SAMPLE TEACHING AND LEARNING OUTLINE
INDONESIAN: SECOND LANGUAGE
YEAR 5
2018/46209v4
Indonesian: Second Language | Year5 | Sample Teaching and Learning Outline
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Disclaimer
Any resources such as texts, websites and so on that may be referred to in this document are provided as examples of resources that teachers can
use to support their teaching and learning programs. Their inclusion does not imply that they are mandatory or that they are the only resources
relevant to the learning area syllabus.
2018/46209v4
Indonesian: Second Language | Year5 | Sample Teaching and Learning Outline
The sample teaching and learning outline provides one possible approach through which the Indonesian:
Second Language syllabus within the Western Australian Curriculum: Languages can be taught. Consistent
with the rationale of the Languages curriculum, this outline supports students’ ability to communicate
proficiently in a language other than English, with essential communication skills in that language, an
intercultural capability, and an understanding of the role of language and culture in human communication.
Time allocation on which the outline is based
Two hours of teaching per week, over one year
Prior knowledge
In Year 4 Indonesian: Second Language, students communicated in Indonesian, interacting and socialising
with their teacher and peers to exchange information about aspects of their personal worlds, including
their daily routines at home and school, and their interests. They participated in collaborative class
activities and transactions that involved solving problems and sharing decisions. Students located and
processed factual information in a range of texts and gathered and conveyed factual information and short
descriptions from familiar texts related to their personal and social worlds. They engaged with a range of
imaginative texts, discussed messages and made statements about characters or themes. Students created
and performed short imaginative texts that allowed for exploration and enjoyment of language and cultural
expression.
Students became familiar with the systems of the Indonesian language, recognising different intonation for
questions, statements and commands. They wrote high-frequency words and expressions in familiar
contexts. Students noticed and used context-related vocabulary and applied elements of grammar in
simple spoken and written texts to generate language for a range of purposeful interactions
The sample teaching and learning outline provides a range of suggested learning activities and
assessment tasks, aligned to the curriculum, through which students can apply their acquisition of
knowledge, understanding and skills. In order to provide schools with choice, in some focus areas, the
number of suggested learning activities is more than what can be expected to be undertaken in the time
allocated.
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 2
Indonesian: Second Language Year 5 Teaching and Learning Outline
Term 1
Week
Focus
Communicating
Suggested Teaching and Learning Activities and Assessment
Resources
1–6
Ini rumah saya
Students listen to stories
about a person’s house and
bedroom and then perform a
role play.
Learning objectives:
ask and share personal
information
talk about their house
listen to spoken texts in
Indonesian
play language games
ask and respond to
questions about where
an item is located
direct or invite someone
to do an action
use information acquired
to design a poster
write and perform a role
play
listen for information
and complete a table
draw a plan of their
neighbourhood
write a new version of a
story by adapting the
events
use prepositions to
explain the position of an
object
give and follow
directions
Initiate interactions with the teacher
and peers, using descriptive and
expressive language to exchange
information about their home,
neighbourhood and local community,
for example, Dia tinggal di Perth
dengan keluarganya; Rumah saya di
atas bukit; Saya tinggal dekat
Geraldton; Ada taman dekat rumah
kami; Sesudah makan siang kita pergi
ke pasar; Di sekolah ada perpustakaan
dan lapangan besar; Di belakang
rumah saya ada kolam renang
Participate in guided tasks related to
organising displays, planning outings
and conducting events such as
performances, or activities such as
building models and completing
transactions in places such as a café or
a market
Gather and compare information and
supporting details from a range of
written, spoken, digital and
multimodal texts related to their
personal and social worlds
Gather and convey information and
ideas in different formats from a range
of texts related to their personal and
social worlds
Share responses to characters, events
and ideas in imaginative texts such as
stories, dialogues, cartoons, television
programs or films and make
connections with their own experience
and feelings
Create or reinterpret, present or
perform imaginative texts for different
audiences, based on or adapting
events, characters or settings
1. Welcome students to the new school year. Invite students to talk about some of
the things they learnt about in Indonesian last year.
2. Play the audiovisual text of the online reader Siapa Saya? to students. Read the
text with students and have them write the questions and responses in their
workbook. Remind students that the pronoun changes when asking and
responding to a question, for example, Siapa nama kamu? Nama saya Jack.
3. Provide students with the activity sheet Kegiatan dalam kelas to ask and
respond to questions seeking information about themselves and others. Ask
them to complete the sentences with their personal information and then write
questions in Indonesian to ask their classmates. Have students work with their
partner to ask and respond to the questions on the activity sheet.
4. Place students in pairs. Ask them to talk about their house in English and make a
list of vocabulary items, for example, the names of rooms in their house and
items of furniture, in their workbook. Invite students to share an item on their
list and write it on the whiteboard. Have students check their list and add any
new words. Provide students with dictionaries to look up the Indonesian
equivalent.
5. Revise vocabulary for rooms of the house and prepositions to specifiy the
location of places and objects in the home by completing the language practice
activities using Languages Online Topic 35.
6. Revise vocabulary for daily activities at home, for example, menggosok gigi,
menyisir rambut, memasak, makan, minum, mandi, tidur, menonton televisi and
membaca buku. Divide the class into two groups and have one person from each
group mime an action and then ask their peers Saya melakukan apa? Invite the
first person with their hand up, from either group, to guess the action in
Indonesian. Keep score and announce a winning group.
7. Play the audiovisual text of the online reader Kamar tidur saya for students to
revise prepositions specifying the location of items in the bedroom. Invite them
to participate by following the instructions to complete the online activities.
Discuss with students how the girl in the story directs others using imperatives,
for example, Letakkan and Tolong ambilkan. Ask them to suggest other
imperatives they know that either direct or invite an action. Make a list of these
in Indonesian and English on the whiteboard and have students write these in
their workbook.
8. Have students work with a partner to adapt some of the phrases from the online
reader Kamar tidur saya to organise the items on their desk, for example,
Letakkan buku di samping kotak pensil.
9. Discuss with students the use of imperatives to give instructions that either
direct or invite an action. Encourage them to think about the types of
instructions they hear at home or school, for example, Jangan lari di dalam
ruang kelas!; Cepat masuk ke dalam rumah sebelum hujan!; Silahkan makan.;
Tolong ambilkan buku itu untuk saya. Ask students to design a poster using an
imperative to instruct or invite others to do something. Ask them to include an
Online reader Siapa saya? from the
theme Dunia saya
Activity Kegiatan dalam kelas from
Siapa saya? from the theme Dunia
saya
http://www.asiaeducation.edu.au/pu
blic/sites/readers/main.htm
Workbook, to store student
checklists, activities etc.
Reference Indonesian/English
dictionary
Language practice Languages Online
Topic 35 Rooms and Furniture
https://www.education.vic.gov.au/la
nguagesonline/indonesian/sect35/no
_01/no_01.htm
Online reader Kamar tidur saya from
the theme Dunia saya
http://www.asiaeducation.edu.au/pu
blic/sites/readers/main.htm
Workbook, to store student
checklists, activities etc.
Online reader Kamar tidur saya from
the theme Dunia saya
http://www.asiaeducation.edu.au/pu
blic/sites/readers/main.htm
Activity Design a poster
Game Di mana?
Sequence of teaching and learning
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 3
Term 1
Week
Focus
Communicating
Suggested Teaching and Learning Activities and Assessment
Resources
Translate simple texts from Indonesian
to English and vice versa, noticing
which words or phrases require
interpretation or explanation
Use visual, print or online dictionaries,
word lists and pictures to translate
short familiar texts
Compare ways of communicating in
Australian and Indonesian-speaking
contexts and identify ways in which
culture influences language use
English translation of their instruction and illustrate their work. Invite students to
present their poster to the class. Display the posters in the classroom.
10. Model how to play the guessing game Di mana? Place a classroom object, such
as a book, where everyone can see it and then ask the question Di mana buku
saya? Explain to them that they will need to answer where the item is using
prepositions to specify its location, for example, Buku itu terletak di atas meja.
Arrange students in small groups to play the game Di mana? Have students take
turns to place an object somewhere in the classroom and then ask the question
Di mana …? Encourage all students to take a turn by responding in a full
sentence, using prepositions to specify the location.
11. Provide students with access to the audiovisual text of the online reader Rumah
Saya. Ask them to listen to the text and complete the online activities to revise
vocabulary about the house. Tell students that the meaning of some words are
displayed by placing the mouse over the word. Allow students to look up new
words in the dictionary. Give students the activity sheet Kegiatan dalam kelas
from the reader Rumah Saya to complete. Invite students to share their
responses to the questions.
12. Arrange students in pairs and have them write a list of places in their
neighbourhood in their workbook. Invite students to share an item on their list
and write it on the whiteboard. Have students check their list and add any new
words. Provide students with dictionaries to look up the Indonesian equivalent.
13. Provide students with card to make their own set of flashcards for the places in
their neighbourhood, for example, lapangan, perpustakaan, toko, sekolah,
sungai, pantai, gedung, rumah teman, rumah nenek dan kakek, rumah makan,
pompa bensin, kolam renang, stasiun kereta api, bank and kantor polisi. Have
the students play games with their cards, for example, Memory, Fish or Snap.
14. Work with students to develop a conversation where one person invites a friend
to visit their house to play. Have them include questions to seek information and
explanation about the day, time, address and location in the neighbourhood, for
example, Di mana rumah kamu? Rumah saya di depan sekolah. Write the
conversation on the whiteboard and ask them to copy it in their workbook. Place
students in pairs and ask them to practise the conversation. Check pronunciation
and provide feedback to students.
15. Place students in pairs to write and perform a role play about visiting a friend’s
house for the first time. Tell them to include questions seeking information and
explanation, for example, Kamu tinggal di mana?; Kapan kamu bisa main ke
rumah saya?; Jam berapa …? Ask them to specify a landmark near their house,
for example, Saya tinggal di dekat taman.; Di samping rumah saya ada banyak
pohon. Remind them to use imperatives when welcoming their guest, for
example, Silahkan masuk. Model for them how to exchange information and
indicate possession when discussing their home, the people in their family and
their neighbourhood, for example, Keluarga kamu suka bermain apa? Keluarga
saya suka bermain ke pantai pada musim panas. Rumah tetangga kami besar
sekali. Di depan rumah mereka ada lapangan tenis.
16. Provide students with an activity sheet and ask them to complete it with
information about each role play. Invite each pair to perform their role play for
the class and, as they perform, have the other students complete the activity
sheet by writing information in a table, for example, the address, day and time of
the visit; a landmark near the house; number and types of rooms in the house;
people that were mentioned; and any other information.
Activity sheet Kegiatan dalam kelas
in Rumah Saya from the theme Dunia
Manusia
http://www.asiaeducation.edu.au/pu
blic/sites/readers/main.htm
Workbook, to store student
checklists, activities etc.
Reference Indonesian/English
dictionary
Flashcards for Places in the
neighbourhood
Game Memory, Fish or Snap
Workbook, to store student
checklists, activities etc.
Activity Role play
Activity sheet Role play
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 4
Term 1
Week
Focus
Communicating
Suggested Teaching and Learning Activities and Assessment
Resources
17. Play the audiovisual text of the online reader Ke Rumah Edi to students. Invite
them to retell the story and discuss the language used. Ask students to work
with their partner to list prepositions, and words or expressions indicating
direction or modes of transport they heard in the text Ke Rumah Edi in their
workbook. Play the audiovisual text again, and ask them to listen for the places
that Edi’s friend visited on the way to Edi’s house and the types of transport he
used. Allow students to discuss the places visited and transport used with their
partner, and then write this information in their workbook.
