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Dari Kami Ke Kita 1
TEACHER RESOURCE BOOK
ISBN 978 0 17 018136 5
SEC 7705
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Dari Kami Ke Kita!
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Teacher’s chapters grids
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Introduction
02
SA
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Wrap-around
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Dari K
The complete national Indonesian language package
Each level in the series consists of:
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Student Book
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The student book follows a well-paced approach to language
nguage learning with frequent consolidation and
revision and multiple opportunities for intercultural
ection. The student book consists of eight
ltur reﬂ
ﬂection
chapters subdivided into bagian (sections).
S
Workbook with CD-ROM
The workbook is
is a stimulating and engaging complement to the student book. It contains 200 pages of
activities that will reinforce and consolidate what the students have learnt in the corresponding chapter in
the student book. The CD-ROM includes interactive games and activities and stimulating visual resources
from and about Indonesia and Indonesians.
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Teacher Resource Pack
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The teacher resource pack consists of:
• a wrap-around version of the student book with margin notes on how to conduct the class,
cla explain
language points, discuss intercultural issues and do extra activities
• a CD-ROM with unit tests, (with and without solutions), the student’s
with overprinted
dent’s workbook w
solutions, audio transcripts, black line masters (BLMs) and photo slideshows.
ideshows.
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Audio CD Pack
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The CDs in the audio pack
ack contain audio tracks recorded with native speakers. The audio pack supports the
student book and the listening exercises
in the workbook.
ex
Website:
te: www.nelsonk
www.nelsonkita.com.au
The website is the online home of Dari Kami Ke Kita!. It offers a free section but also includes a passwordprotected area only available to Dari Kami Ke Kita! users. It provides exercises and games that help
consolidate the students’ Indonesian studies and it also offers links to interesting sites and other invaluable
visual resources. Additional support material and resources for the workbook and all the audio components
are available from the password-protected area.
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Intro
Features of the Series
The Dari Kami Ke Kita series includes a range of materials which together provide a basis for intercultural
language learning for middle school learners of Indonesian. The materials are comprised of the Student Book,
Workbook & CD-ROM, Teacher Resource Pack (Wrap around version of the Student Book and CD-ROM), Audio
Pack and the website. The Student Book is the centre piece for the series with the other materials complementing
and extending this material. The Workbook supports the Student Book with further tasks and activities for
language enrichment and practice. The Teacher Resource Book provides explanatory notes to teachers of the
thinking behind activities and the inclusion of texts, and suggestions for what might be done
ne wi
with these. The
student’s CD-ROM and the website provide additional resources, particularly images and video of authentic
au
Indonesian life, language use and interaction.
In supporting teachers of Indonesian, a wiki space accompanies this series providingg an opportunity to
communicate with the series’ authors and other teachers who may be using the
he series about ways
way to approach
the materials and suggestions for taking the materials further. The wiki spacee is a way to emph
emphasise the need to
‘continue the dialogue’ as the authors recognise that teachers’ practice and learning
earning around
aroun these materials is
enhanced when there is an opportunity to engage in their own social interaction and reﬂection with others. It
also recognises that using materials such as these is a developmentall and experiential
experienti process which often raises
sing them in real ccontexts with learners.
more questions, comments and suggestions once teachers are using
Wrap-around book
E
The components of the Teacher Resource Pack
ck
M
PL
nt Book with notes
not on methodology, workbook reminders and
This is a reduced-size version of the Student
suggestions on how to introduce thee language and top
topics.
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CD-ROM
This resource includes:
• Unit tests (with and
nd without solutions)
• Black Linee Masters (with and without solutions, wherever applicable)
kbook in PDF with o
• Workbook
overprinted solutions
ranscripts to the audio texts
• Transcripts
SSO card
This card contains an access code that gives the teachers the right into the protected area of the website,
www.nelsonkita.com.au, just for the activities of level 1. The teacher access still requires, however, ID validation
ﬁrst. If teachers do not already have a Cengage Bookshelf, they have to contact their Nelson Cengage
representative before going any further. Teachers will be sent a conﬁrmation email and instructions on what
to do next. If teachers already have a Nelson Cengage Bookshelf, open it by going to www.cengage.com/sso
and entering their registered email address and password. They can then key in the access code provided on
the card that comes with this book. The teachers have then access for a period of 26 months. When the access
expires, they can contact their Nelson Cengage representative for a new access code.
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The purpose of the Teacher Resource Book (TRB)
The purpose of the Teacher Resource Book is to explain the thinking, rationale and pedagogical implications of
various aspects within each chapter of the Student Book. The authors provide a commentary and suggestions for
teaching and learning in the Indonesian language classroom.
Relationship between TRB and Student Book
The Teacher Resource Book is formatted using the Student Book pages such that the teacher can see the thinking
behind the speciﬁc pages. The Teacher Resource Book contains ‘wrap around’ notes; that is, notes for the teacher
based on a snapshot of the Student Resource Book page (reduced in size) using arrows to point directly to the
section/idea/task being explained. This way the explanations directly relate to what students are seeing. A further
beneﬁt is that the teacher has a full copy of the Student Book contained within their own Teacher Resource Book.
Summary of features and their purpose
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Organisational features in each chapter
Features
Location
Purpose
Chapter heading
Chapter cover page
Indonesian ‘concept’ with English
lish statement/question
statement
Chapter overview
Dot point summary off the sections of the chapter
Learning focus
Dot point description of objectives
obje
Points focus on lang
language, culture and learning and using language
Dot point description
tion of language structures and features that should
be considered within the framing of the overall learning focus for the
chapter.
pter.
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Language focus
Indicate ho
how each chapter is organised. Bagian relate to sub-concepts
of the m
main concept in each chapter. Bagian are framed around
questions that arise in relation to the main concept.
quest
Bagian
Pikiran Pokok
(Key ideas)
beginning
nning of each
new section
Notes in English about the main conceptual focus of the chapter
Tugas
(Tasks)
main body of te
text
Tugas for resource book:
• May be shared in class
• Often include discussion
• May require teacher scaffolding/input/explanation/
• guidance
Each tugas starts with an orienting statement about the purpose of
the task, before it leads into the task itself. The statement supports
students to understand the purpose of the task before attempting it,
it helps orient students and highlight the relevance for their learning.
The majority of tasks are designed around three processes:
• Memahami ide which focuses on comprehending/understanding
ideas/gist of text
• Memahami bahasa which focuses on understanding aspects
of language use and form, and connecting this understanding
to existing knowledge of language (including students’ ﬁrst
languages)
• Kesan dan reﬂeksi which focuses on learners reﬂecting on ideas,
and personalising learning, inviting their own perspectives and
experiences in order to connect with their cognitive and affective
knowledge. This contributes to learners’ capabilities to navigate
meaning across languages and cultures.
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Common strands/thread across the chapters
Memahami bahasa
(Understanding
language)
main body of text
These boxes include:
• notes/explanatory statements about language, culture and their
relationship arising from the texts included in the chapter
• metalinguistic terms, ideas and explanations
Notes encourage learners to notice and compare aspects such as
patterns in language and to promote awareness of how this might
help them as users of language
boxed in main body
of text
These boxes include:
• notes explaining aspects of language use according
cord
to different
macro skills (Listening, Speaking, Reading and Writing),
W
and
contexts including places, people and circumstances under
u
which
the interaction takes place
• examples of language use
rence to English and other languages
• occasional comparison/reference
that learners know
Berpikir lebih lanjut
(Thinking further)
boxed in main body
of text
These are optional ‘tasks’ or questions
uestions to consider
co
in addition to
the main tasks. They invite students to consider
con
the ideas in more
detail, perhaps following
ing up a sour
source or researching further. Often
questions that might be considered for class discussions are raised
here.
Notes (featuring
Tiger/Orang
Utan Icon)
page margins
Draws students’
ents’ attention to an idea, a word or phrase arising from
the concepts,
conc
texts aand tasks.
Blog
Dark green box at
end of each chapter
ter
These
se are a series
seri of connecting/on-going reﬂection tasks (similar to
a journal)
nal) across
acro the series. They focus on the impact of learning on
students th
themselves as they develop their own ideas and construct
their ide
identities as language and culture learners. They focus on
the
he cumulative
c
nature of language and culture learning over time.
They can be done in Indonesian or English, with reference to both
languages and cultures, and students’ own language and culture.
