Kunjungan Sekolah Petra Berkat – Petra Berkat School’s Visit

After months and months of planning, the group of 5 students and 4 teachers from Petra Berkat School in Denpasar finally arrived!! The final weeks leading up to their arrival was quite frantic at times with last minute tweaking of host families and their timetable. We were so delighted when APBIPA suggested we consider inviting this group of primary students and while their visit is not over yet, it has been very successful so far.

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Our school hosted Grace, a 14 year old in year 9. She stayed with one of our families as they have a daughter the same age as well as a son in year 5. We also briefly hosted Ibu Yustine, the school director. Her family run the school and thus she was the person with whom we communicated with to organise the various details leading up to the visit.   The other 4 students were shared across Victor Primary & Goolwa Primary with the remaining staff. Ibu Oka was based at Goolwa and taught the kecak dance to students there while Ibu Leni was based at Victor and did mask making with the classes she met there. Ibu Yustine and Ariel (the designated photographer) were the only 2 staff members to visit all sites.

Ibu Yustine mentioned in her emails that she enjoys cooking with students and was very keen to cook mie goreng while visiting our sites. She chose mie goreng because not only is it a well known traditional Indonesian dish but also because it needed to be a recipe that could be cooked and eaten in a 50 minute lesson! Her day at PEPS was full on without any non face to face time. Her only breaks were at recess and lunch!

6 lucky classes were delighted to arrive at the Indonesian classroom to discover the chairs arranged around a table covered in ingredients and cooking equipment and standing behind the table were Ibu Yustine and Grace finalising last minute preparations. After the ketua kelas had led the students in a greeting (murid murid, berdiri dan kasih hormat kepada Bu Yustine dan Kak Grace), Ibu Yustine began cooking.

Here is her recipe:

Cook the  dry noodles till soft. Drain and pour sufficient kecap manis, kecap asin & tomato sauce over to coat the noodles.

Beat 5 eggs and fry like scrambled eggs. Remove from pan.

fry onion, garlic till cooked. Add grated carrot, finely shredded cabbage and cook.

Add egg and stir through.

Add noodles and mix thoroughly.

Taste and top up with sauces if necessary.

Such a simple yet delicious recipe. The students all loved it, even the ones who claimed beforehand that they don’t like egg!

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I loved that when Ibu Yustine commented in Indonesian about the recipe, my students could largely follow along and when she said something they didn’t understand, the stop sign was raised immediately! It was great. We began by showing students the ingredients and explaining what they were in Indonesian. While kecap manis was a familiar term, kecap asin was not. With the later classes, I broke down asin to ‘us’ & ‘in’ which helped enormously with retention later in the lesson when Ibu Yustine reviewed the ingredients! It made such a difference with recall. When Ibu Yustine added ingredients, she would say, “Kasih kecap manis, kasih kecap asin, kasih saus tomat” etc which was awesome. So lovely that our visitors are largely understood now in the Indonesian classroom unlike before when all cultural lessons were 100% undertaken in English or with English translations.

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After the school day finished, we headed off to staff meeting where the year 3 class outlined to staff their inquiry into establishing a 4th sports team. It was a perfect demonstration for Ibu Yustine to witness how our students develop inquiry questions, collaborate as a class to research it and then share with staff and students their findings and their recommendations. The 4 students who stayed back after school to present to staff did a great job and represented our school beautifully. Ibu Yustine was very impressed. She was also impressed with the presentation by our principal about listening. She was delighted when he offered to email it out to staff and has since informed me that she would like a copy so that she can share it with her staff at the begining of the new school year!!

Straight after staff meeting, staff headed over to the staff room to enjoy a staff family cooking workshop with Ibu Yustine. This time she made nasi goreng. Staff helped with the chopping and slicing before sitting down to watch her cook. This too was delicious and all who participated were pleased they had stayed back to do so. I bet Ibu Yustine slept well that night!! 7 cooking workshops in one day!! All in all she cooked for 5 classes at Victor Primary, 2 at Goolwa and 7 at PEPS. No wonder by Wednesday she had almost lost her voice!!