18. Play the audiovisual text of the online reader Ke Rumah Edi again, and ask
students to listen to the directions that Edi’s friend mentioned. Invite students to
share the information and write it on the whiteboard. Have them write this list in
their workbook.
19. Inform students that they are to write their own version of the story Ke Rumah
Edi and will need to change as many details as they can to make their story
unique. Discuss how they could change the ending by adding extra characters,
such as friends or family members, or have Edi missing from his room and having
to look for him in each room of the house. Model for students how to include
conjunctions to create cohesion, for example, Sebelum ke rumah Edi … Provide
students with a storyboard template, where they can write their own version of
the story Ke Rumah Edi. Direct students to use their workbook and dictionaries
to help them with any vocabulary they may need. Have them present their
storyboard to the class.
20. Provide students with the activity sheet Kegiatan dalam kelas from the reader
Ke Rumah Edi. Ask students to read the instructions and underline new words.
Tell them to use dictionaries to look up the words they have underlined. Model
on the whiteboard how to follow the instructions in the example by drawing the
route given and the items to be collected. Have students use the model provided
to write their own instructions and draw the route and the items to collect in
their workbook. Invite students share their example with the class.
Assessment
Anecdotal assessment using checklists and notes, indicating how students:
participate in language games
use vocabulary for activities in and around the home
use prepositions to indicate where an object is located
give instructions that either direct or invite an action
use information about imperatives to design a poster
role play visiting a new friend’s house
listen for information and complete a table based on role plays they’ve
viewed
draw a plan of a neighbourhood
write a new version of a story by adapting events and/or characters
write instructions giving directions to collect items.
Formal assessment using the following activities:
Part A – listen for information regarding a missing item in a house to
complete a table
Part B – listen for information about a house and then design and label the
rooms.
Online reader Ke Rumah Edi from the
theme Dunia Saya
http://www.asiaeducation.edu.au/pu
blic/sites/readers/main.htm
Workbook, to store student
checklists, activities etc.
Online reader Ke Rumah Edi from the
theme Dunia Saya
http://www.asiaeducation.edu.au/pu
blic/sites/readers/main.htm
Storyboard template
Workbook, to store student
checklists, activities etc.
Reference Indonesian/English
dictionary
Activity sheet Kegiatan dalam kelas
in Ke Rumah Edi from the theme
Dunia Saya
http://www.asiaeducation.edu.au/pu
blic/sites/readers/main.htm
Reference Indonesian/English
dictionary
Workbook, to store student
checklists, activities etc.
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 5
Term 1
Week
Focus
Communicating
Suggested Teaching and Learning Activities and Assessment
Resources
7–10
Selamat datang ke desa saya
Students exchange
information about places in
their neighbourhood. They
also learn about a village
community called
Kalumpang in Indonesia.
Learning objectives:
complete online
language activities
talk about their
neighbourhood
ask and describe where
places are located in the
neighbourhood
ask and respond to
questions about who
they go with and how
they get there
write a brief description
about a place in the
neighbourhood, the type
of activity that takes
place there, and why it is
enjoyable to go there
draw a map of their
neighbourhood and use
it to ask and describe
where places are located
listen to a spoken text
for information about
places in the
neighbourhood
sing a song about the
islands of Indonesia
view Desaku bagus! A
story from Sulawesi for
information
write and illustrate a
mini book to summarise
the information in the
documentary
write a letter introducing
themselves and
describing some of the
places they visit and
activities they like to do
in their neighbourhood
Initiate interactions with the teacher
and peers, using descriptive and
expressive language to exchange
information about their home,
neighbourhood and local community,
for example, Dia tinggal di Perth
dengan keluarganya; Rumah saya di
atas bukit; Saya tinggal dekat
Geraldton; Ada taman dekat rumah
kami; Sesudah makan siang kita pergi
ke pasar; Di sekolah ada perpustakaan
dan lapangan besar; Di belakang
rumah saya ada kolam renang
Participate in guided tasks related to
organising displays, planning outings
and conducting events such as
performances, or activities such as
building models and completing
transactions in places such as a café or
a market
Gather and compare information and
supporting details from a range of
written, spoken, digital and
multimodal texts related to their
personal and social worlds
Gather and convey information and
ideas in different formats from a range
of texts related to their personal and
social worlds
Translate simple texts from Indonesian
to English and vice versa, noticing
which words or phrases require
interpretation or explanation
Use visual, print or online dictionaries,
word lists and pictures to translate
short familiar texts
Compare ways of communicating in
Australian and Indonesian-speaking
contexts and identify ways in which
culture influences language use
Notice pronunciation of phonemes
such as ng/ngg/ny in the middle of
words (dengan, tangan, tinggal,
tanggal)
Notice the difference in pronunciation
of loan words from English, for
example, komputer, pensil
Use context-related vocabulary and
develop and apply knowledge of
grammatical elements in simple
spoken and written texts to generate
language for a range of purposes,
including:
using prepositions to specify the
location of places and objects in
the home, neighbourhood and
local community, for example,
Ada banyak mainan di kamar
saya; Teman saya tinggal dekat
rumah saya; Saya tinggal jauh
dari stasiun kereta api; Di
belakang sekolah kami ada
sungai
using prepositions, for example,
dari, ke, dengan, pada; Saya naik
bis dari pasar ke rumah
understanding words and
expressions indicating direction
or means of transportation, for
example, Saya berjalan kaki dari
rumah saya ke stasiun bis; Ibu
saya naik kereta api ke kota
referring to people and things
using pronouns, for example,
kami, kita, kamu
indicating possession using -nya,
mereka, kami/kita, for example,
Di depan rumahnya ada
lapangan untuk bermain
olahraga
directing others using
imperatives, for example,
Jangan!; Cepat! and inviting
others using polite forms, for
example, Duduklah, Silahkan
seeking information and
explanation using question
words, for example, Dengan
siapa?; Naik apa?; Untuk apa?
1. Provide students with access to Languages Online Topic 14 Number 6 to revise
vocabulary relating to where people live and adjectives to describe location, for
example, dekat and jauh.
2. Provide students with a map of a neighbourhood which includes places, for
example, lapangan, perpustakaan, toko, sekolah, sungai, pantai, gedung, rumah
teman, rumah nenek dan kakek, restoran, pompa bensin, kolam renang, stasiun
kereta api, bank, kantor polisi and bioskop. Discuss with students the location of
the places on the map. Model how to ask and describe where places are located
in relation to each other, for example, Di mana kolam renang?; Kolam renang di
dekat sekolah kami. Write these examples on the whiteboard and have students
copy them into their workbook. Ask students which words they would change in
the examples to ask about and describe another place in the neighbourhood.
Have them highlight the words they would change in the question and the
sentence. Encourage students to provide further details, for example, Kolam
renang dekat sekolah tetapi jauh dari bioskop.
3. Use the map of the neighbourhood to model how to write a brief description
about one of the places, the type of activity, and why it is enjoyable to go there,
for example, Di Jalan Raya ada gedung bioskop. Di dalam gedung bioskop itu
ada empat teater, dua kafe dan satu restoran. Pada hari Sabtu sore saya dan
keluarga saya mau pergi ke bioskop untuk menonton film. Saya suka pergi ke
bioskop karena Ayah saya membelikan saya popcorn. Have students work in
pairs to write a description of one of the places and its location on the map.
Assist students with their writing as required. Invite each pair to read their
description to the class.
4. Ask students to draw a map of their neighbourhood and label the places, in
Indonesian, in their workbook. Have students work with a partner to ask and
respond to questions about the places they go to in their neighbourhood. Write
questions to ask who they go with and how they get there on the whiteboard,
for example, Kamu pergi ke bioskop dengan siapa?; Kamu naik apa ke bioskop?
5. Provide students with access to the Languages Online Topic 32 Number 5 to
revise vocabulary relating to modes of transport and places in the
neighbourhood.
6. Tell students that they will listen to a short text about the route a student takes
when leaving school to return home. Provide them with an activity sheet that
has a map and cloze sentences to complete. Ask students to plot the journey
taken by the student and then complete the cloze exercise by selecting the
correct word to complete each sentence.
7. Provide students with a copy of the lyrics of the song Indonesia. Play the
audiovisual clip of the song several times and encourage students to sing along
to revise the names of the main islands of Indonesia. Discuss with the class how
the geography of our near neighbour Indonesia has resulted in a country that
has a great diversity of languages, traditions and beliefs, and whose official
national motto is Bhinneka Tunggal Ika – Unity in Diversity. Ask students to
compare this with Australia.
8. Inform students that they will watch Desaku Bagus! A Story from Sulawesi, a
documentary about two children, Nada and Rizal, who live in Kalumpang, a
village in Sulawesi, on one of the islands of Indonesia. Show students a map of
Indonesia and the location of the village. Ask them to make a list of the
activities, places and animals in their workbook. Place students in small groups
and allow them five minutes to discuss the things on their list and add anything
Language practice Languages Online
Topic 14 Number 6
https://www.education.vic.gov.au/la
nguagesonline/indonesian/sect14/no
_6/no_6.htm
Map of neighbourhood
Workbook, to store student
checklists, activities etc.
Activity Map of the neighbourhood
Workbook, to store student
checklists, activities etc.
Language practice Languages Online
Topic 32 Number 5
https://www.education.vic.gov.au/la
nguagesonline/indonesian/sect32/no
_05/no_05.htm
Activity Cloze activity
Song Indonesia
https://www.youtube.com/watch?v=
H_iBX-SUa3o
Documentary Desaku Bagus!, A Story
from Sulawesi, a documentary by
Daniel Bradbury
https://www.yumpu.com/user/inspir
edmedia.com.au
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 6
Term 1
Week
Focus
Communicating
Suggested Teaching and Learning Activities and Assessment
Resources
indicating location in time using
pada and place using di with
atas, dalam, belakang
creating cohesion using
conjunctions, for example, lalu,
sebelum, sesudah; Sesudah
makan pagi saya pergi ke
sekolah dengan adik saya
Build a metalanguage in Indonesian to
describe patterns, grammatical rules
and variations in language structures
Recognise that spoken, written and
multimodal Indonesian texts have
certain conventions and can take
different forms depending on the
context in which they are produced
Understand that there are variations
in Indonesian as it is used in different
contexts by different people, such as
formal/informal register and regional
variations
Notice how Indonesian contains
influences from other languages such
as regional and foreign languages
Reflect on how own and others’
language use is shaped by and reflects
communities’ ways of thinking and
behaving and may be differently
interpreted by others
that they may have missed. Invite each group to share one thing on their list and
write these on the whiteboard. As a class, discuss the places visited and the
activities of the two children and have them compare these with their own lives.
9. Provide students with a blank mini book and ask them to write a short text to
summarise the documentary Desaku Bagus! A Story from Sulawesi. Have them
illustrate and write a sentence or two on each page to describe part of the story
in the documentary.
10. Model how to write a letter of introduction, sharing some personal information
about themselves, their family, and their neighbourhood for students. Have
them copy the letter into their workbook.
11. Provide students with an envelope that has a letter from Nada inside, in which
she introduces herself, describes her daily life and her village. Draw their
attention to the layout and conventions used in addressing an envelope and
writing a letter. Ask students to read the letter and then write a summary of the
letter in English in their workbook. Discuss the letter and invite students to read
their summary.