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Berbahasa Indonesia
(Using Indonesian)
The blog provides a sense of language learning as being a personal
process of development and givesa sense of an immediate purpose in
language learning.
The blog can be used in different ways such as an individual task
carried out by learners in class time or at home, or as a shared class
discussion, modelled by the teacher. It can be used as an assessment
task (refer to notes on assessment).
Kosa kata
(Vocabulary)
End of chapter
Summary of useful vocabulary related to new language in
each chapter.
Why an intercultural language teaching and learning orientation?
The authors of this series have aimed to develop a textbook that reﬂects our understanding of an intercultural language
teaching and learning orientation on practice. It is one interpretation and by no means a deﬁnitive or exhaustive view.
Indeed, by its very nature a textbook is a static representation and therefore cannot take into account the dynamic process
of interaction which occurs every day in language classroom across the country. It is, however, an attempt to render an
orientation towards key aspects of an intercultural language perspective.
The aim is to develop students’ capability to create and understand meaning across languages and cultures, with Indonesian
as the additional language and culture in focus. The purpose is to develop students’ understanding of themselves (and
others) as linguistically and culturally constructed. That is, each one of us learns and uses language according to the cultural
context in which it originates. We learn the rules, the meanings, the subtleties and the expectations that go with using
particular language in particular contexts.
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An intercultural orientation takes as a starting point the idea that learners are actively engaged in learning which is part
of their repertoire for use in their lives (not learning that may only be useful sometime in future, if learners visit the target
language country/ies). Learning, therefore, draws on students’ personal perspectives and experiences, asks them to consider
themselves, their own language(s) and culture(s), and their relationships to others. These are considerations relevant to the
here and now for all learners.
Junior secondary/middle years are one of the biggest challenges for teachers and students of Indonesian. Many students
feel programs are not relevant and feel that visiting Indonesia is no longer a real or immediate option. An intercultural
orientation does not ‘defer’ the value of students’ language learning: it values it as meaningful for their current lives as
they gain insights into another and their own language and culture, interact with others from diverse linguistic and cultural
backgrounds, and develop an understanding of the nature of language and culture per se.
What is intercultural language teaching and learning?
Intercultural language teaching and learning is fundamentally concerned with language: language learning
arning and use. It is also
fundamentally concerned with culture and the relationship between language and culture. An intercultural
tercultural orien
orientation does
not mean doing away with a focus on language structures and forms and on communication. Itt means doing thes
these things
with a view to learning the ways to make meaning across languages and cultures. That is, thee focus is on how to learn and
use language in ways that promote meaning across different linguistic and cultural systems.
ems. The emphasis is on learning
how to navigate between one’s own language and culture and the target language and
d culture. This requi
requires exploration of
the relationship between language and culture, through for example developing language
guage awareness and
a investigating how
meaning is made according to context.
ads to students becoming
beco
Intercultural language learning takes as its goal language learning which leads
bi- and multi-linguals.
earning the target
tar
It acknowledges the linguistic and cultural identities that learners bring to learning
language and recognises
that learners are developing an additional language to their own. An intercultural orienta
orientation makes sense in the Australian
language learning context since all language learners come with a diverse range of linguistic and cultural backgrounds
ners’ own language and culture as a resource for language
and experiences. The focus on making meaning draws upon learners’
ti
betwe
learning, for communication and for understanding the relationship
between language and culture. An intercultural
ses learning
lea
pro
perspective on language teaching and learning emphasises
as a process
of making connections. There are multiple
d culture, b
connections to be made such as between language and
between learners’ own and additional languages and
cultures, between prior learning and new learning, between
een languages
language in the curriculum and the broader curriculum, and
between self and other.
g ways to move between
bet
In making connections, learners are learning
languages and cultures. They need to develop skills and
erpreting language in ways that draw on their existing ideas and knowledge, and
an orientation towards meaning and interpreting
develop new ideas and knowledge. Part of learning ways to move between languages and culture can also be challenging and
orldview. Teachers
Teach need to develop ways of talking with learners about their experiences
confronting to learners’ existing worldview.
b
and explain that they are not being asked to leave behind
their existing language and culture but to add to and expand their
knowledge and worldviews. This can be both ch
challenging and exciting and teachers and learners need to discuss this process
as a legitimate and necessaryy part of language learning.
Internationally, there are various ways of cconsidering intercultural language teaching and learning in practice. This series has
drawn on the authors’’ understandings of these ideas in general rather than prescribing to one particular view or model. There
are, for example,
(Liddicoat et al 2003) (active construction, social interaction, making connections, reﬂection and
le, principles (Liddico
responsibility)
the writing of the series but which are not an overt presence in the materials.
y) that have informed
infor
View of language
guage
There are various theories
heori and ideas about the nature of language. In developing this series, the authors have adopted a view
of language as social practice; as the ways in which people make meaning together. Language is the medium through which
people interact and participate in their world. As such, language also represents a means of creating and expressing culture.
People who share the same language are able to participate in making meaning in that language with others and share in the
practices of being a member of that cultural group.
The authors also view language (for the group of students studying Indonesian in the Australian context) as a term
which includes ﬁrst language(s), target language (which may or may not be ‘additional’), English and other languages. It will
be important that teachers develop ways of talking about ‘language’ which may include any or all of these. In developing
an intercultural perspective it is helpful for learners to understand that Indonesian is connected to a larger view about
the nature of language itself thus providing another way of making sense of it and also normalising it, through the lens of
learners’ existing experiences of using language(s).
The view of Indonesian which underpins this series isthat Indonesian is, like any language, both easy and challenging. Its
morphology and phonology mean that learners (whose ﬁrst language is English) can make progress quickly in the early
stages. The pronoun system, register (formal and informal usage), afﬁxes and passive voice are more difﬁcult aspects that
will challenge learners.
xvii
The authors recognise also that Bahasa Baku (formal Indonesia) is not what many people in the street in Indonesia speak on
a daily basis and that it is the formal language associated with the written materials, and areas of activity such as the press,
business, politics and education. The authors have endeavoured to develop this form of the language partly because it is the
language assessed in Australian exit assessments and also due to the fact that the standard form provides learners with a
sound basis from which to navigate into other forms of use. In addition, some aspects of informal language use are included
in order to make the point that language varies according to context, and to familiarise students with more common spoken
forms, particularly those which are age relevant for them. Teachers may wish to supplement colloquial Indonesian (or bahasa
bergaul) within their own classes, according to interest and experience, or encounters with additional texts.
View of culture
There are numerous ways of understanding culture. In this series, culture refers primarily to shared ways of making meaning
amongst a group of people, although you may wish to explore alternative views with your learners. In this view of shared
meaning making, culture both reﬂects and inﬂuences the ways people do things. Culture can therefore be seen as the
practices and meanings attributed to those practices in a social group. One of the major practices is language
langu
use. Hence,
culture from an intercultural perspective is integrally connected to language.
Culture is variable and dynamic. It changes according to time, place and people. Culture can also refer to a single,
single
national culture (a highly generalised perspective), sub-groups within the overarching group,
p, and the culture aassociated
mult
with any single individual (a highly individualised perspective). That is, it is the nature of culture to be multifaceted
and
multidimensional.
nise the nature of culture as variable,
In preparing a course for the teaching and learning of Indonesian, the authors recognise
earning of Indonesian have represented
multidimensional and dynamic. While some materials for the teaching and learning
Indonesian culture as static and exotic, and tending to focus on difference, this series presen
presents a view of culture in relation
to Indonesia as having both distinctive and common aspects with other cultures,
ures, which are continually changing and being
reinterpreted. The intention is to challenge generalised perspectives
es on Indonesian culture
c
and to promote a learning culture
of interpretation.
In language learning terms, culture is not only factual knowledge
led that
at enha
enhances language or provides the sociolinguistic
context for appropriate use. Culture represents the referencing
rencin system for h
how meaning is made by users of the language.
Culture can be present in various aspects of language and
language use. C
Culture is the interpretive frame for making
nd langua
sense out of and with language. For this reason, dimensions
cultural understanding, related to language use, including
ons of cultura
‘intracultural’ (personal, within one individual) and
and between individuals, nations, languages, etc) are
nd ‘intercultural’ (across
(acr
explored, to encourage awareness of self as a cultural
tural being, located
locat within a cultural context, and ‘enculturated’ (affected) by
one’s experiences and surroundings, all off which are reﬂected in language choices and use.
