Speaking Indonesian in France 

I am in 7th heaven because today I enjoyed 2 Indonesian conversations!! To be honest, they both were achieved intentionally. Since booking my trip to France, I wondered about my chances of meeting an Indonesian person. This curiosity increased with my nervous first attempts using French. It’s so foreign for me to be overseas and to be unable to communicate smoothly. As soon as I get flustered, Indonesian just pops out of my mouth! So one of the first things I did on my first jet lagged day in Paris was to google Indonesian restaurants in Paris and was thrilled to discover there are 4 listed on TripAdvisor. 

Today while traveling on the batobus, I noticed Indonesian writing on a fellow passengers t-shirt. Feeling like a stalker, I wandered over to where he was seated and sat next to the 2 women travelling with him. I introduced myself in Indonesian and when they both did a double take, I enjoyed their reaction!! They were all from Jakarta, although one lives and works in Denmark now! It was so lovely chatting with them both before getting off at the next stop. They happily permitted me to video them introducing themselves to my students!! Their kindness and generosity in providing me with a much appreciated Indonesian language fix will stay with me for a long time. 

​Mid afternoon, feeling hungry, I decided to try to locate one of the Indonesian restaurants I’d discovered online. I chose Restaurant Indonesia because it looked the most straight forward to get to from the Batobus circuit. I headed up Rue Saint Michel towards the Luxembourg Gardens and found it easily on a side street. It has a small alfresco area outside – largely smokers – as well as a row of tables inside. The decor is definitely Indonesian although slightly dated. I saw the waiter and spoke to him in Indonesian. He stated matter of a factly that the only languages he can speak are French and English and that the only person here who speaks Indonesian is the chef! I was taken aback with his abrupt response. I found a seat close to the front windows and sat down before asking for the menu which listed a variety of delicious traditional Indonesian dishes including nasi goreng, soto ayam, sate, lumpia and pepes ikan. I ordered urap and gado gado both of which were absolutely delicious even though the vegetables used were unusual. The urap used long thin carrot ribbons and was arranged on a bed of baby spinach but the spices were truly amazing. 

Half way through my meal, I asked the waiter if he would ask the chef if she had any time to chat with me. He strutted out to the kitchen and relayed my request. The chef came out immediately and we chatted for ages in Indonesian. Sheer bliss!! Her family have lived here in France since 1965, a significant date that fully explains her family’s unspoken backstory. The restaurant, the very first Indonesian restaurant in France, is run by a cooperative and has done so ever since it was opened by her father 35 years ago. All profits are shared equally amongst those on the cooperative and they also happily provide work opportunities for people with minimal experience. The waiter would definitely be a recipient of this. His waiting skills were definitely lacking. The most bizarre thing he did was ignore totally a broken glass jar that fell off the bench onto the floor. He purely walked over it crunching the glass up underfoot each time. 

Enjoy my video of Ibu Anita introducing herself and speaking about her restaurant:

I’ve since reflected upon my desire to speak Indonesian so early into my trip and I’m still not exactly sure why I needed it so urgently. It’s funny that I craved an Indonesian conversation rather than an Australian one!! I’ve heard and seen a few Aussies but the idea of starting up a conversation with them is not appealing at all. Was it my way of dealing with culture/ language shock? A self confidence booster? I don’t speak French but I can speak another (not English) language? Whatever the underlying reason, since leaving the restaurant, I felt significantly more comfortable with my lack of French. Which is why, no doubt, that I had a whole conversation at a boulanger all in French on the way back home!! It went something like this: Bonsoir. Un baguette s’il vous plaît. Merci. Au revoir. I floated on air all the way back to my Airbnb thanks to the lovely encouraging lady at the boulanger. 

Hosting The State Education Minister – The Honorable Susan Close – in The Indonesian Classroom

What an experience it was teaching with the state education minister, her entourage, both our PEPS school leaders and several SRC representatives in my classroom!

Before the arrival of Susan Close (SA’s education minister), to the Indonesian room, I pre-warned my 5/6 class that during their Indonesian lesson, the education minister would be visiting to observe them learning Indonesian via TPRS/CI. With Marg’s (their teacher) help, we provided the ketua kelas & the tukang foto time to practice their jobs. The ketua kelas needed to ensure that he addressed the minister correctly incorporating an Indonesian twist: “Murid- murid berdiri dan kasih hormat kepada The Honorable Bu Susan Close”. The tukang foto’s job included taking photographs of the minister chatting with Lincoln – our host (pemandu)  and then ensuring the visit finished with a class selfie. The whole class then practised all of this a few times which was lots of fun.