12. Ask students to write a letter to Nada, introducing themselves and sharing some
personal information. Get them to describe some of the places they visit and the
activities they like to do in their neighbourhood, for example, Sesudah sekolah
kami naik sepeda ke taman. Observe students as they work and provide
feedback on their writing. Invite students to read their letter to the class.
Alternatively, let students share their letter with the person sitting next to them
who will make a list of all the things they learnt from reading the letter.
13. Provide students with access to Languages Online Topic 18 Numbers 1–4 to
revise how to address an envelope and write simple letters.
Assessment
Anecdotal assessment using checklists and notes, indicating how students:
participate in online language activities
ask and describe the location of places in the neighbourhood using a map
ask and respond to questions about who they go with and how they get
there
write a description about one of the places in their neighbourhood
draw a plan of their neighbourhood
listen to a spoken text for information to plot the route on a map and
complete a cloze exercise
view Desaku Bagus! A story from Sulawesi and summarise the story in a
mini book
write a letter, sharing personal information and describing places to visit
and activities to do in their neighbourhood.
Formal assessment using the following activity:
prepare and present a welcome speech to a new student about their
neighbourhood.
Map of Indonesia
Resource Blank mini book
Workbook, to store student
checklists, activities etc.
Resource Addressed envelope and
letter from Nada
Language practice Languages Online
Topic 18 Numbers 1–4
https://www.education.vic.gov.au/la
nguagesonline/indonesian/sect18/ind
ex.htm
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 7
Sequence of teaching and learning
Term 2
Week
Focus
Communicating
Understanding
Suggested Teaching and Learning Activities and Assessment
Resources
1–6
Kami pergi ke kota
Students talk about places
they can visit in their city,
suburb or town and
describe where they are
located.
Learning objectives:
view Kotaku Hebat! An
Adventure in Jakarta for
information about
places, types of
transport and activities
place in chronological
order the places visited,
types of transport used
and activities done by
Iwan and Fena
ask and respond to
questions about places,
types of transport and
activities
participate in group
language activities
give directions and
locate places on a map
design a city map,
indicating direction with
a compass and labelling
the places and streets
use a map to ask and
respond to questions
about the location of
places
write a description of
places to visit in the city
indicate that sentences
are true or false by
using a map to verify
information
Initiate interactions with the teacher
and peers, using descriptive and
expressive language to exchange
information about their home,
neighbourhood and local community,
for example, Dia tinggal di Perth
dengan keluarganya; Rumah saya di
atas bukit; Saya tinggal dekat
Geraldton; Ada taman dekat rumah
kami; Sesudah makan siang kita pergi
ke pasar; Di sekolah ada perpustakaan
dan lapangan besar; Di belakang
rumah saya ada kolam renang
Participate in guided tasks related to
organising displays, planning outings
and conducting events such as
performances, or activities such as
building models and completing
transactions in places such as a café or
a market
Gather and compare information and
supporting details from a range of
written, spoken, digital and multimodal
texts related to their personal and
social worlds
Gather and convey information and
ideas in different formats from a range
of texts related to their personal and
social worlds
Translate simple texts from Indonesian
to English and vice versa, noticing
which words or phrases require
interpretation or explanation
Use visual, print or online dictionaries,
word lists and pictures to translate
short familiar texts
Compare ways of communicating in
Australian and Indonesian-speaking
contexts and identify ways in which
culture influences language use
Notice pronunciation of phonemes
such as ng/ngg/ny in the middle of
words (dengan, tangan, tinggal,
tanggal)
Notice the difference in
pronunciation of loan words from
English, for example, komputer, pensil
Use context-related vocabulary and
develop and apply knowledge of
grammatical elements in simple
spoken and written texts to generate
language for a range of purposes,
including:
using prepositions to specify the
location of places and objects in
the home, neighbourhood and
local community, for example,
Ada banyak mainan di kamar
saya; Teman saya tinggal dekat
rumah saya; Saya tinggal jauh
dari stasiun kereta api; Di
belakang sekolah kami ada
sungai
using prepositions, for example,
dari, ke, dengan, pada; Saya
naik bis dari pasar ke rumah
understanding words and
expressions indicating direction
or means of transportation, for
example, Saya berjalan kaki dari
rumah saya ke stasiun bis; Ibu
saya naik kereta api ke kota
referring to people and things
using pronouns, for example,
kami, kita, kamu
indicating possession using -nya,
mereka, kami/kita, for example,
Di depan rumahnya ada
lapangan untuk bermain
olahraga
directing others using
imperatives, for example,
Jangan!; Cepat! and inviting
others using polite forms, for
example, Duduklah, Silahkan
1. Use flashcards to revise the vocabulary for places in the neighbourhood and
types of transport with students.
2. Inform students that that they will view the documentary Kotaku Hebat! An
Adventure in Jakarta, a story about two young men named Iwan and Fena. Ask
them to listen for information about the places visited and the types of
transport used by the two young men. Arrange students in groups to discuss
the story and ask students to make a list of the places visited and types of
transport mentioned in their workbook. Have each group contribute the name
of a place visited and a mode of transport used and list these on the
whiteboard. Discuss with them the places and types of transport they would
find in their town/city.
3. Arrange students in groups and ask them to place in chronological order the
places visited, the type of transport used, and the activity Iwan and Fena did at
each place in their workbook. Play the documentary Kotaku Hebat! An
Adventure in Jakarta again, and ask students to check the chronological order
of the places visited, transport used, and the activity.
4. Revise question words with students and make a list of these on the
whiteboard. Model how to use these question words to seek information about
Iwan and Fena, for example, Siapa pergi ke Jakarta?; Iwan pergi dengan siapa?;
Mereka naik apa ke Taman Mini?; Mengapa mereka pergi ke Taman Mini? Ask
students how they would respond to each question, and write a modelled
response on the whiteboard, for example, Iwan pergi ke Jakarta.; Iwan pergi
dengan Fena.; Mereka naik mobil ke Taman Mini.; Mereka pergi ke Taman Mini
untuk melihat rumah-rumah adat dari berbagai propinsi di Indonesia. Have
students copy these questions and responses into their workbook. Tell them to
underline or highlight the question word and the word/s that replace the
question word in each response.
5. Place students in pairs to practise asking and responding to questions about the
places Iwan and Fena visited, the transport they used, and the activities they
participated in. Remind them to refer to the chronological order of events in
their workbook and use lalu, sebelum and sesudah when asking and responding
to questions. Listen to students and provide feedback as required. Invite each
pair of students to present a dialogue based on one of the things Iwan and Fena
did in the documentary Kotaku Hebat! An Adventure in Jakarta.
6. Assign students to groups for Language practice – group rotations activities and
games to revise vocabulary related to transport and places in the
neighbourhood as follows:
Group A – in pairs, students play games with their places in the neighbourhood
cards, for example, Memory, Fish or Snap.
Group B – students work individually to complete Language practice Languages
Online Topic 32 Modes of transport.
Group C – students work in pairs to interview one another using the questions
modelled in the previous activity. Assist this group if necessary.
7. Show students the map of the city from the online reader Di Kota Saya.
Highlight the compass displayed in the bottom left hand corner of the map and
ask them about what this represents. Have students read the words in
Indonesian and guess the meaning. Discuss other compass terms used to give
direction, for example, timur laut, barat daya, barat laut and tenggara. Remind
Flashcards Places in the
neighbourhood and types of
transport
Documentary Kotaku Hebat! An
Adventure in Jakarta, a documentary
by Daniel Bradbury
https://www.yumpu.com/user/inspire
dmedia.com.au
Workbook, to store student checklists,
activities etc.
Documentary Kotaku Hebat! An
Adventure in Jakarta, a documentary
by Daniel Bradbury
https://www.yumpu.com/user/inspire
dmedia.com.au
Workbook, to store student checklists,
activities etc.
Game Memory, Fish or Snap
Language practice Languages Online
Topic 32
https://www.education.vic.gov.au/lan
guagesonline/indonesian/sect32/inde
x.htm
Map of the city from Di Kota Saya
from the theme Dunia Manusia
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 8
Term 2
Week
Focus
Communicating
Understanding
Suggested Teaching and Learning Activities and Assessment
Resources
seeking information and
explanation using question
words, for example, Dengan
siapa?; Naik apa?; Untuk apa?
indicating location in time using
pada and place using di with
atas, dalam, belakang
creating cohesion using
conjunctions, for example, lalu,
sebelum, sesudah; Sesudah
makan pagi saya pergi ke
sekolah dengan adik saya
Build a metalanguage in Indonesian
to describe patterns, grammatical
rules and variations in language
structures
Recognise that spoken, written and
multimodal Indonesian texts have
certain conventions and can take
different forms depending on the
context in which they are produced
Understand that there are variations
in Indonesian as it is used in different
contexts by different people, such as
formal/informal register and regional
variations
Notice how Indonesian contains
influences from other languages such
as regional and foreign languages
Reflect on how own and others’
language use is shaped by and
reflects communities’ ways of
thinking and behaving and may be
differently interpreted by others
them of other direction words they already know, for example, kiri and kanan.
Click on each place on the map of the city from the online reader Di Kota Saya
and listen to the explanation provided. Discuss the types of activities that
happen at each place, for example, Orang menonton film di bioskop.
8. Inform students that they will play the Compass game to reinforce compass
directions. Arrange students in a large circle and have one student stand in the
middle. Place flashcards with the names of the compass directions on the floor
inside the circle and remind them that utara is north. Give a ball to one student
and ask them to roll it to another student in the circle. The students who
receives the ball calls out a compass direction, and the person in the middle
uses their arm to indicate the direction. If the person in the middle indicates
the correct direction, then they swap places with the person with the ball.
Remove some of the flashcards indicting direction, to increase the level of
difficulty.
9. Use the map of the city from the online reader Di Kota Saya, to prompt
students to think about the places in their city or town. Places students in
groups and ask them to make a list of these places in their workbook in
Indonesian and English. Provide them with dictionaries to look up new words.
Provide students with paper to design their own city or town. Have them label
the places in Indonesian, write names for the streets, and use a compass to
indicate direction.
10. Place students in pairs and have them practise asking and responding to
questions seeking information about places on their partner’s map, for
example, Di mana letaknya bioskop? Bioskop terletak di Jalan Raya di depan
Restoran Indonesia. Assist students and provide feedback as required.
11. Ask students to write a description about three places on their map. Model
sentences for them to use, for example, Di Kota Saya ada bioskop besar di
dekat pusat pertokoan. Kami suka menonton film di sana. Di dalam bioskop ada
banyak kursi merah. Invite students to share their description with the class.
12. Provide students with the activity sheet Kegiatan dalam kelas from the online
reader Di Kota Saya to complete. Allow them to use a dictionary to check the
meaning of words. Invite students to share their responses with the class.
13. Place students in groups to play the game Di mana saya? Tell them that they
will listen to three clues, in English, describing a place. Allow students to confer
with members of their group. Select a group to respond with the name of the
place in Indonesian.
14. Arrange students in groups of four. Provide each group with an A, B, C and D die
template. Explain that die template A has the name of a place on each side; die
template B has the name of a mode of transport on each side; die template C
has the times of the day on each side; and die template D has the days of the
week on each side. Show them how to make their die. Model how to play the
rolling dice game by inviting one group to roll their dice. Explain to them that
together they will construct a sentence with the words displayed on the face of
the die, for example, Pada hari Senin jam tujuh saya pergi ke sekolah naik
mobil. Ask students to write each sentence they make into their workbook.