View of language and culture
This series assumes that language and culture are interrelated
in
systems for meaning making. Language and culture together
construct the world around uss and are the primary means for making sense of how people think and act. Language is created,
used and interpreted in wayss that draw upon the
th shared cultural practices and ideas of a particular group of people. In turn,
these practices and ideas are expressed, inﬂuenced
in
and modiﬁed through language.
s, attention is dra
Throughout the series,
drawn to the relationship between language and culture, and, in particular, the
lang
relationship between Indonesian language
and culture. Opportunities to explore how each is inﬂuenced and shapes
the other are evident in tasks and questions related to the texts. Teachers can use these texts and tasks to explore the
relationship, and learners’ pe
perspectives on this, both in terms of Indonesian speciﬁcally and the awareness of the nature of
tionship per se. In this way, learners are encouraged to understand Indonesian language and culture as related
the interrelationship
ing a g
while also developing
general understanding of the integration of language and culture, including their own.
View of teaching and learning
Teaching and learning in this series are presented as complex, interrelated social processes. Both teaching and learning are
fundamentally social (as well as cognitive) acts. That is, they rely on social interaction between people as being the primary
means of stimulating new learning.
xviii
Communication is central to interaction as it is the process whereby people create and exchange meaning. Communication
can occur through various modes of interaction in which some form of exchange leads to meaning being made.
Communication has, in much practice associated with Communicative Language Teaching, been understood as primarily
oral interaction, about listening and speaking. While these processes are vital to communication, these need not be the
sole focus and communication in this series is understood as any form of interaction which leads to the negotiation of
meaning. This could, for example, involve a learner reading an ancient text (e.g. a myth or fairytale) and commenting on the
actions of a character or providing a personal (written or oral) response to an event. On the other hand, a more extended
exchange of ideas with an interlocutor (again written or oral) about the text may occur, with language use being negotiated
as the interaction occurs, in response to the need to clarify meanings. The purpose is to make sense of language such that
it provides ideas and stimulates a learner’s existing knowledge, so that they can extend this understanding into (further)
communicative acts.
According to this view of communication, meaning takes priority over accuracy of form. That is, ﬁrst and foremost
learners need to convey their understandings and ideas in ways that can be understood by others; they need to negotiate
meaning. This does not mean doing away with accuracy of language use. It does mean, however, encouraging learners to
make the most meaning possible within their developing repertoire of language knowledge. This does, of course, happen
continuously in learners’ ﬁrst languages, too, with other users of that language, as they encounter various understandings
of language, and must rephrase or reframe their language according to their need to ‘negotiate’ meaning. Many learners
perceive language learning as a process of acquiring structures and vocabulary in order to reproduce language use with a
high degree of accuracy (according to a native speaker- like reference point). This is a problematic view since the goal for
intercultural language learners is to develop ways to make and understand meaning, that build on, and can be seen through
the lens of ,who they already are, and the understandings they already have. This of course involves accurate language use,
however, there is no single or predetermined accurate model of language use and learners need to understand that their
entire linguistic resource is available to make meaning. There is a need to open up the possibilities for making meaning
ngl
by combining languages. This may mean that learners construct Indonesian with occasional words in English.
This has the
wledg
beneﬁt of encouraging learners to make personal meaning with greater immediacy as well as acknowledging
the reality
that it is commonplace for users of languages to draw on other languages to communicate what iss most appropr
appropriate in a
ge itself, as dynami
given context. Indeed, hybrid or mixed language communication reﬂects the nature of language
dynamic, ﬂuid and
open to interpretation and multiple meanings. Bi-lingual and multi-lingual speakers employ this kind of strategy continually,
l
depending on context, audience and the meaning required. There is a need to develop a metalanguage with learners
about
o the context.
the use of multiple languages with an emphasis on using them effectively according to
n teaching and learning.
lea
A further aspect of the authors’ thinking in this series is the need for ‘authenticity’ in
Authenticity
gogic purpose
refers not only to the nature of texts (that is, those typically developed for non-pedagogic
purposes) but also to the nature
rientation means that
tha learners explore multiple
of how learners are positioned as learners of Indonesian. An intercultural orientation
ertake. Learners
Learner may be asked to adopt different
perspectives as represented in texts and also in the tasks that learners undertake.
ncluding looking critically
criti
roles, take a new standpoint and challenge an existing perspective, including
at their own perspectives.
rate with a view of
o learners as learners of Indonesian in an
Primarily, learners are positioned as themselves. That is, tasks operate
ews, comparing per
Australian context. As such, learners are often asked for their views,
perspectives, considering their own cultural
frames and experiences.
Design considerations
Context
The authors of this series acknowledge that textbooks
books are artefacts.
artefact They represent ideas, perspectives and intentions at a
given point in time: they are like any text, static products. As such,
s
textbooks have particular constraints and expectations
associated with this genre. In developing
g this series, the authors
auth
have tried to reframe some of the expectations of textbooks
(for language teaching and learning, and for Indonesian in particular) both in terms of orientation and substance. This work
has been particularly challenging given
iven an intercultural
intercu
orientation towards language teaching and learning. While adopting
a perspective on language, culture and
nd teaching and
an learning as social, dynamic and interpretive are in themselves not
mutually exclusive with the genre of textbooks, there are tensions in creating a static product. From the authors’ perspective,
creating a textbook which complements
mplements an intercultural
in
language teaching and learning orientation, is one challenge
of realising this orientation
tation in practice. It is hoped that this series provides a step towards developing an intercultural
orientation for the teaching
aching and learni
learning of Indonesian for students in the middle years.
In developing the series, the author
authors have attempted to create scope for teachers to adapt the materials to the local context.
Design features
based chapters and tasks which require interpretation and personalised learning enable
ures such as concept
conc
teachers and
consider the materials according to their speciﬁc contexts and backgrounds. The series includes
d learners to cons
a strand of linguistic
uistic dev
development across the series however is not driven solely by this but rather considers linguistic
development simultaneously
ltane
with learners’ cognitive and affective development and their overall capability for intercultural
engagement. The inclusion of authentic, modiﬁed authentic and pedagogic texts provides a range of text types and models
of language use from different perspectives. The materials can provide a basis for going further with supplementary
materials and tasks.
The orientation of the series also provides a basis for context sensitive teaching and learning. The central emphasis
throughout is the individual engaged in a social process of making meaning, interpreting and reﬂecting on ideas, learning
and identity. In this way, the learner is encouraged to make meaning in relation to his/her immediate context and the wider
social, linguistic and cultural context. A textbook cannot, nor should it, replace a teacher of language but it can provide a
supportive base from which teachers and learners can explore and make sense of the interactions and learning according to
their own contexts.
Diversity of learners
There is increasing recognition of the complexity of the background knowledge, experiences and linguistic and cultural
identities that learners bring to language learning. Learners of Indonesian have a range of diverse entry points and
capabilities in the language. For example, they may be second language learners with limited or no prior knowledge of
Indonesian, they may be learners with some background or familiarity with Indonesian (or Malay); they may have recently
xix
arrived from Indonesia and use the language with other community members. Whatever the case, all students come with
knowledge of at least one language, which may or may not be Indonesian, and they are all part of an Australian education
system which uses English as the medium of instruction. Thus, students have at least two languages present as they
engage in learning Indonesian. Students will learn in their own ways and make meaning through thinking about their new
experiences using the frame of what they already know and know how to do i.e. their ﬁrst language and culture. Learners will
be constantly involved in moving between the languages and cultures they know and are learning. It is this positioning of
learners as ‘go-betweens’ that lies at the heart of intercultural language learning, as learners develop the capability to make
meaning with others, and to recognise themselves as doing this.
Concept based design
In designing the series, the authors have adopted a concept as the organisational focus of each chapter. The intention is to
consider the overall contribution to learning and to move away from an orientation that focuses on coverage (e.g. topics).
Each concept is supported with a question in English, framed in a way that could be a student’s perspective
ctiv to position
them as active from the start. The question in English is not intended to be seen as a translation of the
he co
concept expressed in
Indonesian. Rather, the question in English is intended to connect with how learners are positioned
ed in relation to
t the concept
and to consider a learner’s perspective on the concept and what aspects of it might be of interest
rest and relevance to them.