On Wednesday evening we held a ‘Cultural Evening’ for the host families and principals. The program included Ibu Yustine cooking mie goreng for the final time, a dance performance by the Petra Berkat School students and Ibu Leni

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as well as presentations. Ibu Yustine presented all schools with art work completed by her students and our principals/ deputy principals reciprocated and presented her with artwork from our sister schools on the APY lands. Sharon, Annie & I were also presented with a beautiful batik jacket each.

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The cultural evening finsished with an Aussie BBQ as our contribution to the cultural evening!
For me, that was the end of my involvement in the visit as I am now flying off to Medan to visit another partner school through the Bridge Project. I hope the rest of the visit is successful and that we see Petra Berkat School back on the Fluerieu one day soon!

PEPS’ First Ever Bilingual Assembly

Last Friday,  year 5/6 Roberts ran the school assembly. It was amazing!

However before I explain in more detail why it was amazing, I have to explain a few things….

Their teacher, Margaret, has incorporated Indonesian wherever possible into her classroom routines. Displayed in her room are the classroom phrases students use and know well, including

  • Boleh saya ke w.c.
  • Boleh saya cari minuman
  • Jangan lupa, cuci tangan
  • Jangan lama lama
  • Sudah!
  • Sampai jumpa
  • Terima kasih
  • Apa kabar?
  • Boleh saya pinjam…

These phrases used to be the cornerstone of my language program before I discovered TPRS. These phrases were thus the limit of my student’s fluency because these were they only phrases that were repeated from lesson to lesson, term to term. (Other vocabulary was limited to ‘themes’ and once the theme was finished, the vocabulary was rarely used or covered again.) Margaret has always supported the Indonesian program where possible in her classroom yet lately she has taken it one huge step further. During her release time, she can often been found joining her students in their Indonesian lesson!! I am so touched and impressed for many reasons that she gives up her non face to face time to join us. I really appreciate her feedback on the many aspects of the lesson and love it when we run through the target structures that she has acquired later in the classroom.

So I really shouldn’t have been surprised when Margaret announced that she wanted to run a bilingual assembly!! She gave me a copy of the script and together with Ibu Mia, we were able to easily translate the dialogue using the target structures students have covered to date. This exercise in itself demonstrated just how powerful TPRS is when the initial structures are high frequency ones. Using the following target structures, the year 5/6 class were able to conduct PEPS’S first bilingual assembly:

  • berkata – to say
  • nama saya – my name is
  • mau – want
  • berdiri – stand
  • diam – quiet
  • duduk – sit
  • kasih – give
  • lihat – see
  • dengar- listen
  • sudah – already
  • sampai jumpa – goodbye

The assembly went so smoothly and I was immensely proud of the fact that students could conduct an assembly in two languages and that it was 100% comprehensible for all students in the audience. The very first sentence was “Murid-murid, berdiri dan diam untuk Advance Australia Fair.” Immediately the entire assembly of students stood quietly! Wow!! The class teachers, who had no idea of what had been said, were puzzled when the entire student body stood up.  Not realising why, class teachers immediately insisted that their students sit down! The students were confused! They had just been asked in Indonesian to stand and now they were being told to sit down!! The sight of the entire school getting to their feet en masse was very moving for me. The students who  had spoken the words had used no hand signals, yet the students fully understood it and immediately followed instructions!

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I also spoke at the assembly to formally welcome Ibu Mia to our school. Once again I was blown away by their comprehension and was so incredibly proud. I spoke in Indonesian and when I asked them all, “Paham?” they answered en masse, “Paham!” Ibu MIa then presented a trophy to our principal that her students had made especially for our school. When I held it up to show the students they all agreed: “Astaga!” It blew Ibu Mia away!

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recieving presentation

What an amazing assembly! To think that our students now know enough Indonesian to conduct an entire assembly is pretty cool! Congratulations to the year 5/6 class. You have certainly set the standard now and I really hope that the next class who runs the assembly is also keen to conduct it bilingually!