Stop the game after 10 minutes and have a member from each group read
aloud their sentences. Give a point for each correct sentence.
15. Provide students with the map Kota Fantasi and 10 sentences about the map.
Read the first sentence to students and ask them to refer to the map to decide
whether it is true (betul) or false (salah). Ask students to read the nine
http://www.asiaeducation.edu.au/pu
blic/sites/readers/main.htm
Game Compass
Flashcards Compass direction
Small soft ball
Map of the city from Di Kota Saya
from the theme Dunia Manusia
http://www.asiaeducation.edu.au/pu
blic/sites/readers/main.htm
Workbook, to store student checklists,
activities etc.
Reference Indonesian/English
dictionary
Activity sheet Kegiatan dalam kelas in
Di Kota Saya from the theme Dunia
Manusia
http://www.asiaeducation.edu.au/pu
blic/sites/readers/main.htm
Reference Indonesian/English
dictionary
Game Di mana saya?
Resource Die template A – Places; Die
template B – Transport; Die template
C Time; Die template D – Days of the
week
Game Rolling dice
Workbook, to store student checklists,
activities etc.
Map Kota Fantasi
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 9
Term 2
Week
Focus
Communicating
Understanding
Suggested Teaching and Learning Activities and Assessment
Resources
remaining sentences while referring to the map to decide if they are betul or
salah. Have them write betul or salah next to each sentence. Place students in
pairs and have them write sentences about the location of five places on the
map Kota Fantasi, using places and prepositions to specify location, for
example, Kantor Pariwisata ada di Jalan Bondowoso.
16. Talk to students about board games they have played and the features that
make a game fun to play. Show students a model of a game you have prepared
and explain how it works. Arrange students in pairs and provide them with a
board game template with 40 blank large squares. Tell students to number each
square and write an Indonesian word, phrase, question or sentence that will
require a response from players who land on that square. Ask students to use
the vocabulary for places in the community, indicating location, modes of
transport, questions and imperatives. Have them write instructions about how
to play the game and the items needed to play the game, for example, a die
and counters.
17. Place pairs together to make groups of four. Provide students with a peer
assessment sheet to complete about the board game they have made. Ask
students to review their peers’ board game to assess whether they’ve included
the following:
each square has an instruction
it provides clear instructions
it uses vocabulary for
places in the neighbourhood
modes of transport
questions
imperatives
locations.
Ask each pair to explain their board game to the other pair in their group.
Remind the students to use Indonesian while playing, including counting when
rolling the die. Revise the game Sultan – Semut, Orang, Gajah with students,
and explain to them that they can use this game to decide who goes first.
Assessment
Anecdotal assessment using checklists and notes, indicating how students:
view a text for information about places to visit and types of transport
list in chronological order the places visited, types of transport used and
activities of Iwan and Fena
ask and respond to questions about places Iwan and Fena visited, the
transport they used, and the activities they participated in
participate in language games
design a map of a city, label the places, and name the streets
ask and respond to questions about places on a map
write a description about places on their map
design a board game about places in the community.
Book Suara Siswa Stage 1. South
Australia. Education Department &
Northern Territory. Department of
Education & Curriculum Corporation
(Australia) and National Indonesian
Language Curriculum Project
(Australia) (1993) (pp. 30–31) Carlton,
Vic: Curriculum Corporation.
Board game template
Book Suara Siswa: teachers’ resources
stages 1 & 2. South Australia
Education Department & Northern
Territory. Department of Education &
Curriculum Corporation (Australia) &
National Indonesian Language
Curriculum Project (Australia) (1993).
(p.30). Curriculum Corporation,
Carlton, Vic.
Peer assessment sheet
Game Sultan – Semut, Orang, Gajah
7–10
Mau ke mana?
Students listen to stories
about places in the city and
create their own stories.
Initiate interactions with the teacher
and peers, using descriptive and
expressive language to exchange
information about their home,
neighbourhood and local community,
for example, Dia tinggal di Perth
Notice pronunciation of phonemes
such as ng/ngg/ny in the middle of
words (dengan, tangan, tinggal,
tanggal)
1. Introduce students to the online reader Quirky Comics: Pertemuan Misterius
Level 1. Ask them if any words in the title are similar to English, and if, based on
the title they have any suggestions what the story might be about.
2. Have students listen to the online reader Quirky Comics: Pertemuan Misterius
Level 1 and complete an activity sheet based on the text that has 5 columns
with the headings: places; time/day; imperatives; location of place; and ordinal
Online reader Quirky Comics:
Pertemuan Misterius Level 1
(Indonesian)
www.scootle.edu.au/ec/viewing/L100
55/index.html
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 10
Term 2
Week
Focus
Communicating
Understanding
Suggested Teaching and Learning Activities and Assessment
Resources
Learning objectives:
listen to a story for
information and
complete a table
make a crossword or
word sleuth
create their own version
of the story Pertemuan
Misterius
participate in group
language activities
say where items are
purchased
say and use numbers
from 1000 to 1 000 000
correctly
ask and respond to
questions about the
price of items in rupiah
design an advertisement
about items sold at a
shop
work in groups to write
a role play based on
their advertisements
perform their role play
dengan keluarganya; Rumah saya di
atas bukit; Saya tinggal dekat
Geraldton; Ada taman dekat rumah
kami; Sesudah makan siang kita pergi
ke pasar; Di sekolah ada perpustakaan
dan lapangan besar; Di belakang
rumah saya ada kolam renang
Participate in guided tasks related to
organising displays, planning outings
and conducting events such as
performances, or activities such as
building models and completing
transactions in places such as a café or
a market
Gather and compare information and
supporting details from a range of
written, spoken, digital and multimodal
texts related to their personal and
social worlds
Gather and convey information and
ideas in different formats from a range
of texts related to their personal and
social worlds
Share responses to characters, events
and ideas in imaginative texts such as
stories, dialogues, cartoons, television
programs or films and make
connections with their own experience
and feelings
Create or reinterpret, present or
perform imaginative texts for different
audiences, based on or adapting
events, characters or settings
Translate simple texts from Indonesian
to English and vice versa, noticing
which words or phrases require
interpretation or explanation
Use visual, print or online dictionaries,
word lists and pictures to translate
short familiar texts
Compare ways of communicating in
Australian and Indonesian-speaking
Notice the difference in
pronunciation of loan words from
English, for example, komputer, pensil
Use context-related vocabulary and
develop and apply knowledge of
grammatical elements in simple
spoken and written texts to generate
language for a range of purposes,
including:
using prepositions to specify the
location of places and objects in
the home, neighbourhood and
local community, for example,
Ada banyak mainan di kamar
saya; Teman saya tinggal dekat
rumah saya; Saya tinggal jauh
dari stasiun kereta api; Di
belakang sekolah kami ada
sungai
using prepositions, for example,
dari, ke, dengan, pada; Saya
naik bis dari pasar ke rumah
understanding words and
expressions indicating direction
or means of transportation, for
example, Saya berjalan kaki dari
rumah saya ke stasiun bis; Ibu
saya naik kereta api ke kota
referring to people and things
using pronouns, for example,
kami, kita, kamu
indicating possession using -nya,
mereka, kami/kita, for example,
Di depan rumahnya ada
lapangan untuk bermain
olahraga
directing others using
imperatives, for example,
Jangan!; Cepat! and inviting
others using polite forms, for
example, Duduklah, Silahkan
seeking information and
explanation using question
words, for example, Dengan
siapa?; Naik apa?; Untuk apa?
indicating location in time using
pada and place using di with
atas, dalam, belakang
numbers. Write a word below each heading from Quirky Comics: Pertemuan
Misterius Level 1, for example, restoran, besok, bacalah, di depan and pertama.
Discuss with students the headings and examples provided. Tell students they
will listen to Quirky Comics: Pertemuan Misterius Level 1 again and ask them
to complete the table with information from the text. Ask them to listen for
places and complete that column. Play the text again and ask them to listen for
the time/day and imperatives to complete these columns. Play the text for a
third time and ask them to listen for words indicating location of place and
ordinal numbers to complete these columns. Check students’ understanding by
asking them to share what they have written with their peers. Replicate the
activity sheet table on the whiteboard and complete it with students’
responses. Play the text for a final time working with students to check the
content for each column and adding any missing words.
3. Provide students with a crossword/word sleuth template and ask them to
either make a crossword or word sleuth using as many words as possible from
the activity sheet table. Have students give their crossword or word sleuth to
their partner to solve.
4. Discuss the online reader Quirky Comics: Pertemuan Misterius Level 1 with
students and enquire if they have had a similar experience. Ask them to
consider how the character felt at the beginning, during and end of the story.
Ask them to consider how they could change the story.
5. Provide students with a storyboard template to write a simplified version of
Quirky Comics: Pertemuan Misterius Level 1. Explain to students that they will
create their own version by changing the character, the places visited, adding
another character or changing the ending. Remind students to use sebelum,
sesudah and lalu to create cohesion, for example, Sesudah Jono membaca surat
dia pergi ke salon. Observe students as they work and provide feedback on
their language use.
6. Arrange students in small groups and have them read their stories to each
other. Ask them to choose one student’s story and prepare to retell the story as
a role play and perform it for the class.
7. Assign students to groups for Language practice – group rotations activities and
games to revise vocabulary relating to clothing, food, places, modes of
transport and school items as follows:
Group A– Languages Online Topic 31 Number 2 revising clothing items
Group B– Languages Online Topic 34 Number 1 revising food items
Group C– Languages Online Topic 32 Number 4 and 5 revising places and
transport
Group D– Languages Online Topic 33 Number 1 revising school items and cost
of the items.
8. Provide students with access to the online reader Berbelanja, yuk! Ask them to
listen to the reader and complete the first activity for each shop by selecting
the correct item. Ask students to write the name of each shop and list the items
that can be purchased in their workbook.
9. Discuss with students the places where their family go shopping to buy food,
clothes and other items. Make a list of these places on the whiteboard, for
example, toko pakaian, apotik and pasar. Have students copy this list into their
workbook. Place students in pairs to talk about the items available to buy in
each place and make a list of these in their workbook. Provide students with
dictionaries to look up words.
Activity Pertemuan Misterius
Activity crossword/word sleuth
Storyboard template
Language practice Languages Online
Topic 31 Section 2
https://www.education.vic.gov.au/lan
guagesonline/indonesian/sect31/no_0
2/no_02.htm
Language practice Languages Online
Topic 34 Number 1
https://www.education.vic.gov.au/lan
guagesonline/indonesian/sect34/no_0
1/no_01.htm
Language practice Languages Online
Topic 32 Number 4 and 5
https://www.education.vic.gov.au/lan
guagesonline/indonesian/sect32/inde
x.htm
Language practice Languages Online
Topic 33 Number 1
https://www.education.vic.gov.au/lan
guagesonline/indonesian/sect33/no_0
1/no_01.htm
Online reader Berbelanja, yuk! from
the theme Dunia Saya
www.asiaeducation.edu.au/public/site
s/readers/main.htm
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 11
Term 2
Week
Focus
Communicating
Understanding
Suggested Teaching and Learning Activities and Assessment
Resources
contexts and identify ways in which
culture influences language use
creating cohesion using
conjunctions, for example, lalu,
sebelum, sesudah; Sesudah
makan pagi saya pergi ke
sekolah dengan adik saya
Build a metalanguage in Indonesian
to describe patterns, grammatical
rules and variations in language
structures
Recognise that spoken, written and
multimodal Indonesian texts have
certain conventions and can take
different forms depending on the
context in which they are produced
Understand that there are variations
in Indonesian as it is used in different
contexts by different people, such as
formal/informal register and regional
variations
Notice how Indonesian contains
influences from other languages such
as regional and foreign languages
Reflect on how own and others’
language use is shaped by and
reflects communities’ ways of
thinking and behaving and may be
differently interpreted by others
10. Model for students how to say where an item is purchased, for example, Saya
membeli buku dari toko buku. Have students use their list of shops and items to
make a list of the items they, or people in their family, would purchase, for
example, Kakak saya membeli pakaian dari toko pakaian.; Ibu saya membeli
apel, pisang dan jeruk dari pasar.; Kami membeli roti di pasar swalayan.