The concepts in each chapter are designed to challenge learners to consider Indonesian language
guage and culture through
t
eople in Indonesia respond
re
reference to their own world and understanding of it, and to think about how young people
to
standings; as well as discovering the
these concepts and ideas and why different contexts might produce different understandings;
similarities of life for young people in Australia and Indonesia.
tage of development and as learners of
The concepts were chosen according to their relevance for learners at this stage
Indonesian in particular. The ﬁrst two chapters explore the concepts of language
guage and culture which are fundamental in
developing students’ awareness of these ideas and how they are integral to an intercultural
intercultura orientation in language teaching
and learning. The remainder of the series is based on concepts which
ch were selected ffor a number of reasons. There are
concepts which relate to the distinctive nature of Indonesian language
guage and culture such as ‘selamat’, ‘makan waktu’, ‘tanah
airku’. In addition, there are concepts drawn from other discipline areas in the cur
curriculum such as Science and Health.
Yet other concepts are included due to their relevance for this learnerr group such as ‘idola’ and ‘nongkrong’. Overall, the
series explores a range of concepts drawn from diverse ﬁelds of kknowledge
dge aand experience, offering a basis for conceptual,
linguistic and personal development over time.
Sequence of chapters
The series has been designed to consider the
he expanding conceptual
conce
and linguistic world of learners in the middle years in
Australian schools. The sequence of chapters
pters takes into account
accou progression in language learning and learners’ expanding
conceptual framework including their growing
rowing sense of identity
ide
as a learner of Indonesian. The series begins with two
orienting chapters designed to lay the foundations
foundation for understanding language and culture per se, while developing initial
language use in Indonesian. The selection
ection of texts is
i based on exposing learners to expanding contexts and sophistication of
language use. The chapters across
cross the series are m
more heavily weighted to use of English in the early stages, with increasing
use of the target language both
of study and medium for teaching and learning as learners’ repertoires expand.
oth as the object o
Use of languages
es
The series assumes that
at students bring
brin knowledge in at least one language other than Indonesian to their language learning.
In many cases,
s, students will bring more than one and in some cases, students will bring knowledge of Indonesian itself. In
recognising this diversity and existing linguistic knowledge, the emphasis in this series is on meaning through language use,
nd of all langua
of all kinds and
languages that students know. Teachers and students will create the culture of learning and language
he particular
part
use according to the
context and learner group, however, some assumptions about language use needed to be
made in designing the series.
The target language, Indonesian
It is assumed that the target language will be used as much as possible. This means using Indonesian both as a target of
study as well as a medium of instruction and interaction. As a general principle, Indonesian is the preferred language, for
example, in communicative tasks, in descriptions and simple explanations and in classroom routines and management.
Indeed, any situation in which Indonesian can have a meaningful purpose in interactions between teachers and students.
Students also develop language awareness in relation to the system of Indonesian and of language in general through close
exploration of language structures and features and connection to their own language(s).
Metalanguage (a language for talking about language)
xx
In developing their awareness of language as a system for meaning making, learners need ways of talking about language
i.e. a metalanguage. There are many opportunities throughout the series for learners to closely examine language, its
structures and features at word, phrase, sentence, text and system levels. Learners are encouraged to develop specialised
terms for referring to aspects of language such as particular forms and rules which govern language use. Developing a
metalanguage with students provides a number of beneﬁts for language learning: it is a way of referring to the language as
an object of study; it is a way of developing a sense of connections within language; it provides a basis for understanding
new concepts and connecting these to a developing framework of the language overall (it provides a sense of pattern and
order to language); it is a basis for connecting to other language systems and developing a meta-awareness of the nature of
language per se. It is anticipated that this metalanguage will be developed through English since this, particularly in the early
stages of language learning, enables learners to focus on the new ideas without creating further cognitive load which would
be necessary if it were carried out in the target language. Over time, this emphasis may shift to Indonesian however at this
stage it is important that students engage with the ideas which is likely to have the most positive effect on their motivation.
The place of English
It is expected that English will be used as part of learning and language use. The main role for the use of English is to create
the language learning culture including the development of a discourse for discussing and understanding the nature of
language and culture and their relationship. English may also be used, as indicated previously, as part of students’ linguistic
repertoire for communication. In this case, it is expected that English features as an integral part of meaning
ean
making using
both languages. The series has been designed with the expectation that in general there will be a decreased
crease use of English
for communication over time as students’ linguistic repertoire in Indonesian increases. With this in mind, the se
series has
some features which vary from sole use of English to Indonesian and English and then to Indonesian
nesian only
only. This shift
sh can be
seen in chapter headings and in the increased use of Indonesian in tasks over the chapters. In the Understanding
Understandin Language
and Using Indonesian explanations, the Indonesian examples have been translated into English.
En lish. This is not intended
in
to give
the impression that these are interchangeable codes but it is designed to provide some
me sense of meaning (not necessarily a
deﬁnitive meaning) that Indonesian could have in a language familiar to students i.e.. it is a way of conn
connecting to the existing
knowledge. Meanings, including these translations, can be contested and students’ should be encouraged
enco
to interpret
meanings wherever possible. These translations, however, provide a level of support
sup ort for beginnin
beginning learners and become
progressively less frequent through the series (thus providing more opportunity
unity for students tto interpret meanings in
language for themselves).
Hybrid language use
The emphasis on meaning as the aim of language use means that there will be tim
times when students can only make meaning
by combining languages. This hybrid or combined languagee us
use can be seen as a necessary scaffold for assisting learning and
reinforcing the emphasis on meaning which can have a positive impact on st
students’ motivation. In addition, hybrid language
use is reﬂective of the reality of actual language use and
d communication
communica
for many people in modern times. Hybrid language
use therefore need not be regarded as a temporary
ry support measure o
only but can in fact be seen as a deliberate stylistic and
language use strategy. Indeed, to use multiple languages
nguages according tto context is a highly skilled capability. The important
consideration in a language learning context,
t, is not that hybridity be phased out in favour of sole use of the target language
but that over time hybrid language use becomes
ecomes increasingly sophisticated and learners are increasingly conscious of its
effect and use.
Texts
The series features a range off texts drawn from va
various sources including the Indonesian speaking community, both in
Indonesia and Australia, and exchanges between
betwee members of the Indonesian and Australian community. The texts have been
selected based on a number of criteria. Firs
Firstly, the texts were chosen based on their relationship to the conceptual focus of
each chapter and potential
ential relevance to students’
s
interests. Secondly, the texts were chosen for their linguistic content and
their contribution to the language development
dev
across the series. One further consideration was the authenticity of texts
and the need to focus on meaning iin language. Often texts created for the sole purpose of language teaching tend to be
designed to demonstrate a particular
p
language point more so than for genuine exchange of ideas and opinions. Hence, the
texts selected
ed were largely drawn
d
from texts created for Indonesian language users in the ﬁrst instance. Some texts were
modiﬁed in order
der to incre
increase the accessibility and familiarity of language. This meant in some cases reducing the length of
texts, and removing
g or rreplacing low frequency words or constructions with higher frequency options. It was important that
the texts overall provide a range of perspectives, positions and representations of language and culture which reﬂected the
Indonesian community, the Australian community and the relationship between these, and the international setting for
members of both communities. Many texts from Indonesia were gathered by the authors in their own research and visits
to Indonesia, and through interviews and encounters with young people in Indonesia. The texts are designed to engage
young people with ideas and issues that are interesting and important in their own lives and to present a window on the
lives of young Indonesians e.g. play, a sense of identity and location, who they admire, a sense of home, celebrations and
special events.
In some cases, the level of language may be more sophisticated than typically expected for learners at this stage of learning.
The intention is to provide as much as possible language use that is both linguistically interesting and conceptually engaging.
In some cases, this means using authentic texts, and in others, it means adapting authentic texts to make them more
accessible. While it is essential for learners to develop new vocabulary as part of expanding their linguistic range, it is not
expected that learners will internalise all new vocabulary in these texts. Instead, the linguistic focus is on the developmental
sequence of structures and understanding the system of the language, while also engaging in ways to make sense of
language. It is necessary to focus on both linguistic knowledge (structures and vocabulary) and the ways of making meaning
with language that will enable learners to adapt to new language and communicative situations that they encounter.
xxi
Tasks
The tasks in the Student Book are designed to support students to understand the texts and engage with the conceptual foci.