We then returned to our current story, ‘Dua Mulut’ (2 Mouths)  beginning with a PowerPoint reading ala Terry Waltz as she demonstrated at the SA 2017 Fleurieu Conference. Unfortunately the minister missed this and arrived just after we began the post story activity.

The activity I taught was one that I had read recently on the iFLT/NTPRS/CI Teaching Facebook PLN group. Students listened to and then illustrated 3 sentences read to them 1 by 1, from the story. They then swapped their clearboard with a friend. I repeated these 3 sentences many times incorporating reps and circling while students double checked that everything I’d said was included into the illustration given them by their friend. If the illustration was incomplete, they had to add the missing details. I then slowly read to them 1 by 1 three new sentences (that followed on from the previous sentences). Students listened to each sentence and added the new detail to the clearboard before swapping again with a new friend. I then repeated all the sentences, starting with the initial sentences getting as many reps as possible while students double checked again and added any missing detail to the illustration.

As Susan Close stepped through the doorway, the ketua kelas led the class greeting which appeared to blow her away.  Lincoln then stepped up and introduced himself and explained his role as host and translator. 

The lesson then continued with Lincoln translating and explaining to my left and the entourage standing along one side of my room and overflowing out the door!

While I was teaching, I was able to focus on my students and block out the fact that there were many extra bodies in our room. However as soon as the activity finished, I looked up and without intending to, made eye contact with the onlookers.  My mind instantly went blank!! That terrifying moment when self doubt creeps in and the could’ve/ should’ve list begins. Did the activity demonstrate #TPRS well? Should I have demonstrated kursi luar biasa? Did I incorporate enough circling? Etc etc All I could process was that the tukang foto had yet to arrange the class selfie which in hindsight was a good idea because Susan Close must have been in the Indonesian for way longer than the tight schedule had originally set out!! 

Later at recess when I thanked her for spending so much time in my room, she confessed that the TPRS observation had been what she’d been looking forward to the most!! What diplomacy. One of her comments that I loved was how amazed she was with the almost entire lesson being conducted in Indonesian. I truly hope that she appreciated the amount of communication in Indonesian that was happening as opposed to lots of talking about Indonesian in English as used to happen in my room!!

I would also like to acknowledge Margaret Roberts (back left in class selfie) for staying with me during the observation (her non- contact time) and supporting not just one of her colleagues, but also the TPRS Indonesian program.  After the minister left, Marg provided us all with a much appreciated brainbreak leading her students and me all in a quirky chant. Just what we needed. Terima kasih Ibu Marg; you are luar biasa!

Wow TPRS Sounds Awesome But Where do I Start? 

Over the past 2 years that I’ve been using TPRS in my Indonesian classroom, I’ve used many different stories, most of which have been suggested by Catharina, our wonderful mentor. We are so fortunate to have been introduced to such a highly experienced Early Years TPRS mentor who has a wealth of story recommendations focusing on any given target structure! Any story recommended by Catharina is a guaranteed ‘home run’!

After all the workshops or the conference I attended or presented at, the inevitable question from interested participants was always; “Where do we start?” This was where Catharina was initially extremely helpful for us when we first began TPRS. Each time we reached a road block and became puzzled about our future direction, she would gently and positively guide and nudge us back on track with constructive feedback, sharing ideas and activities from her own classroom practise.

This post hopefully will give you an idea of where to start if you are at the beginning of your TPRS journey. I teach students from Reception (Prep/Transition) to year 7 and as most TPRS stories are written for middle years students, the cohort we initially had the greatest difficulty adapting TPRS to were the junior primary students, hence my focus in this post. However, don’t change the channel just yet, because first time learners are largely the same regardless of their age. The major difference, I’m sure you will all agree,  is their attention span! Everything else remains identical. 

My stories are in Indonesian (what a surpise) however they can easily be translated (back) into other languages using google translate. We received them in a variety of languages before translating them into Indonesian incorporating high frequency vocabulary where possible and eliminating any language we felt our students were not ready for or that did not work in Indonesian. Also, if the story is too simplified for your cohort, add detail and language to ensure it is more suitable yet remember to always keep it comprehensible with no more than 1 – 3 (unfamiliar) target structures. NO MORE THAN 3!