Ibu Mia From Batam, Kepulauan Riau

This week my students are enjoying a chance to interact with and learn from Ibu Mia, an Indonesian high school English teacher from Batam, Kepulauan Riau. She will be in our area for 3 weeks, spending a week at each of our schools. Her visit has been entirely coordinated by Pak Nyoman from APBIPA and we are so, so fortunate to able to particiapte in this program. Through APBIPA, we have hosted teachers from Sumbawa, Bali, Sumatra, Jakarta, Kalimantan, Bandung and now Batam. What a fantastic way for my students to experience the diversity of Indonesia. 

We learned many interesting facts about Batam. Some of which are:

  • Even though it is a tiny island, the population is roughly similar to Adelaide; 1 million. 
  • It is only 35 minutes from Singapore by ferry and Ibu Mia has often taken her sons to Singapore for a day trip!
  • There are 1500 students and 90 teachers at her school, SMK 1 Batam.
  • Batam was only founded in the 70’s and then developed in the 80’s as a centre for free trade.
  • Batam has a good selection of high class hotels, one of which is a restored cruise ship!
  • There are 7 domestic harbors and 2 international harbors in Batam.
  • Batam has beautiful beaches.
  • Batam has a huge industrial sector.
  • Ibu Mia lives in Batam Centre.
  • There is a ‘Welcome to Batam” sign which is exactly like the Hollywood sign in California.
  • Batam’s skyline resembles any develped city’s skyline. Multi-story buildings and freeways. 

This visit has been so enjoyable for me for a variety of reasons. Usually I teach as per usual and my visitor co-teaches i.e., assists with modeling pronunciation, extra facts etc. However this time, the focus of the lessons this week has been Ibu Mia, thus being a cultural brain break for all of us. While lessons largely reverted back to the 90% English/10% Indonesian ratio, it was so interesting and informative that it wasn’t an issue and we still managed to where possible incorporate the target structures for this term and students enjoyed plenty of opportunity to demonstrate their growing ability to speak in Indonesian with many classestotally impressing Ibu Mia! So exciting!! I couldn’t help pointing out to the older classes, that the level of communication we used with Ibu Mia was far above that which we have used with any previous visitor. 

Our recent acquisition of pakai was very useful and we enjoyed the opportunity for many repetitions with all the classes due to discussions about why students thought Ibu Mia was Indonesian (as opposed to be being Korean, American, Spanish etc). They all said that had they seen her in the street, they would guess she was Indonesian because of the clothes she was wearing which led beautifully back to our circling:

  • Ibu Mia pakai topi? bukan
  • Ibu Mia pakai jaket? bukan
  • Ibu Mia pakai sepatu? ya
  • Ibu Mia pakai apa?

This then led to a discussion about her clothing. Students learned the word for her Muslim dress (gamis) and her  head scarf (jilbab). I have a selection of jilbabs from Kalimantan, so we dragged them out which led to many questions from students about jilbabs. The questions were hysterical and I wish I could have recorded them all. It was so hard keeping a straight face! Questions included:

  • How do you put on a jilbab?
  • Do you sleep in your jilbab?
  • How do you get your hair cut if you can’t take it off in public? 
  • What is that thing under your jilbab? (ciput)
  • What happens if someone comes to your door that is not family and you are not wearing your jilbab?

  

    The most amazing thing about all the questions was that they were all respectful! Not one student made a negative comments about any aspect of Islam. I am so proud of my students. Ibu Mia was so relieved. She showed me an article from her local paper for which the headline which roughly means: Ibu Mia is a ittle bit worried about visiting Australia On The Heels of The Bali NIne Executions.

