merokok, dua anak lebih baik, jangan pakai narkoba, persatuan dan kesatuan bangsa Indonesia, anak bangsa, sebangsa dan setanah air
  • noticing how jargon or specific terms may be used to express membership and identity, for example, within the religious groups Insya Allah, Puji Tuhan, Syukur, Alhamdulilah
  • examining how words, expressions and actions reflect relationships and social hierarchies (for example, use of the terms of address Bapak/Ibu, Anda and kamu), and showing respect by introducing oneself to the most senior or eldest person first
  • appreciating the social and cultural functions performed by language, and recognising the importance of diverse languages to convey alternative perspectives and ideas

Role of language and culture

Analysing and understanding the role of language and culture in the exchange of meaning.

Understand that Indonesian language and culture, like all languages and cultures, are interrelated; they shape and are shaped by each other, in a given moment and over time

[Key concept: interdependence; Key processes: investigating, reflecting] (ACLINU085 - Scootle )

  • recognising that texts are instances of language and culture working together to convey cultural perspectives, values and concepts
  • analysing how the Indonesian language may reflect cultural perspectives such as collectivism, harmony, fate and humility; norms such as showing deference and saving face; and values such as patience, humility and selflessness, for example, setahu saya, kalau saya tidak salah, numpang tanya, permisi dulu
  • investigating the origins of particular expressions or words, developing awareness of the origins of meanings and how these may or may not change over time
  • recognising the historical, political and cultural functions and value of language, such as the origins of Bahasa Indonesia, and its historical and contemporary uses
  • developing awareness that the linguistic diversity of Indonesia reflects cultural diversity, and comparing this to linguistic and cultural diversity in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

Years 9 and 10 Achievement Standards

By the end of Year 10, students use Indonesian to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds ngg and ng, as well as sy (for example, masyarakat) and kh (for example, akhir), and use stress to create fluency in sentences. Students use and respond to open-ended questions such as Berapa lama? Dulu, apakah…, Kapan Anda…? Yang mana? Sudah pernah? and use strategies for initiating, sustaining and concluding oral and written exchanges. They locate, synthesise and evaluate specific details and gist from a range of texts. Students create a range of personal, informative and imaginative texts with some evidence of self-correction strategies. They include time markers such as Pada suatu hari, Keesokan harinya, Kemudian, and conjunctions such as namun, supaya, karena itu, to extend meanings such as in stories, comics, and written and oral reports. Students use yang to expand descriptions and ideas, and incorporate some object-focus construction to vary expression. They express opinions such as using Dari pihak saya, make comparisons such as using dibandingkan dengan, and incorporate emotions and humour. Students describe possibilities using terms such as kalau-kalau and andaikata, and express aspirations such as using Pada masa depan, mudah-mudahan, saya berharap. They translate texts and create bilingual texts, relying on textual features, patterns and grammatical knowledge, and comment on how meaning can vary across languages and cultures, such as the use of idioms and culture-specific terms. Students state reactions to intercultural experiences, and discuss their assumptions, interpretations, and any adjustments to their language use.

Students know that spoken and written Indonesian vary, identifying informal usage such as nggak and aja, exclamations such as kok and dong, and the dropping of prefixes, for example, Dia (mem) beli mobil baru. They show awareness of contractions (for example, ortu, angkot), acronyms such as SMU and hp, and abbreviations such as texting language (for example, jln, skolah and mkn). Students use metalanguage to discuss possessive and noun–adjective word order, and use knowledge of the base word and affixation system to predict meaning and decode new words using dictionaries. They know that language is used to create particular effects and influence others, such as through the use of imperatives and rhetorical devices. Students know that Indonesian is a national language that, for the majority of Indonesians, may be one of a number of known languages. They explain aspects of Indonesian language and culture, including concepts of diversity and nasib, and the importance of language, religion and ethnicity as identity markers. Students make connections between language use and cultural practices, values and assumptions, both in Indonesian and in their own language use.

Last updated 8 August 2019

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