Indonesian: Second Language — Year 7 to Year 10

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Indonesian: Second Language — Year 7 to Year 10

Year 7 Syllabus

Year Level Description

Students begin their study of Indonesian in secondary school with little to no prior experience of the Indonesian language and culture. Many will have learnt an additional language in primary school and bring existing language learning strategies, textual knowledge and intercultural awareness to the new experience of learning Indonesian. Skills in analysing, comparing and reflecting on language and culture in the languages are mutually supportive. Students may need encouragement to take risks in learning a new language at this stage in their social development and to consider issues of how the experience influences their first language and culture.

In Year 7, students communicate in Indonesian, interacting with peers and known adults to exchange information about self, family and friends, and interests. They engage in individual and collaborative tasks that involve making arrangements, inviting, planning, deciding and responding, or work together to highlight their language learning for family, friends and their school community. Students identify topic, gist and specific points of information from texts related to aspects of their personal and social worlds, convey the information and ideas, and use them in new ways. They respond to imaginative texts by discussing aspects, such as characters, events and/or key ideas. Students create simple own or shared imaginative texts by reinterpreting or adapting familiar texts and/or using modelled structures and language.

Students become familiar with the systems of the Indonesian language when encountered in simple spoken and written texts. They recognise and use features of the Indonesian sound system, including pronunciation of single and combined sounds and the use of intonation in statements and questions, and notice Indonesian spelling and pronunciation conventions. Students generate language for a range of purposes in spoken and written texts by recognising and using context-related vocabulary and elements of the Indonesian grammatical system, including concrete nouns and noun-adjective phrases, subject-verb-object construction and interrogatives. They build a metalanguage in Indonesian to talk about vocabulary and grammar concepts. Students reflect on their and others’ responses to interactions and intercultural experiences, and use these reflections to improve intercultural communication.

In Year 7, students learn Indonesian through rich and varied language input, and the provision of experiences that are challenging, but achievable. English is predominantly used for discussion, clarification, explanation, analysis and reflection. To assist students in the language learning process, support is provided from the classroom teacher in the form of scaffolding, modelling and monitoring, explicit instruction and feedback, structured opportunities for understanding and practising new language, and the chance to revisit, recycle and review.

Communicating

Socialising

Interact with peers and known adults orally and in writing to exchange information about self, family and friends and interests, for example, Halo kelas. Kenalkan nama saya …; Siapa namamu?; Berapa umurmu?; Kenalkan ini teman saya, bernama Fadhlan. Teman saya baik hati dan setia.; Ini keluarga saya – namanya Smith. Saya mempunyai dua kakak perempuan dan satu adik laki-laki.; Saya suka berlari tetapi kurang suka bermain mainan komputer.; Saya paling suka sejarah karena menarik.; Kamu di kelas berapa? Saya di kelas sembilan.

(ACLINC086)

Engage in individual and collaborative tasks, such as making arrangements with a friend, planning for a class celebration or performance, or working together to create displays, presentations or performances to showcase their language learning for family, friends or school community

(ACLINC087)

Participate in classroom routines and interactions by responding to teacher talk, following instructions, asking and answering questions, requesting assistance or permission, asking others how they are and offering wishes, for example, Maaf, saya tidak mengerti.; Apa artinya?; Maaf, sekali lagi, Bu.; Selamat pagi, Pak.; Permisi Bu.; Sampai jumpa.; Sampai besok.; Duduklah!; Berdirilah!; Diamlah!; Lihatlah!; Maju!; Klik di sini.

(ACLINC088)

Informing

Identify topic, gist and specific points of information from a range of spoken and written texts related to aspects of their personal and social worlds, and use the information in new ways

(ACLINC089)

Convey information and ideas from a range of texts related to aspects of their personal and social worlds, using different modes of presentation

(ACLINC090)

Creating

Respond to imaginative texts by describing aspects, such as characters, events and/or key ideas

(ACLINC091)

Create simple own or shared imaginative texts by reinterpreting or adapting familiar texts and/or using modelled structures and language

(ACLITC103)

Translating

Translate and interpret phrases and short texts from Indonesian to English and vice versa, noticing which words or phrases translate easily and which do not

(ACLINC093)