      
    Her friends all warned her that Australians would harrass her because of the executions and that it was a terrible time to visit Australia. Many also suggested she reconsider wearing a jilbab in Australia or at least wear a smaller one. Thankfully she did not listen to their advice!! At our school and in our local community she experienced exactly what I experienced while traveling in Indonesia amidst the telephone spying scandal: most of  the hullaballoo is political and hyped up by the media. The general public are largely cynical consequently and thus when a visiting national from that country is polite and personable (as Ibu Ma definitely is), it dissolves any animosity one may have for their nation and is brilliant for breaking down the stereotypes that events such as these perpetuate. 

    The classes that have 2 lessons a week, were treated to a cooking demonstration for their second lesson. Ibu Mia, not only loves cooking but she is an awesome cook. We brainstormed one evening after school for recipes that are quick, easy and will surely be popular with students. Ibu Mia suggested her own recipe of Mie Goreng Telur A La Ibu Mia which is a popular snack she makes for her sons when they are hungry. We found all the ingredients at our local grocery shop and she was especially delighted that we could buy the extra spicy chilli sauce made by ABC!! Needless to say the small noodle pancakes were a huge success. Students could choose to have theirs with saus tomat, sambal atau tidak pakai saus. The entire cooking lesson was a double bonus because where possible Ibu Mia used the target structures that students have learned this year. It was awesome that Ibu Mia understood the power of TPRS/TCI so quickly. Her circling required that all students to listen, look & respond! It was so cool. Her language to the students included:

    • Kasih Ibi Mia gunting
    • Siapa mau menjadi assistan Ibu Mia?
    • Apa ini? 
    • Kasih Ibu Mia telur. Apa telur? Ya, telur egg!! Jade, kasih Ibu Mia dua telur. Berapa telur?
    • Berapa murid di kelas ini?
    • Ayo, Menghitung! They would then count with her while she tricked them by going fast sometimes and slow sometimes.
    • Garamnya (apa garam? Ya, garam salt) Garamnya terlalu besar, terlalu  kecil atau pas?
    • Siapa mau makan mie goreng telur pakai saus?

    Terima kasih IIbu Mia. PEPS will miss you!

      Ayo, Menghitung!

        Term 1 Reflections

        As term 1 draws to a finish, I have been looking back over my first dedicated block of teaching Indonesian using TCI . It has been a steep learning curve yet at the same time deeply satisfying. I have learned just as much as the students!! Here are the major gems that I would like to share with you from my short journey thus far:

        1. Props – Don’t ever underestimate the power of props. When I copied Sharon’s brilliant idea of using a bottle of Sprite to tell the story: 

        Jessie haus
        Jessie mau minum Sprite
        Ella punya Sprite
        Ella kasih Jessie Sprite
        Jessie minum Sprite.

        I was blown away with the total and utterly mesmorised attention of the classes from year 2 right up to year 7! Even when the Sprite finished, students insisted I refill the bottle with water, so we could continue. Even with water, students were still highly engaged and following the dialogue closely. It not only hooked the actors, but hooked the other students too as they decided whether Ella would give Jessie a drink of Sprite and if not Jessie, then who would be given a small drink of Sprite. It is definitely worth taking the time to organise props for lessons with all year levels. Not only do students beg for repetitions, but it is so much more fun too for everyone. I have never laughed so much with students!! 

            2. Public Holiday Pitfalls  –  Usually I begin my week with the year 4’s and they are a great bunch of students to ‘trial’ my middle/upper lessons with. They give me the opportunity to fine tune my plan before facing the year 6/7’s the following day. While I enjoyed my first Easter long weekend in many years (our Ed Dept usually cleverly incorporates them into our mid semester break), I forgot to keep this in mind and consequently yesterday’s lesson with one of the year 6/7 classes was a disaster. With this class I need to be one step ahead of them. Maybe Trashball or something similar would have been a better plan for a challenging class in week 11.. 

          3. Trial by Error – A exhausting yet necessary aspect of teaching and a fact that I (and any learner) needs to philosphically and practically accept. I’ve read that it can take up to 2-3 years for a teacher to acquire competency using TCI methodology. This is what keeps me going! There are many fantastic blogs and websites full of TCI brilliant ideas and suggestions. Gleaning through them all to find ideas suitable for teaching primary students and then trialling it requires a huge step out of my comfort zone and so much energy. Yet each step is an important and integral aspect of the entire journey.  I must keep reminding myself to continue plodding steadily along the TCI path and not to expect too much too soon! 