11. Remind students of the logic of counting in Indonesian, then introduce them to
ribu and juta to express larger numbers. Play counting games with students to
practise saying numbers using ribu and juta, for example, Buzz or Bingo.
12. Talk about the Indonesian rupiah and the Australian dollar with students.
Discuss the exchange rate between the two currencies with them, noting how
much rupiah they would receive if they convert 1, 5, 10, 20, 50 and 100
Australian dollars into Indonesian rupiah.
13. Play the first chapter Pasar Swalayan from the audiovisual text of the online
reader Berbelanja, yuk! to students. Work with them to complete both
activities. Arrange students in pairs, and ask them to take turns to read the
three remaining chapters with their partner and discuss the total cost of the
items purchased.
14. Revise with students how to ask and respond to questions about the cost of an
item, for example, Berapa harga sepatu merah? Sepatu merah harganya
Rp.235.000. Provide students with an activity sheet that has a variety of items
and their cost in rupiah. Have students work in pairs to practise asking and
responding about how much something costs.
15. Arrange the class into groups and assign to each one a place where people go
shopping, for example, toko serba ada, warung, pasar, toko pakaian, apotik and
restoran. Have each person in that group design an advertisement for their
shopping place which includes the name of the place, the address, the price of
each item in rupiah, and the time and the days that the place is open. Remind
students to refer to their workbook or use dictionaries to look up words.
16. Inform students that each group will use their advertisements to develop a role
play about going to a shop with a member/s of their family to buy some items
for themselves or their family. They will need to include a role for each person
in their group. Remind students to include: greetings; questions seeking
information, for example, about the location, size, colour/s and cost of the
items; whether they can try on or taste the item they want to buy. Assist
students with language as required.
17. Invite each group to perform their role play for the class. Alternatively, have
students perform their role plays one after the other to create a whole-class
performance to use at an assembly.
Assessment
Anecdotal assessment using checklists and notes, indicating how students:
listen for information to complete a table
make a crossword or word sleuth using language from Quirky Comics:
Pertemuan Misterius Level 1
create their own version of the story Quirky Comics: Pertemuan Misterius
Level 1
complete language practice activities
listen to the reader Berbelanja, yuk! and complete the activities
say where an item/s can be purchased
are able to say and use numbers from 1000 to 1 000 000 correctly
Workbook, to store student checklists,
activities etc.
Reference Indonesian/English
dictionary
Games Buzz or Bingo
Exchange-rates.org
https://www.exchange-
rates.org/Rate/AUD/IDR
Online reader Berbelanja, yuk! from
the theme Dunia Saya
www.asiaeducation.edu.au/public/site
s/readers/main.htm
Activity Berapa harga barang itu?
Activity Advertisement
Workbook, to store student checklists,
activities etc.
Reference Indonesian/English
dictionary
Activity Role play
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 12
Term 2
Week
Focus
Communicating
Understanding
Suggested Teaching and Learning Activities and Assessment
Resources
ask and respond to questions about the price of items in rupiah
design an advertisement about items sold at a shop
work as a group to write a role play based on their advertisements
role play shopping at a shop or warung.
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 13
Sequence of teaching and learning
Term 3
Week
Focus
Communicating
Understanding
Suggested Teaching and Learning Activities and Assessment
Resources
1–4
Tawar-menawar
Students learn to bargain
for items at the market.
Learning objectives:
play language games to
revise ratus, ribu and
juta numbers
use print or online
dictionaries to translate
words into Indonesian
talk about the
differences between
shopping in Indonesia
and Australia
view the audiovisual
clip Bargaining stall for
information about the
cost of items
work in pairs to adapt a
dialogue about
bargaining and present
it to the class
bargain for and
purchase items
state what was
purchased and how
much it cost
use greetings and
polite forms of address
when role playing
shopping transactions
create their own
version of the story
Tawar-menawar
Initiate interactions with the teacher
and peers, using descriptive and
expressive language to exchange
information about their home,
neighbourhood and local community,
for example, Dia tinggal di Perth
dengan keluarganya; Rumah saya di
atas bukit; Saya tinggal dekat
Geraldton; Ada taman dekat rumah
kami; Sesudah makan siang kita pergi
ke pasar; Di sekolah ada perpustakaan
dan lapangan besar; Di belakang
rumah saya ada kolam renang
Participate in guided tasks related to
organising displays, planning outings
and conducting events such as
performances, or activities such as
building models and completing
transactions in places such as a café or
a market
Gather and compare information and
supporting details from a range of
written, spoken, digital and
multimodal texts related to their
personal and social worlds
Gather and convey information and
ideas in different formats from a range
of texts related to their personal and
social worlds
Share responses to characters, events
and ideas in imaginative texts such as
stories, dialogues, cartoons, television
programs or films and make
connections with their own experience
and feelings
Create or reinterpret, present or
perform imaginative texts for different
audiences, based on or adapting
events, characters or settings
Translate simple texts from Indonesian
to English and vice versa, noticing
Notice pronunciation of phonemes
such as ng/ngg/ny in the middle of
words (dengan, tangan, tinggal,
tanggal)
Notice the difference in pronunciation
of loan words from English, for
example, komputer, pensil
Use context-related vocabulary and
develop and apply knowledge of
grammatical elements in simple
spoken and written texts to generate
language for a range of purposes,
including:
using prepositions to specify the
location of places and objects in
the home, neighbourhood and
local community, for example,
Ada banyak mainan di kamar
saya; Teman saya tinggal dekat
rumah saya; Saya tinggal jauh
dari stasiun kereta api; Di
belakang sekolah kami ada
sungai
using prepositions, for example,
dari, ke, dengan, pada; Saya naik
bis dari pasar ke rumah
understanding words and
expressions indicating direction
or means of transportation, for
example, Saya berjalan kaki dari
rumah saya ke stasiun bis; Ibu
saya naik kereta api ke kota
referring to people and things
using pronouns, for example,
kami, kita, kamu
indicating possession using -nya,
mereka, kami/kita, for example,
Di depan rumahnya ada
lapangan untuk bermain
olahraga
directing others using
imperatives, for example,
Jangan!; Cepat! and inviting
others using polite forms, for
example, Duduklah, Silahkan
1. Use the Languages Online Topic 33 Number 1 to revise the names and cost of
items in rupiah with students.
2. Arrange students in a large circle and have them play counting games, such as
Buzz, to practise ratus, ribu and juta numbers.
3. Play the audiovisual clip Rupiah for students and discuss the different
denominations. Ask students to write down the amount of Australian dollars
exchanged and the amount of Indonesian rupiah received. Provide current
pictures of the new Indonesian rupiah. Ask students who may have been to Bali
recently to bring in any rupiah they may have at home to show to their
classmates.
4. Brainstorm with students the types of food available at their local market and
write these on the whiteboard. Ask students to copy the list from the
whiteboard into their workbook and then use dictionaries to look up the
meaning of any new words.
5. Provide students with a set of number cards using ratus, ribu and juta numbers
to play games such as Memory, Fish or Snap.
6. Discuss with students the difference between shopping in Australia and
Indonesia. Inform them that most shops tend to have fixed prices for the items
they sell while the price of items at the market can vary. Explain that in
Indonesia people bargain or tawar-menawar in order to get the best price for an
item at the market. Let them know that it is culturally appropriate to bargain at
the market in Indonesia.
7. Revise words and phrases to use when shopping, for example, Selamat pagi Bu,
Berapa harga …? Mau beli apa? with students.
8. Introduce students to additional words and phrases to use when
shopping/bargaining for items at the market, for example, Boleh tawar?; Bisa
kurang?; Saya rugi.; Harganya Rp 12.000,; Wah mahal sekali,; murah,; habis,;
coba,; uang kembali, and have them write these words with their meaning in
their workbook.
9. Inform students that they will listen to an audiovisual clip about bargaining for
fruit at a warung. Play the audiovisual clip Bargaining stall for them. Discuss the
phrases the customer and warung owner use to bargain and write these on the
whiteboard. Play the audiovisual clip Bargaining stall again for students and ask
them to listen for the original and final price of each item. Invite them to discuss
the difference between the original and final price of each item. Talk with
students about how the conversation between the customer and the warung
owner ended.
10. Talk to students about greeting and addressing shopkeepers, stall holders and
sellers when shopping, for example, showing respect by using Bu/Pak to address
people older than them. Have students compare how they greet and address
people at home, school, shops or restaurants in Australia.
11. Revise the use of imperatives with students, for example, Silahkan!; Cobalah!
and how they would be used in a conversation when shopping.
12. Provide the dialogue Boleh Tawar? to students. Ask students to read the
dialogue with you and highlight the bargaining vocabulary used. Arrange
students in pairs and have them read the dialogue taking turns to be the buyer
and seller. Discuss the highlighted words in the dialogue with students. Have
Language practice Languages Online
Topic 33 Number 1
https://www.education.vic.gov.au/la
nguagesonline/indonesian/sect33/no
_01/no_01.htm
Audiovisual clip Rupiah from Bahasa
Bites with Diyah & Kevin
Language Learning Space
https://www.lls.edu.au/teacherspace
/embedvideo?mediaid=bxixurbbw8m
8c4
Workbook, to store student
checklists, activities etc.
Reference Indonesian/English
dictionary
Game Memory, Fish or Snap
Book Berapa ‘Nih? South Australia.
Education Department & Northern
Territory. Department of Education &
Curriculum Corporation (Australia) &
National Indonesian Language
Curriculum Project (Australia) 1993,
Suara siswa: teachers’ resources
Stages 1 & 2 (p 58). Curriculum
Corporation, Carlton, Vic.
Workbook, to store student
checklists, activities etc.
Audiovisual clip Bargaining stall from
Bahasa Bites with Diyah & Kevin
Language Learning Space
https://www.lls.edu.au/teacherspace
/embedvideo?mediaid=bxixurbbwnoq
jb
Dialogue Boleh Tawar? in Winder,
Betty. (1997). Sudah bisa berbahasa
Indonesia Oral communicative
activities for junior Indonesian classes
(p. 57). South Melbourne: Addison
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 14
Term 3
Week
Focus
Communicating
Understanding
Suggested Teaching and Learning Activities and Assessment
Resources
which words or phrases require
interpretation or explanation
Use visual, print or online dictionaries,
word lists and pictures to translate
short familiar texts
Compare ways of communicating in
Australian and Indonesian-speaking
contexts and identify ways in which
culture influences language use
seeking information and
explanation using question
words, for example, Dengan
siapa?; Naik apa?; Untuk apa?
indicating location in time using
pada and place using di with
atas, dalam, belakang
creating cohesion using
conjunctions, for example, lalu,
sebelum, sesudah; Sesudah
makan pagi saya pergi ke sekolah
dengan adik saya
Build a metalanguage in Indonesian to
describe patterns, grammatical rules
and variations in language structures
Recognise that spoken, written and
multimodal Indonesian texts have
certain conventions and can take
different forms depending on the
context in which they are produced
Understand that there are variations in
Indonesian as it is used in different
contexts by different people, such as
formal/informal register and regional
variations
Notice how Indonesian contains
influences from other languages such
as regional and foreign languages
Reflect on how own and others’
language use is shaped by and reflects
communities’ ways of thinking and
behaving and may be differently
interpreted by others
them adapt the dialogue by replacing the highlighted words. Assist students with
language as required. Have each pair present their dialogue to the class.