The texts are typically organised around a number of phases of thinking including:
• comprehension and initial understanding of meaning
• observing, noticing features and aspects of language use and form
• internalising meanings and ideas, and connecting language and culture
A range of higher order thinking processes such as analysing, categorising, synthesising, evaluating are integrated into the
tasks across the series.
The tasks are ﬂexible and teachers can decide the preferred modes of interaction around each task e.g. individual, pairs,
group, whole class. Some tasks do lend themselves to individual work particularly when the content may be sensitive and
personal and students would prefer not to share with others. While it can be challenging to manage situations in which
ve opportunities
op
personal views and content are expressed, it is important (in the authors’ opinions) that students have
in
nt message about
a
language learning to express themselves in authentic ways: to be themselves. This conveys important
the
pported in languag
value of language as a means of expression, an idea which needs to be explicitly stated and supported
language learning
experiences.
Assessment
Assessment of intercultural language learning is an emerging area of interest in the
he languages education
educ
ﬁeld. There are
diverse views about whether or not this aspect of students’ development can in fact
ct be ‘assessed’
‘assesse in the way in which
assessment is currently understood. The paradigm of assessment associated
ted with languages has
h focussed in the main on
linguistic knowledge and communication skills, with an emphasis on the performance
erformance d
dimension of language learning and
udents develop und
use. Intercultural orientations to language learning recognise that students
underlying understandings about the
nature of language, culture and their relationship, about identity and about othern
otherness and self, which are not captured
ea of assessment of
o the intercultural in language learning
in skills-oriented and short-term assessment paradigms. The area
uthors of this series
s
is problematic and there is much contestation about which the authors
are aware. There is, however, a
ases required
d to assess
as
practical reality for teachers who are not only in many cases
this aspect of learning, but also want their
learnin They recognise
re
assessment practice to reﬂect the valuing of this area of learning.
that assessment reﬂects what is valued
g is valued, th
in the curriculum, and if intercultural language learning
then there need to be means for acknowledging this and
d accomplishments iin this kind of learning.
providing feedback on learners’ engagement and
entation and purpose.
purpose In this series, the authors have included a number of
Assessment is multifaceted and varies in orientation
dimensions of assessment in an effort to address the short an
and long term nature of language learning, and the micro and
macro nature of language learning (e.g.. word level through to meta-understandings), as well as to consider the ideas of
ng. The assessm
assessment ‘of’, ‘for’ and ‘as’ learning.
assessment processes are summarised below:
Assessment of intercultural
ral language learni
learning
Assessment of intercultural language
anguage learning
learnin is an emerging area of interest in the languages education ﬁeld. There are
diverse views about whether or not this aspect
as
of students’ development can in fact be ‘assessed’ in the way in which
assessment is currently
ntly understood. The
T paradigm of assessment associated with languages has focussed in the main on
linguistic knowledge and communica
communication skills, with an emphasis on the performance dimension of language learning and
use. Intercultural
tural orientations to language
l
learning recognise that students develop underlying understandings about the
nature of language,
nguage, culture aand their relationship, about identity and about otherness and self, which are not captured
in skills-oriented
nted and short-t
short-term assessment paradigms. The area of assessment of the intercultural in language learning
is problematic and there is much contestation about which the authors of this series are aware. There is, however, a
practical reality forr tea
teachers who are not only in many cases required to assess this aspect of learning, but also want their
assessment practice to reﬂect the valuing of this area of learning. They recognise that assessment reﬂects what is valued
in the curriculum, and if intercultural language learning is valued, then there need to be means for acknowledging this and
providing feedback on learners’ engagement and accomplishments in this kind of learning.
Assessment is multifaceted and varies in orientation and purpose. In this series, the authors have included a number of
dimensions of assessment in an effort to address the short and long term nature of language learning, and the micro and
macro nature of language learning (e.g.. word level through to meta-understandings), as well as to consider the ideas of
assessment ‘of’, ‘for’ and ‘as’ learning. The assessment processes are summarised below:
xxii
Assessment
Orientation
Purpose experience
Student Resource Book
Tasks
Short term, single text or idea
level
‘learning’ focussed/ formative
Blog
Long term, developmental
‘learning’ focussed/ formative
and
Designed to capture students’ learning over time. The blog is a
space in which students should be demonstrating language use,
analysing texts, creating new meanings, observing and comparing
languages and cultures, reﬂecting on language use
us and their own
language learning. In the main, the blog is a form
formative assessment
experience; however parts of it can be used in a summa
summative sense.
For example, the regular entries may be formative and teachers
t
may add a reﬂective or evaluative dimension
imension at different
differen points
through the year e.g. end of term
m or semester. In this way, the blog
captures the developmental nature of language learning
le
(on-going
entries) as well as the cumulative
lative effect of language
lang
learning (endpoint reﬂection tasks). Thesee tasks may require
re
students to reﬂect
on their entries overr a period and make further
f
observations about
language, culture and
nd learning. It is lik
likely that class time will need
to be set aside for younger
ounger learne
learners to make entries, initially with
some guidance
nce as they begin to develop an intercultural language
learning orientation. The blog
b is an opportunity to develop an ongoing informal
ormal dialogue an
and cycle of feedback between teachers
and
d sstudents.
ts.
SA
M
PL
E
Student Work Book
PA
G
ES
end point/summative
Designed to capture students’ language use and emerging
understandings and personal connections with speciﬁc texts and
concepts.
Chapter
‘tests’
Short term, single chapter
level (word, sentence and
communication skill focussed)
focussed
Designed
signed to reﬂect students’ knowledge and skills in relation to the
chapter
pter o
overall
end point or ‘summative’
mative’
Teacher Resource Book (CD
D Rom)
Tasks
Medium
m term series of chapters
ch
(communication,
ication, know
knowledge
and understandings focussed)
Designed to reﬂect students’ language use, knowledge and
understandings in relation to a series of chapters, capturing macro
learning and understandings.
End
nd point or su
summative
It needs to bee noted that alth
although an assessment experience may be indicated as ‘summative’ or end-point, these
experiences can
n be used for diagnostic purposes and reinform teaching and learning. That is, ‘summative’ assessment can in
fact be ‘formative’ in a llonger term view of student learning.
The assessment experiences included in this series are not intended to be exhaustive. Rather these are provided as examples
and suggestions for assessing in relation to these materials and will be supplemented by teachers according to their needs
and particular contexts.
Finally, textbook materials can only provide stimulus and guidance to support the realisation of teaching and learning. It is
in the day to day interactions of teachers and students, that teachers are continually diagnosing and extending students’
learning. This kind of informal, interactive assessment provides a rich source of evidence of learning and it is likely that
teachers will record their observations and note students’ talk as part of the anecdotal assessment which is a critical part of
the assessment story.
xxiii
Navigating the material
The materials have been designed in such a way as to provide teachers with the Student resource Book integrated into
the Teacher Resource Book. This has the advantage that teachers can view the same text as students together with the
explanatory notes and suggestions speciﬁcally for teachers. There is a high degree of consistency across the materials
through the use of common features such as organisational headings, textboxes, and margin notes. While these features
assist familiarity with the materials, they do not appear as uniform and there is some variation in the presentation of
material and types of tasks. This variation is intended to encourage students to remain engaged in the chapters, while
recognising familiar aspects.
Furthermore, these features relate to different aspects of planning and support for learners reﬂecting underlying planning
considerations such as:
• Communication/target language use (macro skills)
• Awareness (metalinguistic and intercultural)
• Cognitive processing (thinking/reasoning, discussing)
• Constructing identity (reﬂecting, connecting, interacting)
ng feature which appears
a
One further cohesive and longitudinal feature of the series is the ‘blog’. The blog is a recurring
at
eﬂect on the develop
the end of each chapter. The blog is an opportunity for students to demonstrate and reﬂect
developmental and
se and value their ow
cumulative nature of intercultural language learning and enable students to recognise
own growth and
progress.
d ‘optional’ compone
One further consideration in the materials is the inclusion of some ‘core’ and
components. Since the series focuses
on meaning and meaning making as the linguistic sequence is quite ﬂexiblee and therefore so
some aspects of the materials
may be moved, adapted or omitted according to the teacher’s judgement of the students ggroup. It is expected that texts will
kir lebih lanjut’ bo
be core elements however aspects such as margin notes and ‘berpikir
boxes may or may not be covered. The
teacher of Indonesian is best placed to determine which aspects are most relevant given the teaching and learning context.