The first ever story we started with is Catharina’s adaptation of Jim Tripp’s, “Nice to Meet You.” This story is without doubt, in my humble opinion, the best place to begin a CI journey for either students for whom this is their first ever contact with the language you are teaching OR for a teacher who lacks confidence in his/her CI skills &/or language skills & is about to begin their first ever CI unit of work.

The original story:

Target structures: 

-meets

-My name is ______ 

-gets really nervous 

-nice to meet you 

Lindsey meets Channing Tatum. Lindsey says to him, “Hi, my name is Lindsey.” Channing Tatum says nervously, “Nice to meet you.” He gets more nervous and says, “My name is Luke Skywalker.” Lindsey says to him, “Nice to meet you Luke.”

The simplified adapted version:

Target Structures;

  • berkata,
  • nama saya,
  • siapa nama?

Other: di, dari, astaga (point & pause only)

Taylor Swift di MacDonald’s.

Bu Cathy di MacDonald’s

Tayor Swift berkata, “Nama saya Taylor Swift. Siapa nama?”

Bu Cathy berkata, “Nama saya Bu Cathy.”

Taylor Swift berkata,”Bu Cathy? Bu Cathy dari PEPS?”

Astaga!

Autograf!!

(Taylor Swift faints)

Suggested sightly more difficult version:

Kemarin, Taylor Swift di Macdonald’s.

Kemarin, Bu Cathy di Macdonald’s juga.

Tayor Swift berkata, “Nama saya Taylor Swift. Siapa nama?”

Bu Cathy berkata, “Nama saya Bu Cathy.”

Taylor Swift berkata,”Bu Cathy? Bu Cathy dari PEPS?”

Astaga!

Autograf!!

(Taylor Swift faints)

As you can see the original version is not suitable for young learners because there are significantly more than 3 target structures for students to acquire. I also like the way Catharina has tweaked it to make it more appealing. Adding a faint at the end is ingenious! I have story asked this story with staff too at a staff meeting! It is such an awesome story for beginner learners and appeals to all ages with its simple language and unexpected ending!

Once you have chosen your new story and identified the target structures, you are ready to start. At the conference, Terry began by story asking mini stories based on each of the target structures, focusing on one at a time. I personally prefer a technique I read about on Ben Slavic’s website called Visual Personalised Questions and Answers (VPQA).  This has been very engaging for my students and is also helpful for teachers new to circling and story asking because VPQA provides teachers with our own personal brain break!! It relieves some of the stress by giving a tiny breather in which we can regroup and get the TPRS juggling balls back in the air again. 

If the target structure is ‘berkata,’ I start by  creating a powerpoint. I begin with a google image search for quirky images that will appeal to my students and give me opportunities to ask my students personalised questions and answers. This upcoming week, my reception students will be revising Nama saya (my name is) & Siapa nama? (what’s your name?) while introducing ‘berkata’ (said/say/says). Using Ibu Sharon’s awesome idea, I have found pictures of characters familiar to my young students (Elsa, Pikachu, Donkey, Bob the Builder – to name a few) all of whom have a phrase that they are known for saying. E.g. Elsa berkata, “Let it go.” On each page is a picture of the character with his/her/its given phrase. This allows me to ask, “Siapa nama?” and then circle the name (Nama saya Elsa? Nama saya Bob the builder atau/or Nama saya Elsa?) I can then circle the target structure; “Dory berkata, ‘Keep on swimming” atau Elsa berkata, “Keep on swimming”? Because each picture is different, VPQA keeps them on the edge of their seat wondering what the next picture will be! While PQA & VPQA is technically personalised questions about the students, at this early stage, to keep the language in bounds it may be necessary to restrict the circling just for now to just ask about the characters on the screen. I would definitely not recommend using any new question words this early in their learning! The language used must, must, must be in bounds. To ask, “Pak Taylor berkata apa?” will immediately raise their affective filter and could potentially derail that lovely calm, comprehensible atmosphere you have created. If Pak Taylor does have a phrase that he is well known for, then ask, Pak Taylor berkata, “Let it go?” atau Pak Taylor berkata, “Howzat?” Ya, Pak Taylor berkata, “Howzat!” (Does Mr Taylor says, “Let it go” or does Mr Taylor say, “Howzat?”) Stick to the language they know!! It is too early (especially for very young learners) to toss them new and unfamiliar vocabulary. 