13. Arrange students in groups of eight, and advise them that four students will play
the role of shoppers and the remaining four will play the role of shopkeepers.
Provide the shoppers with a shopping list and the shopkeepers with a price list
of the goods for sale. Encourage students to shop around to obtain the best
price and bargain when they can. Provide play money to enhance this activity.
14. Arrange students in a circle to play the memory game Saya ke pasar to revise
vocabulary for items to buy at the local market. Inform students they will each
copy the previous person and add one more word to the sentence. Select a
student to start the game by saying Saya ke pasar untuk membeli apel.
15. Arrange students in groups of three, and provide them with A1, B1 and C1 sets
of cue cards from The best buys Ayo ke pasar. Inform them that each card
requires the student to take on the role of a shopper or a shopkeeper. Tell them
to read their card, and then participate in a conversation where they bargain
with others in their group to buy or sell their items for a reasonable price. Ask
the shoppers in each group to say what they bought and how much they paid.
Provide each group with a new set of cards from The best buys Ayo ke pasar,
and have students repeat the process. Ensure students have the opportunity to
play the role of both the shopkeeper and the shopper. Remind them to use
greetings and polite forms of address. Assist students with language as required.
16. Read the story Tawar-menawar to students. Ask them questions about the
story, for example, Ibu pergi ke pasar dengan siapa?; Mereka pergi ke pasar
untuk apa?; Mereka membeli apa di pasar?; Apa Ibu tawar-menawar dengan
penjual ikan sebelum membeli ikan?; Mereka pulang naik apa? Discuss the time
people go to the market in Indonesia and the use of kantong plastik and have
them consider alternatives, such as tas kain/tas daur ulang. Provide students
with a copy of some of the sentences from the story and have them highlight the
prepositions in yellow and the pronouns in green.
17. Have students complete a cloze activity omitting the verbs from the sentences in
the story Tawar-menawar.
18. Provide students with a storyboard template and ask them to add an additional
scene to the story Tawar-menawar where they bargain for traditional cakes.
Invite students to share their scene with the class.
Assessment
Anecdotal assessment using checklists and notes, indicating how students:
play language games to revise ratus, ribu and juta numbers
view an audiovisual clip Bargaining stall and discuss the original and final
price of each item
play the role of a shopper and then a shopkeeper to obtain the best price in
a shopping game
use greetings, polite forms of address and imperatives
adapt a dialogue about bargaining and present it to the class
ask and respond to questions about how much an item costs
perform a role play between a shopkeeper and a shopper
create their own version of the story Tawar-menawar.
Wesley Longman Australia Pty
Limited.
Book Suara Siswa: teachers’ resources
stages 1 & 2 South Australia.
Education Department & Northern
Territory. Department of Education &
Curriculum Corporation (Australia) &
National Indonesian Language
Curriculum Project (Australia). (1993).
(pp 41–42). Carlton, Vic: Curriculum
Corporation.
Game Saya ke pasar
Book Suara Siswa: teachers’ resources
stages 1 & 2 South Australia.
Education Department & Northern
Territory. Department of Education &
Curriculum Corporation (Australia) &
National Indonesian Language
Curriculum Project (Australia) (1993).
Ayo ke pasar (pp 39–40). Carlton, Vic:
Curriculum Corporation.
Book Suara Siswa: Membaca
Bersama-sama South Australia.
Education Department & Northern
Territory. Department of Education &
Curriculum Corporation (Australia) &
National Indonesian Language
Curriculum Project (Australia) (1992).
(pp 129–141). Carlton, Vic:
Curriculum Corporation.
Activity Cloze activity
Storyboard template
5–10
Di Warung
Initiate interactions with the teacher
and peers, using descriptive and
expressive language to exchange
Notice pronunciation of phonemes
such as ng/ngg/ny in the middle of
1. Teach students the song Makan apa? to the tune of Oh my darling Clementine.
Arrange students in a circle and have them pass a ball to each other in a
clockwise direction as they sing the song. Ask the student holding the ball when
Song Makan apa? South Australia.
Education Department & Northern
Territory. Department of Education &
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 15
Term 3
Week
Focus
Communicating
Understanding
Suggested Teaching and Learning Activities and Assessment
Resources
Students talk about outings
to restaurants with their
family and friends.
Learning objectives:
sing a song about food
participate in language
practice activities
ask and respond to
questions about food
complete a survey
about someone’s food
likes and dislikes
write sentences based
on the results of their
food survey
view the audiovisual
clip Let’s Makan TV! for
information about a
food market
discuss Indonesian
cuisine, its uniqueness
and regional dishes
discuss and compare
the etiquette around
eating practises in
Indonesia and Australia
design a daftar makan
for a warung
discuss that Indonesian
contains words from
other languages
view an audiovisual clip
of the role play Di
Restoran for
information
perform a role play
ordering food and
drinks from a daftar
makan
draw a map of
restaurants in their
local community
describe the location
and types of
restaurants in their
local community
information about their home,
neighbourhood and local community,
for example, Dia tinggal di Perth
dengan keluarganya; Rumah saya di
atas bukit; Saya tinggal dekat
Geraldton; Ada taman dekat rumah
kami; Sesudah makan siang kita pergi
ke pasar; Di sekolah ada perpustakaan
dan lapangan besar; Di belakang
rumah saya ada kolam renang
Participate in guided tasks related to
organising displays, planning outings
and conducting events such as
performances, or activities such as
building models and completing
transactions in places such as a café or
a market
Gather and compare information and
supporting details from a range of
written, spoken, digital and
multimodal texts related to their
personal and social worlds
Gather and convey information and
ideas in different formats from a range
of texts related to their personal and
social worlds
Translate simple texts from Indonesian
to English and vice versa, noticing
which words or phrases require
interpretation or explanation
Use visual, print or online dictionaries,
word lists and pictures to translate
short familiar texts
Compare ways of communicating in
Australian and Indonesian-speaking
contexts and identify ways in which
culture influences language use
words (dengan, tangan, tinggal,
tanggal)
Notice the difference in pronunciation
of loan words from English, for
example, komputer, pensil
Use context-related vocabulary and
develop and apply knowledge of
grammatical elements in simple
spoken and written texts to generate
language for a range of purposes,
including:
using prepositions to specify the
location of places and objects in
the home, neighbourhood and
local community, for example,
Ada banyak mainan di kamar
saya; Teman saya tinggal dekat
rumah saya; Saya tinggal jauh
dari stasiun kereta api; Di
belakang sekolah kami ada
sungai
using prepositions, for example,
dari, ke, dengan, pada; Saya naik
bis dari pasar ke rumah
understanding words and
expressions indicating direction
or means of transportation, for
example, Saya berjalan kaki dari
rumah saya ke stasiun bis; Ibu
saya naik kereta api ke kota
referring to people and things
using pronouns, for example,
kami, kita, kamu
indicating possession using -nya,
mereka, kami/kita, for example,
Di depan rumahnya ada
lapangan untuk bermain
olahraga
directing others using
imperatives, for example,
Jangan!; Cepat! and inviting
others using polite forms, for
example, Duduklah, Silahkan
seeking information and
explanation using question
words, for example, Dengan
siapa?; Naik apa?; Untuk apa?
the first verse is finished to answer the question, Makan apa? by saying the
name of the food in Indonesian. Repeat the song allowing each student to select
a food.
2. Assign students to groups for Language practice – group rotation activities and
games to revise vocabulary relating to food, as follows:
Group A – Quizlet Indonesian Food Flavours
Group B – Quizlet Indonesian Food
Group C – Languages Online Topic 34 Number 1–5 to revise vocabulary for food
and drinks
Group D – work with this group to practise bargaining for items at the market.
3. Provide students with a survey sheet with questions and responses about what
types of food and drinks they like and dislike, for example, Kamu suka
makan/minum apa?; Bagaimana rasanya?; Apakah rasanya enak atau tidak?;
Mengapa rasanya tidak enak?; Saya suka makan mie goreng.; Rasanya enak
sekali.; Saya tidak suka rasanya karena pedas. Arrange students in groups of
four, and have them conduct the survey and record their results. Have students
share their results with the class using complete sentences, for example, Susie
suka makan es krim karena rasanya manis dan dingin. Ask students to write
three sentences based on the results of their survey. Encourage them to use
conjunctions dan, tetapi and karena, for example, Mia suka makan pizza karena
rasanya lezat tetapi dia tidak suka makan mie karena rasanya tidak enak.
4. Show images of warung to students. Explain that a warung is a small shop/stall
or kiosk found throughout Indonesia that sells a variety of things, such as fruit,
vegetables, household groceries/items and/or food. Inform them that there are
different types of warung, for example, a warung makan is a small
family-owned stall/restaurant that sells cheap food and drinks. Ask students to
consider what would be similar to a warung in Australia, for example, food
trucks and convenience stores.
5. Play the audiovisual clip Let’s Makan TV! for students. Discuss how this food
market consists of many stalls or warung. Brainstorm with them words and
phrases they hear, see or know from the audiovisual clip and write these on the
whiteboard, for example, Saya minta daftar makanan.; Saya mau pesan sate.;
Saya minta air dingin. Discuss where the food is cooked, how it is presented and
where it is eaten. Ask students to compare the food market in the audiovisual
clip with places they have eaten that may be similar.
6. Discuss with students the uniqueness of Indonesian cuisine. Explain that some
dishes like nasi goreng are common throughout the archipelago, while other
dishes are unique to certain regions of Indonesia. Inform them that each region
of Indonesia has its own cuisine, for example, masakan Padang, masakan Jawa
and masakan Bali. Explain to students that masakan Padang comes from West
Sumatra, and is named after the city of Padang. Show the audiovisual clip
Padang Food Local Indonesian favourite dish to students. Discuss with students
the use of the bowl of water, how the dishes are served and the way the food is
eaten. Get them to compare this with what they do when eating out at a
restaurant.
7. Provide students with access to images of Indonesian cuisine and the names of
Indonesian dishes commonly served in Indonesian restaurants. Talk about the
taste of the food, for example, pedas, asin, manis and asam. Ask students to
design a daftar makanan for a warung that includes the types of food and drink
for sale, the cost of each item, the days and times the warung is open.
Curriculum Corporation (Australia) &
National Indonesian Language
Curriculum Project (Australia) (1993).
Suara Siswa: Teachers’ handbook
Stages A, B & 2. Carlton, Vic:
Curriculum Corporation.