Reflecting

Reflect on own and others’ responses to interactions and intercultural experiences, and use these reflections to improve intercultural communication

(ACLINC095)

Reflect on experiences of learning and using another language, and share aspects of own identity, such as age, interests and family background, reflecting on how these impact on intercultural communication

(ACLINC096)

Understanding

Systems of language

Recognise and use the features of the Indonesian sound system, including pronunciation of single and combined sounds and the use of intonation in statements and questions, for example, wah and aduh, noticing Indonesian spelling and pronunciation conventions

Recognise that Indonesian is written using the Roman alphabet but with distinctive sounds and sound combinations, for example, a, e, i, o, u, c, r, ng, ngg, ny, au, aa, ai

(ACLINU097)

Generate language for a range of purposes in simple spoken and written texts, by recognising and using
context-related vocabulary and elements of the Indonesian grammatical system, including:

  • identifying people using appropriate terms of address, such as Ibu and Bapak, pronouns, such as saya/aku, Anda/kamu, dia, mereka
  • identifying people, places and things using concrete nouns, for example, pena, meja, teman, and some nouns with -an suffix, for example, makanan, minuman, undangan
  • describing the characteristics and qualities of people, places and things using noun-adjective phrases, for example, buku merah, rambut panjang, guru baru and describing possession using possessive pronouns in noun-adjective phrases, for example, Bapak saya tinggi.; Ibu saya lucu.
  • indicating quantity using plurals, for example, teman-teman; tiga buku; banyak buku
  • referring to numbers of things using cardinal numbers, such as puluh, belas, ratus, ribu, and things in a sequence using ordinal numbers, for example, pertama and kedua
  • greeting and farewelling, for example, Selamat …; Sampai jumpa.
  • telling others to do something using imperatives, for example, Duduklah!; Diamlah!; Ayo!; Mulai!
  • describing simple actions using base word, for example, tahu, suka, mau, and ber- and me- verbs
  • negating using tidak, bukan and belum
  • describing actor, action and object using
    subject-verb-object construction, for example, Saya suka membaca buku.
  • referring to existence/presence, for example, ada and tidak ada
  • using prepositions, such as di/ke and dari, for example, Saya pergi ke sekolah.
  • locating events in time, for example, days, dates and months, such as hari Sabtu, bulan Juli and pada akhir minggu, and referring to the past and future using time indicators, such as kemarin and besok
  • seeking information and assistance using interrogatives, for example, siapa, apa, bagaimana, berapa, dari mana, di mana, ke mana, apakah, kapan, permisi boleh saya …
  • joining ideas using simple conjunctions, for example, dan, karena, tetapi, atau
  • expressing emotion, for example, wah, aduh, asyik, sayang, hebat
  • accepting or declining invitations, for example, Mau ikut?; Maaf.; Sayang saya tidak bisa.
  • describing people and things using acronyms, such as SMP, SMA, HP and PR

Build metalanguage to talk about vocabulary and grammar concepts

(ACLINU098)

Identify and use text structures and language features of common spoken, written and multimodal texts, and compare with structures and features of similar texts in English

(ACLINU099)

Language variation and change

Examine linguistic features in the texts to develop an understanding that languages vary according to elements, such as register

Understand that Indonesian, like all languages, varies according to participants, roles and relationships, situations and cultures

(ACLINU100)

Recognise that Indonesian is a national language

(ACLINU101)

Role of language and culture

Explore the relationship between language and culture

(ACLINU102)

Achievement Standard

To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 8 Syllabus

Year Level Description

Year 8 Indonesian: Second Language builds on the skills, knowledge and understanding required of students to communicate in Indonesian developed in Year 7 and focuses on extending their oral and written communication skills and their understandings of the Indonesian language and culture. Students may need encouragement to take risks in learning a language at this stage in their social development and to consider issues of how the experience impacts on the norms associated with their first language and culture.

Students communicate in Indonesian, maintaining interactions with peers and known adults to exchange information and discuss aspects of home, school and social life, compare routines, interests and leisure activities. They engage in individual and collaborative tasks that involve making arrangements, or organising events or outings. Students identify key information and supporting details from texts related to aspects of their personal and social worlds, and use the information in new ways. They convey information and ideas from texts, using different modes of presentation to suit audience and context. Students respond to imaginative texts, describing and discussing aspects, such as characters events and/or ideas. They create imaginative texts by experimenting with different modes and formats, and creating moods and effects suitable for different audiences.