Once I feel that students have  largely acquired the target structures, I move to story asking. I don’t worry too much if there are students who have not fully acquired the target structures yet for several reasons. Firstly we will hit them (oops – the target structures!) repeatedly during the story asking process and secondly most target structures will be repeated over and over in future stories. This would have to be the single best factor of TPRS and is why it triumphs over the way I used to teach. The structures we target now are specifically chosen for communication in a classroom context (and hopefully useful on their next family holiday to Bali) and thus will be used often unlike previously where from term to term, my thematic vocabulary was rarely revisited.
The above stories are the skeleton and all the words underlined are the words you can ask for student input depending on their age. Usually I ask for an ‘aktor’  and then ask the class, “Laki laki atau perempuan?” before asking, “Siapa nama?” However for my young (brand new to school)  reception students, I have planned to tell their first ever  story to them using cut out pictures with magnets on the back moving them around on my mobile white board. Then, once they are more familiar with me and my teaching style, I will ask for their input — usually they’ll be ready by the next story!

When planning for young students, the best advice I ever received was to plan activities so that the students move up, down, up, down throughout the lesson. The younger they are, the more frequently the teacher changes the activity. Thus, once the story has been asked (a ‘down’ activity), it is time for the students to stand up and do an ‘up’ activity. This can either be a brain break, TPR or could be an activity based on the story. My favourite activity post story asking is called ‘all the worlds a stage”. Students get into pairs and duduk (sit). I then explain (in English for now but soon will be in Indonesian) that one of them is Pak Hudson (our school principal) and one of them is Superman (the 2 characters in our story). I will then say, “Superman berdiri. Superman duduk. Pak Hudson berdiri. Pak Hudson duduk.” This incorporates TPR and also ensures that each pair has agreed on who is each character. At this point there will inevitably be a pair who both want to be the same character. At this point I promise the whole class that we will be doing this activity twice and the second time they will be changing characters. I then allocate characters to the pair who need help, reassuring the one who compromised, their turn is coming next! Depending on their level of compliance with my decision, I distract them totally by choosing them to be my demo pair which is usually a highly successful tactic! I then say the first  line from the story and ask them to act it out, giving them pandai points for great acting, for only acting out what I said and for not going ahead or adding in their own details. All very important information that needs to be clarified right from the beginning. If my demo pair demonstrated that they understood the task, I invite all the Superman’s and Pak Hudson’s to berdiri and then we begin again right from the beginning. It will probably be chaotic the first time we do this activity, but it is well worth persevering because later in the year with practise it becomes smoother and is such an excellent ‘up’ activity while getting in heaps of repetitions of the story and with comprehension checks!

One final note: If you absolutely need to say a word students have yet to acquire, say it in English for this first story. This is how I tackle the ‘other’ word list. I need these words for the story but they are not target structures. The first time I story ask, I say the ‘other’ words in English. Then slowly introduce them in Indonesian, quickly followed by a comprehension check. If the comprehension check is met with blank confused looks, I know immediately they are not ready for it yet – the students need more repetitions of the story – and I’ll try again later. 

This is the very first TPRS story I started with and initially taught it to all year levels. It worked with all my classes. Now, though, I just use it with my reception classes. I still remain totally convinced that it is the best story to start with, regardless of the age of the students.

Do you have a favourite story you begin with? I’d love to hear it. Feel free to write it below in the comments!

Brain Breaks – Ide Kreatif

This year I have decided to return to a  3 day week instead of the 4 day week I have done for the past few years. Thus, here I sit at my dining room table on a Monday morning after a physically active weekend, throughly enjoy a calm and relaxed start to my week. It is the perfect way to mentally prepare me for my upcoming teaching week.

I scrolled through my WordPress reader this morning (something I don’t do often enough) and discovered a few great posts about brain breaks. Last week, upon reflection, I realised I didn’t incorporate anywhere near enough brain breaks into my lessons, especially for my younger students. It is always tough at the beginning of a new year remembering that all the classes are new and that the year 2/3 class is still really only a 1/2 class and will need a lot more movement and action in their lessons to keep them engaged and focused.