Connections to curriculum frameworks and
d supporting
su
rting materials
m
This series is based on current understandings of language
age teachi
teaching and lea
learning informed by sociocultural theory. The
conceptualisation, planning and design reﬂect principless of intercultural
intercultu language teaching and learning and the authors’
interpretations of these as can be realised in textbook
tbook materials. In Australia,
Au
existing curriculum and planning frameworks
and materials in each state and territory, state the
he importance of developing
de
students’ intercultural capabilities. The
frameworks are intended to address the development
velopment of students’
stude
intercultural language capabilities in varying ways through
their curriculum structures and outcomes
es statements. This series
se
does not address any single framework or the frameworks
in general, however, given that the seriess is fundamentally based on an intercultural orientation to language teaching and
learning, the materials can be reconciled
nciled with these
the frameworks. Furthermore, given the early stages of development of this
orientation in language teaching, and
nd in Indonesian language teaching, the materials will continue to have application into
the future
xxiv
Authors’ Acknowledgements
Developing this textbook series has been a collaborative project involving a team of writers, publishers, critical
friends and many others who have all provided unique and valuable contributions to the ﬁnal product. The
project has in itself been an instructive and rewarding intercultural experience and we especially thank the
following people:
Our friend and colleague Jim Dellit from the University of South Australia for putting us in touch with staff and
students at the Sampoerna Foundation Teacher Institute in Jakarta. In particular we appreciate the assistance of
the Director, Ken Cock, and staff Obert Hoseanto, Sulistyowati (Lis) Soetisno and friend, Iman Kahﬁe. We thank
Mbak Woeri for so generously welcoming us into her home and family life.
We also thank staff at three schools in Jakarta and the following students:
SMAN 68: Muhammad Faisal, Ahmad Aﬁf, Mary Putri, Viera Maghﬁrah, Nadia Hardani
SMA 81: Qisthi Wazni, Ignatis (Ratna) Prativi, Elaine Lase.
SMP 151: Adrian Januar, Adinda Herdianti
Thanks also to Niko Adria and Nixon for their support in Padang.
arshall, Miranda
Miran Pangestu and Sian
For their contribution to the collection of photos and video, we thank Tim Marshall,
Maloney,and Fran Rydon and her students at the Adelaide Secondaryy School of English.
We are also grateful to David Reeve from the University of New South Wales for ssharing his insights into
approaches to Indonesian language teaching materials.
satu
And lastly of course our families have endured the time we have spent on this
t and supported us with their
patience, advice and interest. We cannot thank them enough.
eno
1
dua
SA
M
Each chapter raises a concept
for consideration. Note that the
Indonesian and English titles
are not ‘translations’ of each
other, but rather introduce a
concept and ask a pertinent
question. You could use this
as a discussion point – what
is the concept of considering
who we are about? Why are
there two words for ‘us’ and
‘we’ in Indonesian? What is the
difference and why might the
distinction be made? It is also
a good time to suggest that
every word and phrase in one
language may not be easy to
translate into another language
and learners may have to think
about why this is, and what
it indicates about languages,
ages,
cultures and language
uage users and
their relationship.
hip.
P
The ﬁrst page of each chapter
provides some information
about what the chapter
contains, in terms of a main
concept and several points
of this for consideration,
in particular learning focus
and language points that are
addressed in the chapter. It is
important to stress that the
language points are being
considered through the learning
focus, and vice versa. These
are totally interrelated and not
separate, so as to promote the
idea that we are language users,
making use of all our language
resources.
2
Some big issues are
raised in this chapter
that require discussion in
English or other languages
that learners use. There
are also some Indonesian
language forms that
can be used by learners
to contribute to these
discussions.
Dari Kami ke Kita: Teacher Resource Book
The focus of the ﬁrst chapter is on language and its use, to encourage
learners to think of themselves as language users: they think about what
language is and what it is to learn a new language, and about a new culture.
It is important for all teachers and learners of languages to consider what their
views about language are, and this chapter is all about stimulating interest in
this issue.
In this section of the chapter, the self as language user shifts to considering
how we talk about ourselves and how people using another language and from
another culture think about themselves and how they express it.
ISBN 9780170182959
Each bagian or section
picks up a sub-point about
the main concept for the
chapter, explores texts
and learners’ opinions,
and develops tasks based
on this idea.
AG
ES
You may wish to initiate a
discussion
about the key
cussion abo
learners agree
ideas. Do learn
and why?
or disagree, an
What can you or they add
to
idea? The intention
o this id
is to get learners thinking
about using and learning
ab
languages.
Exercise A1 in the workbook is a good literacy
booster and can assist you to discuss ‘languages’
with your students through something they already
know and are doing in English.
ISBN 9780170182959
Visuals, like photos and
illustrations, are provided
throughout to stimulate
engagement with the
language and culture
of Indonesia. You may
wish to invite learners to
respond to the photos
and illustrations with
their own interpretations
of what is going on,
what is being said and
how this relates to their
lives. These are integrally
related and not separate
‘parts’ of the chapter or
intended approach.
tiga
Here are some
suggestions about what it
is like to learn a language,
and to raise the issue
of what is involved in
learning a language with
the students, so that they
can begin to think about
the process of learning
a new language, and
themselves as users and
learners of languages.
3
Chapter one: Kami ke Kita: Who are we?
SA
M
The photos and
illustrations on these two
pages are intended as
stimulus to a discussion
about what language
is, does and means. A
range of different uses
of language are shown,
from conversations to
different scripts to text
messages and public
signs. The images of
texts are: Arabic in the
Koran, English written
text, Chinese script,
Japanese script, Sanskrit
and hieroglyphics)
Visual texts also imply
igning
language use and signing
er
of the deaf is another
municating.
way of communicating.
Are animal noises a
o?
language too?
empat
You may want to ask
learners to describe and
discuss each picture
and to think of other
ways language (or
communication) is used.
4
Dari Kami ke Kita: Teacher Resource Book
ISBN 9780170182959
lima
You may ask students to create a PowerPoint presentation about all examples of
‘languages’ and communication they have in their daily life. Suggest to them that they
use magazines, newspapers, photos and images from the web.
5
ISBN 9780170182959
Chapter one: Kami ke Kita: Who are we?
Initially, questions are in
English, as learners need to
use the language they know
to begin the discussion. As
the chapter develops, and
Indonesian language skills
increase, the emphasis moves
more towards using Indonesian,
with English for more complex
ideas where necessary. Teachers
should also make their own
judgements about the balance
of language use.
P
Each chapter has a number of
tugas, or tasks, intended to
provide ways of working with
the concepts, language and
texts in the chapter. Tugas
should be supplemented or
contextualised for the particular
group of learners, based on your
knowledge of the students. Not
all questions are imperative –
the tasks do not provide a set
course for instruction. No ﬁnal
chapter test requires knowledge
of every tugas. Teachers will
always need to make their own
judgements about what to
include, adapt or supplement.
enam
SA
M
A mind map is simply
a conceptual way for
learners to express ideas
about language use. You
may wish to explore these
ideas through discussion,
ussion,
personal stories or
‘other ways’,, depending
on your own
wn thinking,
thinking
and knowledge
dge and
understanding off your
learners. The centre of this
mind map is ‘language’. It
is intended that learners
build from this start
information about their
own understanding and
use of language in their
own lives. Each mind map
will be different. Sharing
these will promote
discussion about how
language occupies a
different, but related
place in each of our lives.
6
Dari Kami ke Kita: Teacher Resource Book
ISBN 9780170182959
PL
E
G
ES
The idea of diversity and
difference in language
use is emphasised here.
Recognising learners’
linguistic and cultural
backgrounds, and their
movement between
languages and cultures,
acknowledges the ‘intra’cultural selves of each
arne (and teacher). It
learner
lso recogn
also
recognises that these
mpact on the
th way we
impact
approach a new language
and cul
culture – providing
perso
personal ‘lenses’ into
understanding language
and culture.
This task is intended
to initiate interest in
learners’ linguistic
backgrounds, and those of
others, to show the kinds
of variety and choices
people have in language
use, and how languages
are used in different
ways and for different
purposes.
tujuh
Questions like these
stimulate discussion
and reﬂection. You
might consider other
dimensions as well – for
example, some people
can ‘read’ a language, but
rarely, if ever, speak it,
and don’t use it in their
day to day lives at all.
What impact do these
different understandings
of language have on the
language user?