Students become more familiar with the systems of the Indonesian language when encountered in simple spoken and written texts. They understand and use features of the Indonesian sound system, including pronunciation of single and combined sounds, raised penultimate syllable in words, and the use of intonation in statements and questions. Students generate language for a range of purposes in spoken and written texts by using context-related vocabulary and applying elements of the Indonesian grammatical system, including referring to the past and future using time indicators, pe- nouns, acronyms and abbreviations and the
subject-verb-object construction. They continue to build a metalanguage in Indonesian to talk about vocabulary and grammar concepts. Students engage with Indonesian speakers and texts, reflecting on how interaction involves culture as well as language.

In Year 8, students are widening their social networks, experiences and communication repertoires in Indonesian. The practice of reviewing and consolidating prior learning is balanced against the provision of engaging and relevant new experiences and connections. Students are supported to develop increasing autonomy as language learners and users, to self-monitor and peer-monitor, and to adjust language in response to their experiences in different contexts.

Communicating

Socialising

Maintain interactions with peers and known adults orally and in writing to exchange information and discuss aspects of home, school and social life, compare routines, interests and leisure activities, for example, Saya menonton TV setiap hari.; Saya membuang sampah di tempat sampah luar.; Saya membersihkan kamar saya tiga kali seminggu.; Kamu bangun jam berapa?; Jam berapa kamu belajar Bahasa Indonesia pada hari Senin?; Saya belajar bahasa Inggris.; Guru yang ideal pandai, rajin dan humoris.; Menurut saya, sekolah saya baik sekali, tetapi ...; Besok saya dan teman saya akan menonton film di bioskop.; Pada hari Minggu saya bermain bola net.; Saya suka olahraga tetapi adik saya tidak suka.; Grup favorit saya bernama ...; Saya suka membaca.; Saya tidak suka makan ikan, tetapi saya suka makan pasta.

(ACLINC086)

Engage in individual and collaborative tasks, such as making arrangements to cater for events, celebrations or outings, for example, an excursion to an Indonesian restaurant or organising a class event

(ACLINC087)

Participate in classroom routines and interactions by asking and answering questions, requesting information, expressing feelings, opinions and personal preferences and responding to others’ contributions, for example, Saya rasa …karena…; Saya kira; Saya lebih suka …daripada …; Saya setuju/tidak setuju.

(ACLINC088)

Informing

Identify key information and supporting details from a range of spoken and written texts related to aspects of their personal and social worlds, and use the information in new ways

(ACLINC089)

Convey information and ideas from a range of texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context and audience

(ACLINC090)

Creating

Respond to imaginative texts by describing and discussing aspects, such as characters, events and/or ideas

(ACLINC091)

Create own or shared imaginative texts by experimenting with different modes and formats, and creating moods and effects suitable for different audiences

(ACLITC103)

Translating

Translate and interpret short texts from Indonesian to English and vice versa, comparing different versions of a text and suggesting reasons for differences and mistranslations

(ACLINC093)

Reflecting

Engage with Indonesian speakers and texts, reflecting on how interaction involves culture as well as language

(ACLINC095)

Reflect on own identity, including identity as a learner and user of Indonesian, through experiences or in attitudes to culture and intercultural communication

(ACLINC096)

Understanding

Systems of language

Understand and use the features of the Indonesian sound system, including pronunciation of single and combined sounds, raised penultimate syllable in words, for example, membosankan, berbelanja and silakan, and the use of intonation in statements and questions, for example, wah and aduh, noticing Indonesian spelling and pronunciation conventions

(ACLINU097)

Generate language for a range of purposes in simple spoken and written texts, by using context-related vocabulary and applying elements of the Indonesian grammatical system, including:

  • using concrete nouns for people, places and things, for example, teman, toko, bioskop, kolam renang, ruang kelas, taman, desa, hutan, pantai and masjid
  • identifying people using some pe- nouns, for example, pemain, pedagang and penjual
  • describing qualities of people, places and things, using adjectives, for example, Teman saya pe-de.; Taman ini indah.; Film itu menarik.
  • describing simple actions using base word, for example, naik, tidur and ber- and me- verbs
  • describing people and things using acronyms and abbreviations, for example, HP, ABG, pe-de
  • negating using tidak, bukan and belum
  • specifying place and location, for example, di sini, di sana, di atas and di bawah
  • using the subject-verb-object construction when constructing sentences
  • expressing modality, for example, bisa, harus, boleh and mau
  • describing state of actions, for example, sudah, belum and pernah
  • giving directions and information about place using prepositions, such as di/ke and dari, and about people using the prepositions dengan and kepada
  • locating events in time, for example, days, dates and months, such as Pada akhir minggu saya bermain futbal, and referring to the past and future using time indicators, for example, sebelum, sesudah, kemarin, besok and jika kalau waktu
  • seeking information using interrogatives, for example, berapa lama and jam berapa?
  • expressing emotion, for example, wah, aduh, asyik, sayang and hebat
  • beginning to refer to events and time using frequency markers, for example, sering, biasanya, jarang, selalu, kadang-kadang, tidak pernah, belum pernah

Continue to build metalanguage to talk about vocabulary and grammar concepts

(ACLINU098)

Identify, analyse and use text structures and language features of common spoken, written and multimodal texts, and explain how different types of texts are structured and use particular language features to suit different contexts, purposes and audiences

(ACLINU099)

Language variation and change

Examine linguistic features in texts to understand that Indonesian language, like all languages, varies according to participants, roles and relationships, situations and cultures

(ACLINU100)

Understand the dynamic nature of Indonesian, and how it both influences and is influenced by other languages and cultures

(ACLINU101)

Role of language and culture

Explore the relationship between language and significant cultural values or practices in Indonesian, English and other languages

(ACLINU102)

Achievement Standard

To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 9 Syllabus

Year Level Description

Year 9 Indonesian: Second Language builds on the skills, knowledge and understanding required of students to communicate in Indonesian developed in Year 8 and focuses on extending their oral and written communication skills and their understandings of Indonesian language and culture. They expand the range and nature of their learning experiences, and the contexts within which they communicate with others.

Students communicate in Indonesian, initiating and maintaining interactions with others to discuss and compare events of significance in the lives of young people, including holidays, special events and travel. They engage in individual and collaborative tasks that involve exchanging information, making arrangements or obtaining goods or services. Students identify information and ideas from texts related to aspects of their personal and social worlds, comparing views and presenting information to inform or interest others. They convey information, ideas and opinions using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects. They create imaginative texts to inform or entertain, or to convey experiences or express ideas.

Students better understand the systems of the Indonesian language when encountered in spoken and written texts. They understand and use the features of the Indonesian sound system, including the pronunciation of compound and polysyllabic words. They generate language for a range of purposes in spoken and written texts by extending their understanding and use of context-related vocabulary and elements of the Indonesian grammatical system, including comparatives, interrogative and question words, affixation and nominalisation. Students continue to build a metalanguage in Indonesian to talk about vocabulary and grammar concepts. They engage with Indonesian speakers and texts, reflecting on how interaction involves culture as well as language, and being aware of audience and context.

In Year 9 learning is characterised by consolidation and progression. Students work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.

Communicating

Socialising

Initiate and maintain interactions with others orally and in writing to discuss and compare events of significance in the lives of young people, including holidays, special events and travel, for example, Tahun ini untuk ulang tahun saya …; Anda pergi ke mana pada liburan bulan Januari? Saya sering mengunjungi nenek di Busselton karena saya sayang nenek saya.; Selama saya di Bali saya selalu makan makanan Indonesia.; Saya membeli tiga helai kain ikat Lombok di Mataram.; Bagaimana Anda merayakan Malam Tahun Baru? Kami berpesta dengan keluarga dan teman.; Kami menonton kembang api pada pukul dua belas.; Apa yang akan kamu lakukan pada hari Lebaran tahun ini?

(ACLINC103)

Engage in individual and collaborative tasks, such as exchanging information, making arrangements or obtaining goods or services, for example, when travelling or in an Indonesian-speaking country, arranging an outing, purchasing souvenirs or using transport

(ACLINC104)

Develop classroom language to contribute to structured discussions and reflect on learning experiences by making suggestions, asking questions for clarification and expressing agreement or disagreement, for example, Saya rasa …; Apa maksud Ibu?; Mengapa kamu pikir begitu?