Brainbreaks are so important for a variety of reasons, not least because they give the poor brain a rest. Annabelle Allen has a terrific blog worth exploring and in it are quite a few posts about brain breaks. She recommends that they are done often and before students get restless, not as a result of restless students!! Looks like I will have to change my ideas about my 50 min lesson plans. Up until now, my priority has always been the class story however I think I need to rethink that and consider that student engagement should be the higher priority. If students are engaged and having fun (in Indonesian), everything else should fall sweetly into place! Do you agree? 

The key though is coaching students that brainbreaks are a quick break (like a commercial) and when it’s finished, they all return to their seats and we resume from where we were with no talking or discussion. 

I’ve got a brain break word document saved to my USB that I’ve been compiling over the past 2 years. Each time I read of a brain break that I think would work with my students, I add it to the list (if you’d like a copy send me your email address). The beauty of this is that when I am planning, I can just open the document and then scroll through all my ideas and pick out the ones that best supports the target structure, the time of year &/or the student cohort. I then add the ideas to my lesson plan so that I can quickly run my eyes over the suggestions and go with what is best for that moment. If I don’t do this, I’ve discovered that my brain goes on auto pilot and all I can think  of are; Bu Cathy berkata & satu kaki which may lead to these brainbreak activities loosing their novelty if I’m not careful.

Here are a few new brain breaks I have just read about and am now looking forward to using in my classroom:

Class Selfie (Annabelle Allen) – using your phone/ipad, say, “Ayo, selfie!” then count backwards from sepuluh to satu, and then take a class selfie. These photos would be awesome in school newsletters, on class blogs and Annabelle also suggests using these photos to crop student faces for using in power points!! Isn’t this idea just ingenious!

Manikin Challenge – (Annabelle Allen) – 

During a scene reconstruction for a story retell  incorporate as many students as possible from the class and then the teacher walks around the tableau who are frozen and not speaking or moving one little bit to record it. Any students who can’t have their image uploaded, need to have creative ways in which to obscure their faces.

Double this, Double that – 

I’ve been wracking my brain for weeks now ever since discovering this awesome hand clapping rhyme for an Indonesian phrase that work. Here is what I came up with this morning as I think ahead to this weeks target structure of ‘sayang’:

Sayang, sayang I, I

Sayang, sayang bu, bu.

Sayang i, sayang bu

Sayang, sayang ibu.

And it could also be then done with other family members including bapak/ayah, and adik/kakak:

Sayang, sayang a, a

Sayang, sayang dik, dik.

sayang a, sayang dik,

Sayang, sayang adik.

and the best one to finish with :

Sayang, sayang, kak, kak

Sayang sayang kak, kak

Sayang kak, sayang kak

Sayang sayang kakak!!

Binatang – (still searching for where I found this) students in groups/rows each choose an animal. Students can not talk, they can only make the noise of their chosen animal. Then when they each have an animal, they have to arrange themselves in a line from largest to smallest, again not saying a word, only making the noise of the animal!! Finish by choosing one line and having the students sound off down the line with their animal sound!

Charades – ask for 3 students to come out the front. Show them a word/phrase in the target language. They then have to act it out so that the rest of the class can guess what it is. Class then votes on whose acting was the funniest. 

Student Work – Books vs Folders?

When I first arrived at this school, piled up in the bookcase were huge piles of student workbooks from the previous year’s teacher – most of which had been barely been used. I then repeated this pattern myself for the next few years!! I always felt uncomfortable at the end of each year sending the books home. If the books were not full of book work, did parents  assume students had not done anything? Would I and/or my program be judged if student work was untidy or unmarked or if there were incomplete tasks? After a few years of this dilemma, I trialed ordering students a folder each instead of a lined book.  At the end of that first year, instead of sending student work home, students took out all their work sheets, and put them together in the back sleeve of their folder with a back sheet stating their year level and the calendar year on one side and their front cover in the other. We discovered early the following year, that it was best to staple this together to prevent pages falling out mid lesson and also so that work doesn’t get mixed up from year to year. I have been doing this for nearly 10 years now, and over the last few years, it has been lovely handing the folders to my graduating year 7’s as it contained work from each and every year they have been here at PEPS.

Each year, we begin the program with a front cover for their folder. This front cover has many uses but the main one is to ensure quick and smooth distribution during lessons, therefore their names must be bold and eye catching! When I taught thematically, there would be 4 boxes on the front cover, each one representing the 4 terms in our school year. In each box there would be either an illustration for each term’s theme or it would be blank for the student to draw their own picture inside it. At the end of the year, this front cover is stapled strategically facing the back cover, so that reorganising the folders at the start of each year is made slightly easier.