7
ISBN 9780170182959
Chapter one: Kami ke Kita: Who are we?
This box is intended as a brief
background, to contextualise
the study of Indonesian.
You might wish to initiate
some further research on the
roots and development of
Indonesian, and also to compare
it with Malay. You may also
wish to use this contextual
information in a discussion
about where languages come
from, who uses them, and how
their development is related
to political, social and cultural
events. It may be surprising
to young people to know
that Indonesian is so young,
compared with other languages
they use or know about.
Pronunciation relies on
listening, in the ﬁrst instance,
and then speaking, to use and
imitate how words are said.
Again, stress the diversity in
languages as a spoken form
and that slight variations and
accents affect ‘pronunciation’.
SA
M
P
This is a very condensed
summary of some basic aspects
of the Indonesian sound system
(phonology). It is intended as a
‘getting started’ guide only.
delapan
These are guiding
representations. Listening to
sounds is really
ly important, and
especially thee whole speech,
rather than letter
ter by letter.
This will become easier
ier as the
chapter progresses.
8
Thinking Further questions
challenge learners to
investigate ideas at a deeper
level or to think laterally about
issues that have arisen in class
activities. These can be adapted
for the group of learners in the
class. In this box, learners are
being asked to discover more
about the place of English in the
world, which may be surprising
information to them.
Dari Kami ke Kita: Teacher Resource Book
Exercises B1, B2 and B4 are great practical
pronunciation tools for students.
ISBN 9780170182959
AG
ES
You may wish to expand
this information into a
discussion about how we
talk about ourselves in
different languages, and
what different meanings
of personal pronouns are
possible in Indonesian.
You may also want to
discuss the absence of
thee ve
verb ‘to be’ in these
xamples, aas well as
examples,
sing the sam
using
same word
for subject ‘‘I’ and object
‘me’. Le
Learners can draw
comp
comparisons from what
they have learnt in English
literacy.
Complete exercise B5 that is about saying and
asking about the languages students speak.
sembilan
These phrases are
intended to provide some
starter sentences for
learners to begin to use
Indonesian to describe
themselves and their
language use. You may
wish to add others, or
have learners develop
short conversations
to begin using these
expressions. Get the
students to listen to them
ﬁrst and then repeat
them.
9
ISBN 9780170182959
Chapter one: Kami ke Kita: Who are we?
There is a shift in focus
in this section to thinking
about who we are and
how we present this
information to others,
through different forms of
communication, language
and other means. It
involves considering
our identities and
representation of identity
in different cultures.
sepuluh
SA
M
Situs saya is a social
networking site
commonly used in
Indonesia. It is like
Facebook and other sites
people usee throughout
the world. As it has a
graphic format, and
information in a universal
IT language, many aspects
of the site will already
be accessible to learners,
and provide clues for
working out what the
Indonesian means.
Exploring what is already
understood can provide
a way in to working out
s.
unknown elements.
Discussion of Rini’s site
arners to work
can help learners
out things about Rini
consi
together, and to consider
wo
what they put or would
put on social networking
sites like this.
You may want – with the assistance of the IT department – create a wiki space for
your Indonesian classes. In a wiki space, students can digitally communicate – in a
controlled, invitation-only environment - about a variety of topics and, also, exchange
ideas and study tips. Ideally, students from different classes could participate in this
space. Some wiki spaces also allow posting videos, audio tracks and photos. Wikis
can become collaborative spaces for discussion, reﬂection and repository of a variety
of resources.
10
Dari Kami ke Kita: Teacher Resource Book
ISBN 9780170182959
sebelas
G
ES
Learners will need to use
English to discuss the
ideas in this task, but in
the process will begin
to interpret Indonesian
words and expressions.
The thinking behind this
is to allow learners to
feel that they can use a
few Indonesian words,
ut als
but
also express what
hey need to in English,
they
so that they engage with
the concept of identity
and how it is expressed in
Indon
Indonesian, and can then
compare this with their
own ways of discussing
identity in the languages
they already use.
11
ISBN 9780170182959
Chapter one: Kami ke Kita: Who are we?
dua belas
SA
M
Vocabulary support is
provided throughout
the book as it occurs
in sections and at the
end of chapters. You
may want to discuss the
idea that sometimes it
is difﬁcult to translate
between languages, and
that there will not always
be a word for word code
correspondence. This list
of vocabulary is intended
to support learners to
begin to use Indonesian,
and to provide a reference
for them to use to work
out sections of the Situs
Saya that didn’t provide
nglish
enough visual or English
cues. These lists aree not
intended as chapter test
materials, but you may
velop processes
wish to develop
ith your
yo
and strategies with
nin and
learners for learning
using this vocabulary.
12
Task C1 in the workbook allows students to create their own Situs Saya page. C2 is about creating simple
proﬁles.
Extension and supplementary activities are often provided to allow learners to extend the knowledge and
understanding introduced in the chapter. Generally learners will be able to work on these independently.
You may wish to supplement these activities, or use alternative strategies for reinforcing and extending the
concepts and language introduced in the chapter.
Dari Kami ke Kita: Teacher Resource Book
ISBN 9780170182959
The study of word derivations
may interest many students, who
may wish to pursue this interest
further. Students may complete
exercise C3 on pages 9 and 10 of
the workbook.
ISBN 9780170182959
Ask students to share words they know that come from
different languages but are either similar to English
or generally used in Australia. Many examples come
also from European languages, like French, Italian and
German, Greek and also Latin. Get students to think
about inﬂuences from other Asian languages, like Chinese
or Japanese. Students could also do a research project at
home where they can ask their relatives and friends, and
come back the next class with more discussion points.
tiga belas
SA
G
ES
This point is raised here
as Indonesian uses
many words from other
languages, and awareness
of roots of words can add
meaning to understanding
how languages work. As
many English words are
used or adapted (often
from Dutch variations)
in Indo
Indonesian, English
peakers can
ca ﬁnd points
speakers
of connectio
connection through
this recogni
recognition, and also
conside
consider why certain
words are borrowed,
ﬂ
reﬂecting
cultural and
historical ideas that
have travelled with
these words. Often the
pathways for words
arriving in one language
are convoluted, and
words may have travelled
through several languages
before reaching another.
Borrowed words can
also indicate different
perspectives in different
languages, and the
need to add words that
previously had no cultural
basis in that language.
Loan words also indicate
the dynamic nature of
language, and that it
is constantly changing
and adapting to suit the
purposes of its users in
their current cultural and
intercultural contexts.
13
Chapter one: Kami ke Kita: Who are we?
empat belas
SA
M
Establishing the
convention for asking
‘siapa’ for any question
about a person is
important for users new
to learning Indonesian.
The further information
about pronoun use is
provided to contextualise
the use of pronouns to
ask and answer simple
questions about people,
and to begin to explore
the ways of talking about
self and others and ideas
about identity expressed
through pronoun use in
Indonesian. Introducing
the concept of using
the same pronouns to
indicate possession (saya
for ‘I’ and ‘my’ and dia for
ud
‘he’ and ‘she’) is included
n- to
for the same reasonrners to
encourage learners
fferences and
consider differences
similarities in ways of
talking about self and
sian and
others in Indonesian
other languages, so that
they become familiar with
the idea of considering
language use across
and between languages
and cultures. It is also
intended that learners
develop ways of talking
about language that
include grammar terms
and ‘metalanguage’ – a
language for talking about
language use.
14
Dari Kami ke Kita: Teacher Resource Book
The use of Anda or kamu is revised in exercise C4,
page 10 in the workbook.
ISBN 9780170182959
AG
ES
Asking someone’s age is
common and acceptable
in many cultures, even for
adults. School aged children
are required to provide their
age in many contexts, but
often adults are not, in some
cultures. You might like to
discuss different attitudes
to ﬁnding out this kind of
information from people
in different cultures and
contexts.
xts. You may also need
to reinforce
einfor (and discuss
why) that stating tahun
number for age is
after the numbe
Indonesian,
important in Ind
qualiﬁes the unit the
as it qualiﬁe
refers to, whereas in
number re
other languages, such
some o
as English, it may not be
necessary to do this.
n
S
‘Oracy’ or the need to verbalise
language is crucial in language
use and communication.