        4. Dehydration – TCI requires so much teacher talk and I have discovered that I am so much more dehydrated at the end of my days than I was ever before. I have tried to keep up my fluids over the day but haven’t been successful consistently with this yet. I get so engrossed in the lesson that I totally forget to stay hydrated. The most successful stategy I had was finishing my 750ml drink bottle at the beginning of recess and lunch on my way to the staff room but lately even that has fallen by the wayside. Any suggestions gratefully accepted! 

        5. The Importance of Developing A Personal Learning Networks (PLN) –  The core of my PLN consists of Annie & Sharon, my Indonesian colleagues who teach in nearby schools, together with Catharina, our mentor who teaches French in New Jersey. The middle layer of my PLN consists of teachers who teach Indonesian and have been following this blog or my tweets. Their input has been invaluable and I have truly appreciated their comments and  feedback. While there are common aspects between different languages, there are also certain aspects that are unique and therefore those who teach and  speak Indonesian have that special eye through which to  understand my reflections and experiences. They too are are coming to grips with our new Indonesian Curriculum to be implemented fully in 2016, another valuable persepctive. The outer layer of my PLN consists of all the TCI language teachers who post on their own blogs or on websites like Ben Slavic’s. There is definitely a gap for me between the middle and outer layers purely because most of the teachers in the outer layer are secondary teachers and none of them teach Indonesian. Yet, they are still a major and important part of my PLN as they have such a wealth of knoweldge and experience that I am truly in awe of them. Without this special group of people, my first term of TCI could have finished so differently. Whenever I felt like I had hit a brick wall and I couldn’t see where to go next, someone would be there to encourage and help. Annie and Sharon have been awesome and once again I am so fortunate to work so closely with 2 teachers who readily joined me on this journey. Our frequent Friday meetings were invaluable opportunities to share lessons that worked well and thus give us each the inspiration and encouragement to continue. Our Skype sessions too, with Catharina have been incredible. Each time we all  took copious notes. It is so amazing to have the opportunity to speak with a junior primary teacher about TCI and how to apply it with very young students. Now that term 1 has almost finished, we are really looking forward to our next Skype call with Catharina. While we usually only speak for an hour, each call is jam packed full of awesome suggestions and information. She truly is an amazing and inspirational teacher  to have in my PLN and a huge thankyou must go to Ben Slavic for initially suggesting it! 

        6. Lesson Planning – On looking back through my lesson plans, I have definitely learned that while it is good to have a few brain breaks up my sleeve, it is also important to keep my planning simple. My initial lesson plans from the first weeks were very long and were a great example of over plannning which is a good way to start! I tried to cover everything at first and then realised that it was not only unrealistic but also pushing the students too quickly. Narrow and deep is the TCI catch cry for a very good reason and this is what underpins the success of TCI over the methodologies I used previously. 

        7. Patience is a Virtue – When reading blog posts written by other teachers who also use TCI, I have to keep reminding myself that comparing my students (or their lesson outcomes) with theirs is pointless. My students & i have only just started so it is natural that we can’t yet have impromptu detailed conversation that are 100% comprehensible. It is of greater importance that we start with the Indonesian version of the super list of verbs sourced from frequency lists and accept that initial discussions will be be very basic. 

        8. Humour – At a point about mid-term, I reached a point where everything gelled. Suddenly I relaxed and started to enjoy myself with the students. At that point I realised that it was the first time I have ever laughed so much WITH  my year 7 students. Previously, any hilarity got out of hand and ended with me having great difficulty bringing them back on track without loosing that sense of connection. Yet with TCI, we laugh together at the ridiculous  scenarios the students suggest and then act out. Not only do students have fun, call out and be totally silly, but because it is all in Indonesian, it is amazing and all students are totally mesmorised and engaged thus keeping it manageable!  