Since beginning with TCI/TPRS, our front covers has changed significantly and the main reason for this is that week one of each term is the best week!! It is the week when students are most settled, most cooperative and most are absolutely delighted to be back at school so it seems absolutely crazy to spend that week colouring in!! Now, the front cover is only done in the first week of the year and it helps me to gain greater insight into my students likes and dislikes which hopefully strengthens our student/teacher relationships.

My first cover in 2015, was based on the expectations of students in the Indonesian classroom and was a great way to introduce Teaching Proficiency Through Storytelling to students. Last year, after discussions with Sharon & Annie, We all used the front covers to collect information about students that could be used in class stories. Unfortunately my design was too ambitious and  was only completed fully by a few classes. As the week progressed, each class’s front cover was tweaked more and more so that for those classes that only had that one Indonesian lesson that week, the cover could be completed in a single lesson and didn’t run into week 2!


This year, I plan to have another go with a basic interview styled front cover, but with the option for slower students to write their information instead of only being able to illustrate it!! Hopefully that will reduce the amount of time needed for completion! Here are the front cover drafts I’ve created so far:

 JP firstly then MP & UP. 

Tweaking a pre TPRS cooking unit – again…..

For the second year in a row, I finished with a cooking recipe instead of a story for the year 6/7 classes. This cooking unit is a tradition with my year 6/7 students and it is the only pre TCI/TPRS unit I haven’t binned! This is for several reasons: Firstly it is a food based theme which students constantly love and therefore hopefully is becomes a memorable final unit for my year 7’s before they head off to high school and secondly it ties in nicely with our annual end of year school pasar (market).

As this is a unit I have done with my upper primary students for as long as I can remember, it has been tweaked significantly over the last 2 years as I continue to make it more TCI friendly. Last year was my first attempt which you can read about here. This year’s tweaking though was much more successful (in my opinion) which I can only put down to my ongoing reading and listening to all things TPRS/TCI.

The biggest improvement came quite simply; tweaking the recipes that the unit is based upon.

I always begin this unit by asking each class to brainstorm for recipes they would like to cook. Then the class votes on them all, knowing that the recipe will  be cooked twice; once for students to eat and enjoy themselves and then again to sell at the pasar.  Students suggested dishes are usually based on food they have enjoyed at previous pasars’ or dishes they enjoyed eating that had been made by visiting Indonesians. This year the 3 6/7 classes chose 3 totally different recipes; mie goreng telur Ala Ibu Mia (yummy savoury noodle pancakes), dadar gulung and klepon.

Once each class has decided on what they want to cook and sell at the pasar, I find a recipe for it because the unit of work for each class is then based on that recipe.

This year when I dug out the recipes, I was horrified with the amount of unfamiliar vocabulary each recipe uses! This became my first job – to pare down the recipe to its most basic form and to incorporate as much acquired language where ever possible. Unfortunately with recipes, what cannot be altered, is the list of ingredients and one recipe had 10 ingredients, most of which were unfamiliar!

Here are the stages that the method part of the dadar gulung recipe has changed over the past 3 years:

Pre TPRS  Dadar Gulung Recipe:

2014

  • Aduk kelapa, gula jawa, air dan garam. Goreng sampai air hilang.
  • Taruh tepung, telur, pewarna, santan, garam, santan dan air. Aduk sampai halus.
  • Panaskan wajan. Mengisi sedikit minyak.
  • Tuang 2Tb adonan dadar. Goreng sampai dadar kering. Angkat.
  • Ulangi sampai adonan dadar habis.
  • Ambil satu dadar. Mengisi satu sendok makan intinya. Terus lipat dan gulung.
  • Ulangi sampai dadar dan intinya habis.
  • Selamat makan.

 

Post TPRS Dadar Gulung Recipe

2015

  1. Campurkan air, garam, gula dan kelapa. Goreng dan aduk. Angkat.
  2. Campurkan tepung, gula, garam, telur, pandan dan susu di mangkok besar. Aduk.
  3. Panaskan minyak.
  4. Kasih satu sendok besar campuran dadar dan goreng dua menit.
  5. Balik dadar dan goreng satu menit lagi.
  6. Angkat.
  7. Ulangi.
  8. Taruh campuran kelapa/gula di dadar. Lipat dan gulung.
  9. Selamat makan!