Language practice Languages Online
Topic 34 Number 1–5
https://www.education.vic.gov.au/la
nguagesonline/indonesian/sect34/no
_01/no_01.htm
Quizlet Indonesian Food Flavours
https://quizlet.com/42985775/indon
esian-food-flavours-flash-cards/
Quizlet Indonesian Food
https://quizlet.com/17108374/indon
esian-food-flash-cards/
Activity Survey
Images of Warung di Indonesia
https://www.bing.com/images/searc
h?q=pictures+of+warung+in+indonesi
a&qpvt=pictures+of+warung+in+indo
nesia&FORM=IGRE
Audiovisual clip Let’s Makan TV
https://www.youtube.com/watch?v=
30i9vHM4XpU
Audiovisual clip Padang Food Local
Indonesian favourite dish
https://www.youtube.com/watch?v=
GYcXRjmq2Gk
Images of Indonesian cuisine
https://www.google.com/search?q=i
ndonesian+cuisine&rlz=1C1CHBF_en-
GBAU849AU849&source=lnms&tbm=
isch&sa=X&ved=0ahUKEwimzenwn-
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 16
Term 3
Week
Focus
Communicating
Understanding
Suggested Teaching and Learning Activities and Assessment
Resources
indicating location in time using
pada and place using di with
atas, dalam, belakang
creating cohesion using
conjunctions, for example, lalu,
sebelum, sesudah; Sesudah
makan pagi saya pergi ke sekolah
dengan adik saya
Build a metalanguage in Indonesian to
describe patterns, grammatical rules
and variations in language structures
Recognise that spoken, written and
multimodal Indonesian texts have
certain conventions and can take
different forms depending on the
context in which they are produced
Understand that there are variations in
Indonesian as it is used in different
contexts by different people, such as
formal/informal register and regional
variations
Notice how Indonesian contains
influences from other languages such
as regional and foreign languages
Reflect on how own and others’
language use is shaped by and reflects
communities’ ways of thinking and
behaving and may be differently
interpreted by others
8. Write the word restoran on the whiteboard for students. Have them say what
they notice about this word. Talk about the similarities in the pronunciation and
spelling of the English word ‘restaurant’, which is from the French language.
Discuss that languages borrow or loan words from other languages, often with
little or no modification. Ask students if they know of any borrowed words in
the Indonesian language, for example, komputer, pensil and apel. Invite them to
suggest other Indonesian words used to mean restaurant, for example, rumah
makan and warung makan.
9. Play the audiovisual clip Di Restoran for students about two young men
ordering a meal at a restaurant. Provide them with an order form to complete
with information about the meals they ordered. Discuss what the two men
ordered and the use of borrowed words.
10. Arrange students into small groups and ask them to prepare a role play about
ordering food at a restaurant using the daftar makanan they designed. Remind
students to use descriptive and expressive language when exchanging
information, for example, Silahkan masuk!; Kami mau pesan nasi goreng dan
satai ayam.; Silahkan makan! Have each group perform their role play for the
class. Provide all students with an order form to complete with information
about what each student has ordered. Invite one group at a time to say what
food and drinks another group ordered, for example, Mereka pesan soto ayam
dan nasi putih.
11. Provide students with a copy of the conversation Di rumah makan. Arrange
students in groups of five, and ask them to read the text and complete the nota
kontan about what each person ordered.
12. Ask students to draw a map with the names of streets and restaurants in their
local community. Tell them to include a legend with the name of each
restaurant and a description of the type of cuisine. Have students work with
their partner to ask about the location of restaurants on the map. Encourage
them to ask about the food/cuisine and what they like to eat, for example, Saya
dan keluarga saya suka makan di restoran Ciao.; Di samping restoran itu ada
pasar malam.; Di restoran itu ada makanan Itali.; Ayah saya pesan pasta.; Ibu
saya dan saya pesan pizza Hawaiian.; Pizza Hawaiian murah sekali, harganya
$10.; Kami suka sekali pergi ke Restoran Ciao karena makanannya murah dan
enak.; Restoran ini terletak di dekat rumah kami.
Assessment
Anecdotal assessment using checklists and notes, indicating how students:
sing a song about food
participate in online language activities to revise vocabulary for food and
drinks
play language games to revise and learn vocabulary
complete a survey about food and drinks
write sentences from the results of the survey
identify some loan words in Indonesian
design a daftar makanan for a warung
listen for information about food
perform a role play with a group
read a text for information and complete an order note
draw a map and label the streets and restaurants in their local community
use their map to give directions and talk about their favourite restaurant.
PiAhXKXCsKHZu-
CmYQ_AUIECgB&biw=929&bih=932
Activity Design a daftar makanan
Images of Daftar makanan dan
minuman di Warung
https://www.bing.com/images/searc
h?q=pictures+of+warung+menus&qp
vt=pictures+of+warung+menus&FOR
M=IGRE
Audiovisual clip Di Restoran
https://www.youtube.com/watch?v=
OZx6voGMszM
Activity Role play
Resource Order form
Book Suara Siswa Stage 1 South
Australia. Education Department &
Northern Territory. Department of
Education & Curriculum Corporation
(Australia) & National Indonesian
Language Curriculum Project
(Australia) (1993). (p 45). Carlton, Vic:
Curriculum Corporation.
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 17
Term 3
Week
Focus
Communicating
Understanding
Suggested Teaching and Learning Activities and Assessment
Resources
Formal assessment using the following activity:
Mau pesan apa?
Part A – participate in a role play as a customer and then as a waiter in a
restaurant
Part B – participate in an exchange with the teacher ordering food at a
restaurant.
Di mana restoran yang enak?
Part A – research a restaurant in the local area and record the information
gathered in Indonesian
Part B – use the information from Part A to write a restaurant review.
Assessment task Mau pesan apa?
Accessible on the School Curriculum
and Standards Authority website
Assessment task Di mana restoran
yang enak? Accessible on the School
Curriculum and Standards Authority
website
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 18
Sequence of teaching and learning
Term 4
Week
Focus
Communicating
Understanding
Suggested Teaching and Learning Activities and Assessment
Resources
1–8
Mau ke mana di
Australia Barat
Students talk about local
attractions and places to
visit with students from
their sister school in
Indonesia.
Learning objectives:
use a tourist map of
Western Australia or
the region where they
live and discuss places
to visit
view iconic places to
visit in Perth and
Western Australia
give details about the
types of activities in
their area/region
participate in online
language practice tasks
design a brochure
about one of the
tourist attractions in
Western Australia
ask and respond to
questions about where
places are located on a
map
read the text of a
phone conversation
and respond to
questions
adapt the text of a
phone conversation
into a role play and
perform it for the class
listen for information in
a role play
prepare an itinerary for
a short three day
holiday
write an email based
on the itinerary for a
short three day holiday
Initiate interactions with the teacher
and peers, using descriptive and
expressive language to exchange
information about their home,
neighbourhood and local community,
for example, Dia tinggal di Perth
dengan keluarganya; Rumah saya di
atas bukit; Saya tinggal dekat
Geraldton; Ada taman dekat rumah
kami; Sesudah makan siang kita pergi
ke pasar; Di sekolah ada perpustakaan
dan lapangan besar; Di belakang
rumah saya ada kolam renang
Participate in guided tasks related to
organising displays, planning outings
and conducting events such as
performances, or activities such as
building models and completing
transactions in places such as a café or
a market
Gather and compare information and
supporting details from a range of
written, spoken, digital and
multimodal texts related to their
personal and social worlds
Gather and convey information and
ideas in different formats from a range
of texts related to their personal and
social worlds
Translate simple texts from Indonesian
to English and vice versa, noticing
which words or phrases require
interpretation or explanation
Use visual, print or online dictionaries,
word lists and pictures to translate
short familiar texts
Compare ways of communicating in
Australian and Indonesian-speaking
contexts and identify ways in which
culture influences language use
Notice pronunciation of phonemes
such as ng/ngg/ny in the middle of
words (dengan, tangan, tinggal,
tanggal)
Notice the difference in pronunciation
of loan words from English, for
example, komputer, pensil
Use context-related vocabulary and
develop and apply knowledge of
grammatical elements in simple
spoken and written texts to generate
language for a range of purposes,
including:
using prepositions to specify the
location of places and objects in
the home, neighbourhood and
local community, for example,
Ada banyak mainan di kamar
saya; Teman saya tinggal dekat
rumah saya; Saya tinggal jauh
dari stasiun kereta api; Di
belakang sekolah kami ada
sungai
using prepositions, for example,
dari, ke, dengan, pada; Saya naik
bis dari pasar ke rumah
understanding words and
expressions indicating direction
or means of transportation, for
example, Saya berjalan kaki dari
rumah saya ke stasiun bis; Ibu
saya naik kereta api ke kota
referring to people and things
using pronouns, for example,
kami, kita, kamu
indicating possession using -nya,
mereka, kami/kita, for example,
Di depan rumahnya ada
lapangan untuk bermain
olahraga
directing others using
imperatives, for example,
Jangan!; Cepat! and inviting
others using polite forms, for
example, Duduklah, Silahkan
1. Explain to students that their sister school in Indonesia has arranged to visit
your school next month. Tell them that their family will be hosting one student
who they will take on a number of day trips to see some local attractions and for
a short holiday to one location in Western Australia.
2. Provide students with a tourist map of Western Australia or of the area/region
where they live. Discuss with them the places they have been to, or would like
to visit. Have students consider both natural and man-made attractions. Ask
them to work in pairs to make a list of these attractions, for example, caves,
zoo, Wildlife Park, restaurants, rivers, gold mines, heritage buildings and
beaches. Provide students with dictionaries to look up the words and write the
Indonesian equivalent in their workbook.
3. Play the audiovisual clip Western Australia Tourist Attractions: 15 Top Places to
Visit for students. Discuss why these places were chosen as the top 15 places to
visit in Western Australia. Ask students to consider which one of these places
they would take their student to visit. Have students work with a partner to list
five other attractions they would like to take their student to in their workbook,
for example, the Golden Mile, Wave Rock and hot-air ballooning in the Avon
Valley. Ask students to share their responses with the class.
4. Play the audiovisual clip Perth, Australia Travel Guide – Must-See Attractions
for students. Ask them to:
list the places mentioned in their workbook
discuss the clip with their partner and add more places
consider which places they would take their student to visit and why
list five other attractions they would like to take their student to in their
workbook.
Invite students to share their responses with the class.
5. Arrange students in small groups and ask them to brainstorm activities to do
when visiting places in their area/region, for example, swimming, camping,
exploring, fishing, bike riding and eating. Invite each group to contribute two
activities on their list and write them on the whiteboard. Write the Indonesian
translation next to each activity and have students copy this into their
workbook, for example, berenang di laut, berkemah di lokasi perkemahan,
menjelajahi gua, memancing di sungai, bersepeda di jalur sepeda and makan di
restaurant.
6. Assign students to groups for Language practice – group rotation activities and
games to revise vocabulary relating to days, months, time and transport, as
follows:
Group A – language practice tasks from Languages Online Topic 26
Group B – language practice tasks from Languages Online Topic 29
Group C – language practice tasks from Languages Online Topic 32
Group D – work with this group to practise asking and responding to questions
about where and when they will do an activity and how they will get to their
activity.
7. Ask students to design a brochure in Indonesian about one of the tourist
attractions in Western Australia. Provide students with an activity sheet to
complete that requires them to include information about:
where the tourist attraction is located
how to get there
Tourist Map of Western Australia or
the region where they live
Workbook, to store student
checklists, activities etc.
Audiovisual clip Western Australia
Tourist Attractions: 15 Top Places to
Visit
https://www.youtube.com/watch?v=
AQRVcFMdnNA
Audiovisual clip Perth, Australia
Travel Guide – Must-See Attractions
https://www.youtube.com/watch?v=
g6lqNPSb9SU
Workbook, to store student
checklists, activities etc.