Practicing saying numbers
aloud is an important skill
that requires a particular kind
of thinking to do this in a
new language. Learners are
encouraged to practice saying
numbers often, to develop
this skill. Listening to the
pronunciation of numbers
is also important, as often
numbers are said quickly and
it is difﬁcult to hear subtle
differences.
Exercises on numbers
1–20 and the age: C5,
C6, C7, C8, C9 and
C10, pages 10 to 13.
The elaboration of the change of word form for ‘umur’ (to ‘berumur’) and the corresponding personal pronoun change, from a
possessive pronoun to a plain personal pronoun (changing the meaning from ‘me’ to ‘my’), is also intended to promote both
understanding of the different answers and to provide a language for discussing what is happening and considering any cultural
implications of this use. Questions to explore further might include: How do words in English or other languages change from a noun
to a verb? How do learners feel about using the same word for ‘me’ and ‘my’, and only one word for ‘he’ and ‘she’? What might these
single words indicate about the relative importance of possession and gender in Indonesian culture? Is it an ‘easier’ system to use
than English or other languages? What might be seen as more difﬁcult in this system?
ISBN 9780170182959
lima belas
In the same way that beginning to use ‘siapa’ for questions about people is important, the need to use ‘berapa’ for all questions about
numbers is also important. This is a new concept for many learners, so may need some discussion and further exempliﬁcation, as well
as thinking about the reason this occurs and what it says about quantity concepts in Indonesian and other languages.
15
Chapter one: Kami ke Kita: Who are we?
Highlighting grammar
points as they occur in
texts, and questioning
these, allows learners to
discover and work out
patterns and conventions
in language use, and
to consider these in
relation to language use
they are already familiar
with, comparing the new
experience with languages
they already use. The use
of ‘se’ to mean ‘a’ or ‘one’
is common in Indonesian
where quantity is
signiﬁcant. On the other
hand, there is no need
to use ‘a’ as an articles
in many contexts, such
as to describe a book
being on a table (buku
di atas meja).
enam belas
SA
M
Further exploration of
Indonesian pronouns,
providing ways to talk
about self and others
are explored here, as
well as continuing to
provide questions for
consideration about
relative use of pronouns
s. The
between languages.
ns
Indonesian pronouns
kita’ require
‘kami’ and ‘kita’
discussion, as they can’t
ranslated’.
simply be ‘translated’.
Try to investigatee with
learners what cultural
understandings they
think may lie beneath
differences between the
words, and how other
languages might express
these differences, but in
different ways, and what
underpins English and
other languages’ use of
words like ‘we’ and ‘us’.
Exercise on using kami and kita: C11, page 10.
16
Dari Kami ke Kita: Teacher Resource Book
ISBN 9780170182959
M
PL
PA
G
ES
Ways of introducing self and
others are introduced here so
that learners can begin to do
this themselves, in Indonesian,
and to understand conventions
of introductions in different
contexts (with different peoplesuch as friends and adults).
The idea of ‘selamat’ requires
discussion, for its range of
meanings and uses, and the
purpose it serves culturally and
linguistically
ical in Indonesian.
‘Kenalkan’
alkan’ will
w also need some
explanation,
xplanation, as it is
i difﬁcult to
easily translate into English, for
example. Naming conventions
introduced, such as
are also intro
titles
(and whether
itles for teachers
te
are then followed by the
these ar
teacher’s ﬁrst name- as is usual
tea
in Indonesian, or last name- as is
more common in Australia), and
the use of ﬁrst names for adults
introducing themselves to each
other. Further exempliﬁcation
will be needed, with different
people involved in the same
sorts of basic introductions, and
learners will need opportunities
to practice these, in both oral
and written contexts.
ISBN 9780170182959
‘Ini’ and ‘itu’ can be further
explored with other examples,
such as the names of familiar
items that students use
(books, bags, phones, etc),
and changing the emphasis
of meaning through changing
the placement to before or
after objects.
Invite learners to consider
the position of the possessive
pronoun ‘saya’ (my) in relation
to the examples here, asking
them to compare this with
English and other languages’
use (my friend, my parents),
and why it might be expressed
in this order in Indonesian (e.g.
consider what the sentence
would mean with ‘saya’ before
‘teman’, and the use of the same
word is used for ‘I’ and ‘my’). You
may want to introduce further
examples of this word order, so
learners become familiar with
using it and begin to construct
sentences themselves with
appropriate word order.
tujuh belas
Exercises on introductions: C12 and C13,
pages 14 and 15.
Invite learners to think about
the order of speech in this
situation, and the relationship
of these young people. How
similar to introductions in
Australian school yards is this
example? What might young
Australians say to each other?
17
Chapter one: Kami ke Kita: Who are we?
‘Time’ concepts are discussed
more in Chapter 3, but it
is important to be able
to use times of the day in
introductions and greetings,
so are also included here.
Invite the learners to consider
the way the day is divided
in Indonesian, and why this
might be so, thinking about
the climate, sunrise and sunset
times, location near and on the
equator and relative lengths of
day, etc. and compare this with
times of the day in English and
in Australia. The use of selamat
in instances other than times of
the day (such as selamat datang)
will also provide an opportunity
for further discussion of the
use of this word and its cultural
signiﬁcance.
delapan belas
SA
M
All languages have ways of using
language for different levels of
formality, or register. Learner
need to be thinking about how
this is done in Indonesian, and
how it is done in languages
they already use. They may
not have thought about this
concept much before, in terms
of formally analysing the kinds
of language that are appropriate
for use in different contexts.
It needs to be considered, too,
that often these distinctions
are not clearly deﬁned, and
there are overlaps in occasions
casions
when certain language
anguage use
is appropriate,
e, and that this
occurs in Indonesian
onesian as well.
we
Interaction with language
age is
always ‘negotiated’ between
betwe
speakers and users, and the
‘negotiation’ process may be
complex, and variable. The idea
of choice in what we say is
important, and is informed by
many factors in any interactive
situation.
18
Dari Kami ke Kita: Teacher Resource Book
Exercises on greetings and formality: C15, C16, C17
and C21, speciﬁcally on using correct titles.
ISBN 9780170182959
PA
G
ES
Language examples are
provided here, using the
Situs Saya text as a model,
ow learners to go
to allow
ond intro
beyond
introductions
to begin to talk about
their families. E
Encourage
learners to w
work out the
words fo
for different family
memb
members, and to use
th
these in relation to their
own families, or others’
families.
More learning and revision about family members:
exercises C18, C19, C20, C22 and C23.
ISBN 9780170182959
sembilan belas
Ibu and bapak have
complex meanings
that require discussion
in relation to the
ways they are used in
Indonesian, and what
they signify culturally
for users of Indonesian.
Encourage learners to
consider how similar
cultural conventions are
expressed in English
and other languages
learners use.
19
Chapter one: Kami ke Kita: Who are we?
dua puluh
SA
M
Each chapter contains
blog questions. Blogs are
intended as a reﬂective,
and developmental
record of the journey
each learner is taking
in learning Indonesian.
Initially learners will need
to record their thoughts
in English (or other
languages they use), but
increasingly will be able to
use hybrid language and
more Indonesian. Learners
ries
may ﬁnd these entries
useful to refer to ass they
earn, to see
continue to learn,
anguage use
how their language
ng, and their
thei
is expanding,
chang
thinking may be changing,
rag
over time. Encourage
learners to write as much
as they can in these blogs,
to record their journeys.
You may wish to use them
for considering evidence
of growing intercultural
understandings and
language use, or as a
forum for discussion
starters and clues to what
might need further work
in class, or any number of
other uses.
20
Dari Kami ke Kita: Teacher Resource Book
The ﬁnal reﬂection in the workbook also offers an occasion to recapitulate
what the students have learnt, achieved, and reﬂected upon in chapter 1.
ISBN 9780170182959
Students are given glossary lists in the workbook CD-ROM. The glossary lists are
recorded as MP3 ﬁles (downloadable in the students’ iPod) and as lists where the English
words are spoken ﬁrst, followed by the correspondent Indonesian. Students can play a
vocabulary building ‘game’: they listen to the English word, pause the audio, try to say
the Indonesian and, then, check the recorded audio.
dua puluh satu
ES
Each chapter lists the
vocabulary used in the
chapter at the end of the
chapter, for reference
purposes. You may want
to discuss some of the
‘translations’ of meaning,
ariab
for variability
in different
tex
contexts.
21
ISBN 9780170182959
Chapter one: Kami ke Kita: Who are we?