 

2016

  1. Aduk kelapa parut, gula merah, air dan garam di wajan. Goreng, sampai tidak ada air. Angkat dan taruh di piring.
  2. Aduk tepung, telur, pewarna pandan, susu dan garam di piring.
  3. Panaskan wajan. Kasih sedikit minyak.
  4. Kasih 2Tb dadar. Goreng. Angkat dan taruh di piring.
  5. Lagi
  6. Ambil satu dadar. Kasih satu sendok inti. Lipat dan gulung. Taruh di piring.
  7. Lagi sampai tidak ada dadar atau inti.
  8. Makan

 

With the 2016 recipe adaptation, my focus structures became taruh (place/put), aduk (stir/mix), piring (plate) & wajan (frypan). Words like ‘inti’ are not high frequency, so I simply had the translation for that and other such words posted up on the baord to assist comprehension and reduce confusion.

My second task was to introduce the list of ingredients. With dadar gulung, there are 10 ingredients! In order to get as many repetitions on each ingredient, I created power points, showed students the ingredients, let them taste, smell & handle the ingredients where appropriate (tasting coriander was not very successful but it sure helped them to remember it), Plickers & played the drawing/matching game I outlined in my 2015 post.

I love using PowerPoint when introducing new target structures. I go crazy with the transition features whereby you can have a picture/word on the screen and then with a touch something is added or changed to the page in a quirky way.  Most pages have 3 items which with a touch are layered onto each page. This included the English and Indonesian word for each ingredient and a picture to clarify meaning. The order that each came up on the page varied but generally the English word appeared last. The PowerPoint is then not only useful for introducing a list of new words but also for reviewing the list. To keep up the interest, pictures can be changed, slides rearranged and transition styles altered. Including pictures of past students is popular although can be distracting! Here is a link to the PowerPoint I used for dadar gulung.

While the main target structures for all 3 class recipes was ‘aduk’ and ‘taruh’,  ‘piring’ and ‘wajan’ were purely support/minor target structures, I was amazed to discover at the end of the unit how the acquisition of the former was sketchy and needed a few gesture prompts yet wajan and piring needed no such prompts. In fact students were using them in their English discussions while cooking!

For the first time ever, on the day of cooking, I only handed out the Indonesian version of the recipes to groups. The only person who received an English version was the group support person if they had one. Groups that invite a support person (older family member/friend) are permitted to cook elsewhere in the school which I encourage as it reduces the power load in my classroom and hence the overload switch cutting off power! I was so impressed with the groups that remained in my room and their successful comprehension of the Indonesian recipe.

Unlike last year, I was extremely pleased with how the cooking unit progressed this year, especially considering it is such a busy time of year. Reducing the unfamiliar vocabulary down to just aduk & taruh made such a difference. While aduk isn’t high frequency at all in the classroom context, ‘taruh’ certainly is and consequently I have already started incorporating into my lessons with the younger students.

I’ve also thought about the idea of having a year 6/7 cooking text that younger students work towards in Indonesian class during their 7 years of primary school, so that many of the words like ‘taruh’, ‘lipat’, ‘gulung’ can be built upon in a more challenging text.

Dadar Gulung

img_0510

Mie Goreng Telur Ala Ibu Mia

img_0521

Klepon

 

2016 – AIYEP in South Australia

Have you or your students heard of AIYEP ? Even though AIYEP has been around for 35 years, I have only just  learned of it and then only by chance!

 

AIYEP (pronounced Ay-yep) is the commonly used acronym for the Australian Indonesian Youth Exchange Program. This program was established in 1981 and is fully supported by the Australian Government (DFAT) and the Indonesian Government (Ministry of Youth Affairs & Sport) and promotes peace and understanding between our two countries. Each year the program is based in a different state/Territory in Australia and in Indonesia it is held in a different province. This year, it is based in South Australia and Sulawesi.

 

The participants, 9 men and 9 women, aged 21-25 years, are chosen from applicants who are either undertaking tertiary studies or working in sectors that will contribute to improving bilateral relationships.

 

Here in SA, we are almost at the end of the first half of the program. 18 Indonesian youths have 3 days left before heading back to Adelaide to meet the 18 Australian youths who will soon be flying to Indonesia for the final part of the program. The Indonesians arrived almost 2 months ago and have enjoyed staying with host families in firstly a city setting and then lastly a rural setting while enjoying work experience placements relevant to their chosen career path. 