Language practice Languages Online
Indonesian Topic 26 Days and
Months
https://www.education.vic.gov.au/la
nguagesonline/indonesian/sect26/ind
ex.htm
Language practice Languages Online
Indonesian Topic 29 Telling the time
https://www.education.vic.gov.au/la
nguagesonline/indonesian/sect29/ind
ex.htm
Language practice Languages Online
Indonesian Topic 32 Modes of
transport
https://www.education.vic.gov.au/la
nguagesonline/indonesian/sect32/an
swers.htm
Activity Design a brochure
Activity sheet
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 19
Term 4
Week
Focus
Communicating
Understanding
Suggested Teaching and Learning Activities and Assessment
Resources
make a presentation
based on the short
three day holiday
seeking information and
explanation using question
words, for example, Dengan
siapa?; Naik apa?; Untuk apa?
indicating location in time using
pada and place using di with
atas, dalam, belakang
creating cohesion using
conjunctions, for example, lalu,
sebelum, sesudah; Sesudah
makan pagi saya pergi ke sekolah
dengan adik saya
Build a metalanguage in Indonesian to
describe patterns, grammatical rules
and variations in language structures
Recognise that spoken, written and
multimodal Indonesian texts have
certain conventions and can take
different forms depending on the
context in which they are produced
Understand that there are variations in
Indonesian as it is used in different
contexts by different people, such as
formal/informal register and regional
variations
Notice how Indonesian contains
influences from other languages such
as regional and foreign languages
Reflect on how own and others’
language use is shaped by and reflects
communities’ ways of thinking and
behaving and may be differently
interpreted by others
the days and times it is open
the cost of entry
the facilities available
things to do and see.
Have them illustrate their brochure and include a map of the location. Assist
students with language as required. Invite students to present their brochure to
their peers. Display the brochures in the class.
8. Provide students with a copy of a City of Perth map with the legend in
Indonesian. Have students use the legend to find each of the places on the map.
Model how to ask and respond to questions about where places are located on
the map, for example, Di mana Stasiun kereta? Stasiun kereta ada di Jalan
Wellington di dekat Terminal Bus. Have students work in pairs to ask and
respond to where places are located on the map.
9. Model for students how to plan a day’s outing in Perth using the City of Perth
map. Include the times, transport used, places visited, the location and the
activity/s to do at each place. Provide students with a cloze exercise of the day’s
outing in Perth to fill in the missing information. Read the sentences in full and
have students check their work.
10. Ask students to use the City of Perth map to plan a day’s outing in the city with
their Indonesian student. Provide them with a template to complete that
includes the time, mode of transport used to get to each place, places visited
and the location, and the activity/s to do at each place. Ask students to write a
description about two of the places visited. Remind them to use pronouns, such
as kami, and conjunctions, such as lalu, sebelum and/or sesudah, to create
cohesion and extend writing. Invite students to share their description with the
class.
11. Provide students with a text of a phone conversation between an Indonesian
student who will be visiting and their Australian friend in Perth. Include in the
conversation, information about the time and day they will arrive and questions
and responses about:
who will go
where to go
how to get there
places to see and things to do while in Western Australia.
Ask students to respond to questions about the conversation. Check students’
understanding by asking students to share their responses with the class.
12. Place students in pairs and have them practise the conversation. Ask them to
adapt the conversation by making changes to the text. Assist students with
language as required. Have students present their text as a role play.
13. Provide students with an activity sheet with headings for:
the time and day they arrive
the place/s they visit
the modes of transport used to get to their destination
the things they see and do.
Ask students to listen to each role play and record the information they hear on
their activity sheet.
14. Tell students that they will prepare an itinerary for a three-day holiday in
Western Australia for their Indonesian student. Display the Tourism Australia
Trip Planner webpage and show them how to use the Itinerary Planner to
obtain information about holiday destinations and the places they can include in
Website City of Perth Map in
Indonesian
file:///C:/Users/djanl/Downloads/iCit
y%20Map%20Indonesian%202019.pd
f
Activity A day’s outing in Perth cloze
exercise
Activity Template
Activity Conversation
Activity Role play
Activity Role play
Website Tourism Australia Trip
Planner
https://trip-planner.australia.com/
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 20
Term 4
Week
Focus
Communicating
Understanding
Suggested Teaching and Learning Activities and Assessment
Resources
their itinerary. Inform students that they are to include two places to visit each
day, the activities they will do, the cost and any other information. Provide
students with a template to use to complete their itinerary. Encourage them to
include as much Indonesian language as possible, for example, words for days,
transport, places and activities.
15. Have students use their itinerary to write an email to their Indonesian student
to inform them where they will go for a short holiday. Ask students to include
the days, how they will get there, where they will stay; and describe the
activities they have planned, for example, Kita akan berlibur di Busselton dari
hari Jumat sampai hari Minggu.; Kita akan naik mobil ke sana.; Kita akan tinggal
di Hotel Luxury.; Di depan Hotel Luxury ada toko dan restoran.; Di belakang
hotel ada kolam renang.; Pada hari Jumat kita akan berenang di kolam renang
sebelum kita pergi ke … . Remind students to use conjunctions to extend
sentences to create cohesion. Assist students with their writing as required.
16. Instruct students to develop a presentation about the short three-day holiday
they have planned with their Indonesian student. Have them write one or two
sentences to describe each image in the presentation. Remind them to use
prepositions to specify location, for example, Kami berlibur ke Busselton pada
hari Jumat sampai hari Minggu.; words and expressions to indicate direction
and means of transport, for example, Kami naik mobil ke sana.; conjunctions to
create cohesion, for example, Sesudah makan siang kita pergi ke museum.
Assist students with their writing as required.
17. Ask students to share their presentations with their classmates. Inform them
they will complete a peer assessment sheet for each presentation that asks
them to identify the location, the modes of transport, the places visited and the
activities participated in.
Assessment
Anecdotal assessment using checklists and notes, indicating how students:
participate in language practice tasks
design a brochure with information about one tourist attraction in Western
Australia
ask and respond to questions about where places are located on a map
complete a cloze exercise about a day’s outing in Perth
complete a template about a day’s outing and write a description
read and respond to information in a conversation
adapt a conversation and then perform it as a role play
listen for information in a role play to complete an activity sheet
plan an itinerary for a short three-day holiday
write an email to describe the holiday to their Indonesian student
present information about their holiday destination.
Resource Itinerary template
Activity Email
Presentation
Activity Peer assessment
9–10
Selamat jalan
Students plan a farewell
party for the students from
their sister school in
Indonesia.
Learning objectives:
design an invitation
Initiate interactions with the teacher
and peers, using descriptive and
expressive language to exchange
information about their home,
neighbourhood and local community,
for example, Dia tinggal di Perth
dengan keluarganya; Rumah saya di
atas bukit; Saya tinggal dekat
Geraldton; Ada taman dekat rumah
Notice pronunciation of phonemes
such as ng/ngg/ny in the middle of
words (dengan, tangan, tinggal,
tanggal)
Notice the difference in pronunciation
of loan words from English, for
example, komputer, pensil
1. Have students design an invitation to invite the students from their sister
school to a farewell party. They will need to include the place, location, day,
date and time, and what they will need to bring. Let students decide where
they would like to hold the party, for example, at the school or another
location in their neighbourhood, such as a park or swimming pool.
2. Discuss the type of activities, competitions and games that will take place at
the party, for example, bermain kriket, bermain layang-layang, kompetisi
makan krupuk, menyanyi lagu Makan apa? and bermain Simon says.
Activity Invitation
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 21
Term 4
Week
Focus
Communicating
Understanding
Suggested Teaching and Learning Activities and Assessment
Resources
make preparations for
a farewell party
organise a program of
events for a farewell
party
write a farewell card to
their Indonesian
student
write and deliver a
thank you speech
kami; Sesudah makan siang kita pergi
ke pasar; Di sekolah ada perpustakaan
dan lapangan besar; Di belakang
rumah saya ada kolam renang
Participate in guided tasks related to
organising displays, planning outings
and conducting events such as
performances, or activities such as
building models and completing
transactions in places such as a café or
a market
Gather and compare information and
supporting details from a range of
written, spoken, digital and
multimodal texts related to their
personal and social worlds
Gather and convey information and
ideas in different formats from a range
of texts related to their personal and
social worlds
Translate simple texts from Indonesian
to English and vice versa, noticing
which words or phrases require
interpretation or explanation
Use visual, print or online dictionaries,
word lists and pictures to translate
short familiar texts
Compare ways of communicating in
Australian and Indonesian-speaking
contexts and identify ways in which
culture influences language use
Use context-related vocabulary and
develop and apply knowledge of
grammatical elements in simple
spoken and written texts to generate
language for a range of purposes,
including:
using prepositions to specify the
location of places and objects in
the home, neighbourhood and
local community, for example,
Ada banyak mainan di kamar
saya; Teman saya tinggal dekat
rumah saya; Saya tinggal jauh
dari stasiun kereta api; Di
belakang sekolah kami ada
sungai
using prepositions, for example,
dari, ke, dengan, pada; Saya naik
bis dari pasar ke rumah
understanding words and
expressions indicating direction
or means of transportation, for
example, Saya berjalan kaki dari
rumah saya ke stasiun bis; Ibu
saya naik kereta api ke kota
referring to people and things
using pronouns, for example,
kami, kita, kamu
indicating possession using -nya,
mereka, kami/kita, for example,
Di depan rumahnya ada
lapangan untuk bermain
olahraga
directing others using
imperatives, for example,
Jangan!; Cepat! and inviting
others using polite forms, for
example, Duduklah, Silahkan
seeking information and
explanation using question
words, for example, Dengan
siapa?; Naik apa?; Untuk apa?
indicating location in time using
pada and place using di with
atas, dalam, belakang
Build a metalanguage in Indonesian to
describe patterns, grammatical rules
and variations in language structures
3. Arrange students into groups of four and have them discuss the types of food
they will have at the party. Provide each group with a card that tells them the
type of food they will need to provide, for example, makanan kecil, makanan
asin, makanan manis and buah-buahan. Ask students to make a list of the food
or drinks they need in English and provide them with dictionaries to look up
words.
4. Discuss the program for the farewell party with the class. Place students in
pairs, and have them write a program for the farewell party that includes the
type of activities, competitions, food, games and farewell speeches.
5. Ask students to make a farewell card for their Indonesian student. Discuss
opening and closing phrases to use, for example, Temanku yang baik, and
Semoga terus berteman. Have them talk about an activity they enjoyed doing
together and something they will miss about their host student.
6. Inform students that they will write a speech to thank the students from the
sister school for visiting them. Assist students with language as required. Have
students work with a partner to practise their speech before delivering their
speech to their classmates.
Assessment
Anecdotal assessment using checklists and notes, indicating how students:
design an invitation to a farewell party
write a program for the farewell party
write a farewell card to their Indonesian student
prepare and deliver a thank you speech.
Resource Food cards
Reference Indonesian/English
dictionary
Resource Farewell party program
Resource Farewell card
HPRM: 2018/46209v3
Indonesian: Second Language | Year 5 | Sample | Teaching and Learning Outline 22
Term 4
Week
Focus
Communicating
Understanding
Suggested Teaching and Learning Activities and Assessment
Resources
Recognise that spoken, written and
multimodal Indonesian texts have
certain conventions and can take
different forms depending on the
context in which they are produced
Understand that there are variations in
Indonesian as it is used in different
contexts by different people, such as
formal/informal register and regional
variations
Notice how Indonesian contains
influences from other languages such
as regional and foreign languages
Reflect on how own and others’
language use is shaped by and reflects
communities’ ways of thinking and
behaving and may be differently
interpreted by others