(ACLINC105)

Informing

Identify information and ideas from a range of texts related to aspects of their personal and social worlds, state opinions, compare views and present information in different formats to inform or interest others

(ACLINC106)

Convey information, ideas and opinions on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience

(ACLINC107)

Creating

Respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects, such as characters, events and/or ideas

(ACLINC108)

Create own imaginative texts in different modes and formats, using imaginary characters, to inform or entertain, or to convey experiences or express ideas

(ACLINC109)

Translating

Translate and interpret texts from Indonesian to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meaning

(ACLINC110)

Reflecting

Engage with Indonesian speakers and texts, reflecting on how interaction involves culture as well as language and being aware of audience and context

(ACLINC112)

Reflect on the experience of learning and using Indonesian and how it might add further dimension to own identity

(ACLINC113)

Understanding

Systems of language

Understand and use the features of the Indonesian sound system, including pronunciation of compound words, such as kerajinan tangan and polysyllabic words, such as membersihkan

(ACLINU114)

Generate language for a range of purposes in spoken and written texts, by extending understanding and use of context-related vocabulary and elements of the Indonesian grammatical system, including:

  • identifying people by pronouns or titles, for example, aku, kamu, beliau, Kepala Sekolah, si (diminutive), names and nicknames
  • describing the qualities of people using adjectives of character, for example, bertanggung-jawab; murah hati
  • describing the qualities of people using the prefix pe- to describe enduring attributes of behaviour or character, such as pemalu, pendiam, pemarah and pemalas
  • describing people and things using acronyms and abbreviations, such as HUT, SIM, pe-de
  • describing people, places and things using noun-adjective phrases, for example, Hotel bagus.
  • indicating possibility, for example, mungkin, mudah-mudahan, semoga
  • specifying what is being referred to, for example, yang ini, yang itu
  • comparing things using the comparatives kurang, tidak begitu, agak, lebih, paling, ter- and se-
  • seeking information using interrogatives and question forms, for example, mengapa, bagaimana, yang mana, untuk apa/siapa and dengan apa/siapa
  • requesting that others do something for own benefit, such as minta, harap, mohon and tolong; for others’ benefit, such as silakan
  • excusing and apologising, for example, Permisi dulu.; Minta maaf.; Maafkan saya.
  • giving advice, for example, Nasehat saya …; Sebaiknya …; Seharusnya …; and Jangan …, and with suffix -lah, for example, Beristirahatlah.; Tunggulah.
  • showing empathy and well wishing, for example, Kasihan.; Harap cepat sembuh.; Semoga sukses.
  • locating events in time, for example, days, dates and months, such as Hari Ulang Tahun, hari Natal, Idul Fitri and bulan puasa
  • giving an opinion, for example, Saya berpendapat bahwa …; Saya percaya…
  • beginning to refer to abstract ideas using affixation and nominalisation, for example, belajar, pelajar, pelajaran; kerja, mengerjakan, pekerjaan; sakit, penyakit, kesakitan
  • beginning to use frequency markers to refer to events and time, for example, sering kali, sekali-sekali, belum pernah, hampir tidak pernah, and using time indicators, for example, tadi malam, nanti, nanti sore, sekarang, minggu depan, waktu liburan yang lalu
  • recognising adverbs as modifiers, such as kurang, cukup, cuma, agak, hanya and makin
  • describing state of actions, for example, sudah, belum, pernah, sedang

Continue to build metalanguage to talk about vocabulary and grammar concepts

(ACLINU115)

Apply understanding of the interrelationship between text structures and language features to different types of texts, including simple narrative, informative and persuasive texts

(ACLINU116)

L, C, IU

Language variation and change

Analyse how Indonesian is used in varying ways to achieve different purposes

(ACLINU117)

Understand that language has power and changes over time as a result of influences, such as contact with other languages, globalisation and new technologies and knowledge

(ACLINU118)

Role of language and culture

Explore the ways in which language and culture are used to establish relationships, indicate social values and enhance intercultural exchange

(ACLINU119)

Achievement standard

To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 10 Syllabus

Year Level Description

Year 10 Indonesian: Second Language builds on the skills, knowledge and understanding required of students to communicate in Indonesian developed in Year 9 and focuses on extending their oral and written communication skills and their understandings of the Indonesian language and culture. Students have a growing awareness of the wider world, including the diversity of languages, cultures and forms of intercultural communication. They are considering future pathways and prospects, including how Indonesian may feature in these.