 

Our region is about to host the farewell ceremony for the Indonesian group who have been here on the Fleurieu Peninsular for just over 2 weeks. Having 18 Indonesian youths in our community has been such a bonus for our Indonesian language programs. Several local families have offered to be the host families for our visitors and are just loving the opportunity to get acquainted with their temporary adopted son/daughter! Due to Indonesian cultural norms, it is usually difficult for them to address adults by their christian name, so they were encouraged to address their host parents are Mum/Dad. The variations of this have been hilarious. At the Victor Harbor Christmas Pageant last night, I smiled each time I heard someone being addressed as ‘Mom’ or even ‘Daddy’. No matter how many times it is explained that ‘Mom’ is American and not used in Australia, it has continued! Too much exposure to USA TV content?

 

At PEPS, we were fortunate to host 5 for their work placement; 4 in the primary school and one in the kindergarten. The first week was crazy as our inaugural Twilight Pasar Fundraiser was to be held that Friday. They spent equal time observing classroom teachers and supporting Indonesian lessons. Due to crazy pasar preparations, I wasn’t able to explain in any detail about the pedagogy I’m using in my classroom but thankfully Sharon did at Victor R-7, which led to quite a bit of discussion last night at the Christmas Carol concerts between those from education sectors. Prima is so enthusiastic to learn more about TPRS and use it in her classrooms!! Isn’t that exciting?

 

The AIYEP group has had 4 days each week at their work placement and then each Friday, reconnected as a group and traveled around visiting local schools to perform a selection of cultural dances. Their first day of their cultural performances on the Fleurieu coincided with the inaugural Twilight Pasar and was easily one of the highlights of our pasar. The costumes and dances were amazing. Each participant wore traditional clothing from their regions: Aceh, Riau, Java, Kalimantan, Ternate, Papua, Sulawesi and Bangka Belitung. img_1818Consequently their clothing varied immensely, especially that of the women. Sylvi from Java wore a beautiful cobalt blue sarong and jacket with her hair gathered back for an enormous bun. I’ve only seen her in casual clothes; the transformation was breath taking. Fadilla wore a long dress that she adapted to represent the traditional clothing of Central Sulawesi. The bodice was pink and covered in twinkling gold sequins and she also wore a matching tiara. Her layered black skirt had colourful dangling beads hanging from each layer. Her gold earrings were attached to her ears over her kerudung which strangely looked fantastic! Hannet and Luis from Papua wore grass skirts together with lots of body paint and shell necklaces. Their clothing added such a lovely balance to the group as it is so different from the traditional sarong and kebaya.

 

At PEPS, we had Ricky, Oscar, Farah (Fadilla) and Rini in the primary school and Odah in the kindergarten. During the first week, I presented them with their timetable and sent them off to classes for observations and then in the second week, they were given a choice to continue observing or stay in the Indonesian room. I’m thrilled they chose the latter! Post Pasar, the students were restless, so it was perfect that we had decided to teach traditional children’s games to small groups of students. Oscar chose cublak- cublak suweng, Rini chose bekel, Ricky chose pecah piring and Farah chose lompat karet. Because it was to be a fun week, I asked the students to get into 5 groups and then asked each group which activity they’d like to learn/do. My activity was congklak which most students already know so I was able to get my group going and then walk around taking photos of other groups. Because all but congklak was unfamiliar, there were no disappointed groups. Boys tended to select Oscar & Ricky and it was lovely watching them play simple children’s games and have so much fun. It really was a fantastic way for the students to interact with our visitors.

As the first lesson of the 2016 timetable is a planning lesson, Farah, Ricky, Oscar & Rini used this time on the second Tuesday to film themselves demonstrating and explaining the rules for each game. It took them a while to adjust to speaking slowly and restricting their vocabulary but the final result is awesome. Here are the videos that have been uploaded to YouTube so far:

 

 

We are going to miss them once they leave our region this Wednesday morning!

 

However the main point of this post is not just to share what we have been doing but also so that you can share this information with your students. Lets hope relations between Indonesia and Australia continue to improve so that programs like this continue to be available for our students in their future. There are so few programs like this (that I know of) that encourage Indonesian Language students to continue with their language learning, offering them an achievable goal as it is a fully funded DFAT program.

 

For more information, see the AIYEP website.