        9. Tight Timelines have Vanished – Previously, my term outline was tightly planned and in order for me to achieve my term outcomes, every lesson was precious and heaven help anyone who interfered with my schedule!! Taking sick leave was avoided and any additional offered non contact time was reluctantly refused because my planning didn’t have much flexibility. This has all blown away with TCI as everything is based upon student aquisition which is a  huge unknown. Once we know what the target structures will be, out planning will focus on that until we, the teacher, deem the students ready to progress to the next step. Consequently, with our upcomiing APBIPA visitor, Bu Mia, I feel far more relaxed and am really looking forward to her time in our school. Students will be able to experience a cultural lesson with her and this will also give them impromptu and authentic opportunities to practise and demonstrate their acquired Indonesian to date.

        I am so looking forward to term 2 and having the opportunity to apply all that I have discovered. I also hope that my reflections give other Indonesian teachers the encouragement to consider trialing aspects of TCI in their classrooms. Last year, I dabbled just by experimenting with a few activities that sounded interesting and that is how I urge you to start too. While I am nowhere close to TCI mastery, I am nontheless, very happy to help any Indonesian language teacher if you would like to discover more about TCI. Ask away and if I don’t know the answer,, someone from my amazing PLN will certainly help!!

        TEACHING INDONESIAN IN SOUTH AUSTRALIA

        I have just found this article on the APBIPA website which was written several years ago. It is quite timely as both Ibu Sharon & Ibu Trees are currently visiting Pak Agus in Singaraja and working with the students at his school! The lasting effects of such a visit are never ending not only for the adult participants but even more importantly, for their students.

        Fourteen Days of Teaching Indonesian in South Australia

        Agus Jaya Parhyuna (SMKN 1 Singaraja)
        Usman Ismail (SMKN 1 Kota Bima)

        The following is a short report on a two-week teaching experience in four schools Adelaide by Pak Agus and Pak Usman. They joined our new program: Indonesia-Australia School Attachment Program – specially designed for SMK, SMA and SMP teachers. This is a joint program between APBIPA Bali and SMKN 3 Denpasar (representing Directorate of Vocational High School), Ministry of Education and culture. The first part of teh report is by Pak Agus and the second is by Pak Usman.

        It is very interesting to know not only what they experience in Australia but also how they have felt about Bahasa Indonesia and about being a native speaker of Indonesian in the middle of Australians teachers and students of Bahasa Indonesia.

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        1. “I would like to tell you about my experiences with the Indonesia-Australia School Attachment Program on the Fleurieu Peninsular, South Australia. Before going overseas I needed to catch up with current trends teaching methodology of Indonesian as a second or foreign language (known as BIPA), the Australian cross cultural issues, 4 different schools where I would teach Indonesian and typical Australian way of life.

        It was like a dream visiting that giant continent for the first time. There were many and long steps I went through to be admitted in the program including: applying for my visa and passport, organizing a letter of invitation from the school in Adelaide and a sponsor letter from SMKN 1 Singaraja. I would never have imagined how I could manage all these just by myself considering I am only a high school teacher. Fortunately, there is an association in Bali (APBIPA Bali) that assisted me with all the necessary preparation, e.g., BIPA teaching methodology courses, introduction to Australian culture, child protection programs and many kinds of Indonesian teaching techniques and games.

        I was so lucky to be hosted by three kind and friendly families. They live in a beautiful, quiet coastal, rural area in South Australia. Sometimes the sea breezes cooled me while I was fishing during my spare time. Moreover, almost all families have pets and look after them as they look after each other. They feed and bath their pets regularly. Every day I ate something different and I really appreciated their willingness to help me learn about Australian cooking. I enjoyed trying so many new types of fresh fruits and vegetables.