Students communicate in Indonesian, initiating and participating in sustained interactions with others to exchange ideas, opinions, experiences and thoughts about making choices for today, and in the future. They engage in individual and collaborative tasks that involve debating with peers to exchange views and justify opinions, organising a forum or presenting a speech. Students identify information and ideas from texts related to aspects of their personal and social worlds, and establish how culture and context influence the presentation of ideas. They convey information, ideas and experiences, and compare diverse perspectives on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by discussing ideas, and considering how these relate to contemporary society and their culture. They create imaginative texts in different modes and formats to entertain, or express ideas, attitudes and/or perspectives.

Students understand the systems of the Indonesian language when encountered in spoken and written texts. They understand and use features of the Indonesian sound system, including pronunciation of sound combinations in words, and recognising and reproducing the rhythm of extended sentences. They generate language for a range of purposes in spoken and written texts by continuing to extend their understanding and use of context-related vocabulary and elements of the Indonesian grammatical system, including comparatives and superlatives, contrasting two ideas using conjunctions, and adverbs as modifiers. Students continue to build a metalanguage in Indonesian to talk about vocabulary and grammar concepts. They engage with Indonesian speakers and texts, recognising how their own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments.

In Year 10, students are expanding the range and nature of their learning experiences, and the contexts in which they communicate with others, and are challenged to engage with some independent learning experiences. While they are becoming increasingly autonomous when using Indonesian in familiar contexts, they require continued scaffolding, modelling and monitoring when using the language in less familiar contexts.

Communicating

Socialising

Initiate and participate in sustained interactions with others orally and in writing to exchange ideas, opinions, experiences and thoughts about making choices for today and in the future, including health and physical activity, having a part-time job, learning a language and my future, for example, Anda akan belajar apa tahun depan dan mengapa?; Pada masa depan saya, saya ingin …; Cita-cita saya …; Setelah saya selesai SMA …; Sulitkah belajar bahasa Indonesia? Menurut pendapat saya belajar bahasa Indonesia bermanfaat untuk masa depan saya karena …, Saya berpendapat bahwa belajar bahasa Indonesia penting karena …; Bagaimana Internet membantu Anda untuk belajar Bahasa Indonesia?; Cara saya mengatasi stres …; Dampak dari sosial media …; Apakah kamu peduli terhadap lingkungan?

(ACLINC103)

Engage in individual and collaborative tasks, such as planning or debating with peers to initiate a school campaign to promote awareness of a wellbeing issue for teenagers, or organising a real or simulated forum to raise awareness of the use of social media at school, or presenting a speech on their language learning experiences

(ACLINC104)

Use classroom language to question, elicit and offer opinions, compare ideas and participate in reflective activities and evaluations, for example, Saya setuju dengan … karena …; Pengalaman saya juga begitu …; Kalau saya tidak salah …; Dari pihak saya, saya kurang setuju karena …; Walaupun demikian …; Bagaimana pendapatmu tentang …?

(ACLINC105)

Informing

Identify information and ideas from a range of texts related to aspects of their personal and social worlds, and establish how culture and context influence the presentation of ideas

(ACLINC106)

Convey information, ideas and experiences, and compare diverse perspectives on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience

(ACLINC107)

Creating

Respond to traditional and/or contemporary imaginative texts by discussing ideas and considering how these relate to contemporary society and own culture

(ACLINC108)

Create own imaginative texts in different modes and formats, using imaginary characters, places and/or experiences, to entertain, or express ideas, attitudes and/or perspectives

(ACLINC109)

Translating

Translate and interpret texts from Indonesian to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meaning

(ACLINC110)

Reflecting

Engage with Indonesian speakers and texts, recognising how own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments

(ACLINC112)

Reflect on the experience of learning and using Indonesian and how it might add further dimension to own identity

(ACLINC113)