        School started at 8.55am and finished at 3:00pm on Monday to Friday. Some students walked to school, others were driven by their parents. Punctuality is valued and mandatory for all staff and students. There is a high commitment among students and teachers in the process of teaching and learning. Staff and students bring their own lunch from home. We ate our lunch together at lunch time in the staff room with a cup of tea or coffee or a glass of water or milk. Staff and students rarely buy food from the school canteen for price and health reasons. Students learn Mathematics, English, Indonesian, Sport, History, Performing Arts, Visual Art, Spelling, Society and Environment, Science, and well as many other subjects. The teachers are so warm and friendly towards each other and towards students. Assessment is done compassionately as is student punishment for those who don’t follow the school rules.

        The people on the Fleurieu Peninsular live in harmony with their environment and each other including Aboriginal peoples, animals, and many kinds of native plants. Everything is so different, but the differences shouldn’t create conflicts. Instead, they create a wonderful and harmonious rainbow in the sky. I am so grateful and blessed to have experienced these all.”

        2. “Puja dan puji syukur kami panjatkan kehadirat Tuhan yang Maha Esa, karena kami telah dengan sukses kembali ke Negeri ini setelah melaksanakan satu tugas mulia: memperkenalkan bahasa dan budaya Indonesia kepada sejumlah siswa di Adelaide. Saya dan dua teman lain (Pak Agus dari Bali dan Ibu Indra dari Palembang) mendapat kesempatan mengajar di empat sekolah: Port Elliot Primary School, Victor R-7 School, Goolwa Primary School dan Victor Harbor High School.”

        Kami tiba pada hari Minggu, 11 Maret 2012 dan dijemput oleh Ibu Trees dan Ibu Katty di bandara Adelaide dengan sangat luar biasa setelah melakukan perjalanan selama 7 jam 30 menit dari Denpasar via Sydney. Selanjutnya, kami dijamu makan siang oleh Pak Tony, keluarga besar dari Ibu Katty, dan dari sini kami dijemput oleh keluarga angkat masing-masing.

        Selama satu minggu pertama di host kami masing-masing dilayani dengan baik dan dihormati. Mereka megganggap kami sebagai satu keluarga besar. Kami diperkenalkan pada seluruh keluarga besarnya dijamu makan malam dan diperkenalkan budaya mereka dan terjadi diskusi tentang budaya kita dan mereka yang berhubungan dengan lingkungan tempat tinggal dan lingkungan sekolah. Di rumah begitu hangatnya perbincangan kami sewaktu makan bersama, sebuah perbincangan tentang lingkungan di mana manusianya betul-betul saling menghargai, saling percaya, dan menghormati.

        Kami bertiga bergiliran mengunjungi empat sekolah yang berbeda selama dua minggu. Kami bersepakat bahwa para siswa di ke empat sekolah sangat antusias berbahasa Indoensia dengan kami, penutur asli yang khsus datang untuk mereka. Kami senang bisa melihat penerapan prinsip dan norma pendidikan yang berjalan dengan sangat baik. Prinsip ‘reward and punishment’ juga dikelola dengan sangat apik.

        Ruang kelas untuk Bahasa Indonesia ditata sedemikian rupa yang menggambarkan peta budaya Indonesia dari Sabang sampai Merauka. Kami pun menangis terharu dan merinding karena mereka begitu menghargai Bahasa dan budaya bangsa kita, Indonesia. Ternyata di ruang ini kami bisa merasakan sisi-sis indah Indonesia yang sebenarnya.

        Kesan penting lainnya adalah bahwa mereka menyatakan program ini sangat singkat sehingga mereka berharap agar program seperti ini akan berlanjut.”

        Original source of article:http://www.apbipabali.org/home/2-blog/74-teaching-indonesian-in-adelaide.html

        Mystery Skype Practise With Pak Bagus & Kak Dayu

        2 Weeks ago, our school was lucky once again to be involved with the amazing APBIPA program whereby we hosted several Indonesian visitors who wish to experience first hand Australian Languages pedagogy. Leading up to the visit of Pak Bagus & his daughter, Trisna (Kak Dayu as she was known to students), I promoted their upcoming visit with both staff and students and to parents via the school newsletter. One aspect though that was kept secret, was their origin. This was so that students could have a face to face experience of Mystery Skype.

        I found a google doc outlining the jobs a class in America uses for Mystery Skype. The job list for participating students sounded good, so we used that to get us started. Here are a list of the jobs we adapted (copied) from their suggestions:
        Mappers
        Google Earth Mappers
        Logical Reasoners
        runners
        Supervisors
        Question askers & Greeters (combined)
        Question Keepers
        Photographers

        After discussing the duties and responsibility of each job, students then chose which job they would like to do and when we had too many names, we firstly played om pim pah and then rock, paper, scissors to whittle down the names.

        Our Question Askers/Greeters did a great job in all 3 classes. They sat on stools in front of our guests who sat in comfortable chairs They began by first introducing themselves to Pak Bagus & Kak Dayu and then chatted generally to fill in the time while waiting for the Runners to pass on the question from the Logical Reasoners. Observing the relaxed and polite manner in which the Question Askers/Greeters chatted was really lovely to witness and it was great for them to have the opportunity and time to do so. Consequently the students discovered quite a lot of additional facts about Pak Bagus & Kak Dayu.

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        The Google Earth Mappers struggled with using Google Earth on the iPads. Their inability to keep up with the search was also due to the fact that at times, the runners did not fully consult with them nor keep them updated with the latest discovery. We now have 2 computers set up in the Indonesian classroom which should help enormously during a ‘real’ Mystery Skype!

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        The Logical Reasoners did a brilliant job working collaboratively with the mappers. I realised late in the lesson that I needed to remove myself totally from this part of the room. It was the most exciting place to be but I was not helping them by adding comments and suggestions. It was so hard to relinquish control! However, once I did so, I discovered that I preferred being the observer and watching how the students were collaborating together. It was such a great sight.

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        The Question Keepers did an awesome job. They waited patiently between questions and worked collaboratively to record both the questions and the answers. I felt that they weren’t consulted as much as they should have been to ensure questions weren’t repeated, but I’m sure this will be rectified during a ‘real’ Mystery Skype when the competition will be fiercer and tighter.

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        A couple of the Supervisors lacked confidence both in understanding fully their role and also in their own ability to keep others on track. We did have a few students in one particular class who chose not to contribute in any way to the Mystery Skype and the supervisors made a combined decision to ignore them – a valuable and useful teaching techniques I occasionally use myself!

        The photographers did an awesome job and the great photos in this blog are proof of that!

        All 3 classes thoroughly enjoyed this dummy run and are even more impatient to have a proper Mystery Skype session!

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        A Dream Photo Shoot Through APBIPA

        Over the last 2 weeks, 2 schools on the south coast were extremely fortunate to have met Pak Ida Bagus Sudana & his 19 year old daughter, Trisna. Their visit was coordinated entirely by Pak Nyoman from APBIPA and as usual our visitors were perfect Indonesian ambassadors who supported the Indonesian Language program beautifully.
        For me, the event that blew me away was the privilege of watching Trisna prepare for Tari Puspanjali (the welcome dance). The entire time I was taking photos, I wanted to pinch myself. Having Trisna all to myself to photograph! How rare is that – being able to watch a dancer prepare for a dance? In Indonesia, she would have been surrounded by family and friends all helping, here all she had was her father and me, although my expertise was limited to doing up a few safety pins!
        Here are just a few of the photos I took: IMG_8384-0.JPGIMG_8396.JPG

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        Trisna then put her jacket back on as it was quite chilly and then began applying her makeup:

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        Once the makeup was completed to her satisfaction, Trisna put her runners back on and we headed to class. There waiting for us was the year 4 class who were also blown away by Trisna’s finery and beauty.
        We talked briefly about the dance and the costume and then Trisna led the class through the beginning of the dance. I was very keen for my students to experience themselves attempting the dance because I remember all too well just how hard it is to do from my ELF experience last January in Bali. The dance looks so slick but it isn’t till you dance yourself that it becomes clear just how many difficult aspects there are that need coordinating.

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