Understanding

Systems of language

Understand and use the features of the Indonesian sound system, including pronunciation of sound combinations, such as kh and sy in words, such as khatulistiwa, masyarakat, and recognising and reproducing the rhythm of extended sentences, such as the correct pausing for clauses in a complex sentence, for example, …yang sudah diterimanya …

(ACLINU114)

Generate language for a range of purposes in spoken and written texts, by continuing to extend understanding and use of context-related vocabulary and elements of the Indonesian grammatical system, including:

  • understanding embedded clauses using yang, for example, Saya belum berkenalan dengan murid yang baru datang dari Australia.
  • indicating equivalence using adalah
  • indicating action using transitive verbs, me- verb system, such as -kan or -i suffix and their  object-focus di- forms
  • comparing things using comparatives and superlatives, for example, paling, ter-, makin lama…, semakin …, makin + adjective
  • using adverbs as modifiers, such as kurang, cukup, cuma, agak, hanya, makin
  • giving advice, for example, Nasehat saya …; Sebaiknya …; Seharusnya …; and Jangan …, and with suffix -lah, for example, Beristirahatlah.; Tunggulah.
  • giving an opinion, for example, Saya berpendapat bahwa …; Saya percaya …
  • contrasting two ideas using conjunctions, for example, namun, namun demikian, walaupun begitu and meskipun
  • referring to abstract ideas using affixation and nominalisation, for example, belajar, pelajar, pelajaran; kerja, mengerjakan, pekerjaan; sakit, penyakit, kesakitan
  • using frequency markers to refer to events and time, for example, sering kali, sekali-sekali, belum pernah, hampir tidak pernah, and time indicators, for example, pada masa depan and yang akan datang
  • referring back to something specific using tersebut
  • indicating register using colloquial and formal language, for example, nggak, gimana, yang terhormat, sekian

Continue to build metalanguage to talk about vocabulary and grammar concepts

(ACLINU115)

Apply understanding of the interrelationship between text structures and language features to different types of texts, including simple narrative, informative and persuasive texts

(ACLINU116)

Language variation and change

Analyse how Indonesian is used in varying ways to achieve different purposes, and changes over time

(ACLINU117)

Understand that language has power and changes over time as a result of influences, such as contact with other languages, globalisation and new technologies and knowledge

(ACLINU118)

Role of language and culture

Explore the nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs

(ACLINU119)

L, C, P, E, IU

Achievement standard

To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons



multimodal textcode-switchingprepositionpedagogyde-centremorphemetext types (genres)learning trajectoryaudiencemediatecomplex sentencetonereciprocatingtranslatingidentitymetalanguageculturereflectingcomplexitycontextword borrowinginfinitivegrapho-phonic knowledgemorphologycollocationsocialisingtextual features/textual conventionsconjunctionnounscaffoldinglanguage comprehensioncognatesfluencybiographyroot of a wordauthormodal verblexical cohesioncreatingcommunicative competencedigraphromanisationverbinformingconcrete languagetranslationsuffixmedia textsframingconventionmediumsyntaxmodeidiomatic expressionssemantic knowledgeaccent marksfillerregisterfirst languagehomophoneintensifiersadverbpredictionadverbialalliterationmacro skillsscanningpersuasive textsencodecontentlanguage variation and changeformulaic languagepurposeful learningskimmingcomprehension/comprehendingnarrative devicesspeakparalanguagebilingualismphonicsform-focused learning activitiesaccentscriptgenrelanguagecommunicatingreadproductive language useorthographytextreceptive languagecharactersauthentic (texts/materials)text structureimaginative textsdipthongscompound sentenceprefixpronunciationstereotypeauxiliary verbmnemoniccomprehension strategiescuesintercultural capabilityintercultural language teaching and learninginformative textscommunicationphonemequestionclauseadjectivepragmaticsrole of language and culturephonological awarenesssecond languagecohesionlanguage specificitynarrativelanguage systems/systems of languagedigital mediatext processing strategiesinputpronounoracydecodelanguage featuresdialectstressdiasporaliteracy resourcessynchronouslanguage patternshonorificdigital textsperformancecharacter componentsunderstandingdirectionalitycreatetalkcomposinginterpretaccuracylanguage functionstaskfacebackground languageintonationenunciation
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