A Demonstration of CD-ROMS for the Teaching of Indonesian at Primary and
Secondary Levels, Developed at the Open Access College, South Australia (1)
Andrea Corston, Michael Edwards, and Serena Ruiz
Open Access College, South Australia, Perth
1.
Ikutilah Wallace by Andrea Corston
A 7-10 week unit of work on CD-ROM for junior secondary Indonesian language
students.
Ikutilah Wallace is an interactive game in which students are presented with
information in bahasa Indonesia and English. They need to read, listen and question
in order to complete their task.
Introduction
Alfred Russel Wallace was a naturalist in the 1800s, who
travelled through the Malay Archipelago (now
Indonesia), identifying and recording thousands of
species of birds, beetles, butterflies and other animals.
Wallace regularly sent many specimens back to England
as he worked, a habit resulting of once having lost his
entire collection in a ship fire returning from the
Amazon.
Wallace’s contributions to natural science have only
been widely known more recently. Prior to this, much of
his thinking and research had been attributed to his
better-known friend, Charles Darwin.
Alfred Russel Wallace
(1823 - 1913)
Playing the game
The game begins at the National Museum in Jakarta. A trunk of Wallace’s
artefacts has been found, almost 150 years after his travels through the Malay
Archipelago. Many of the objects in the trunk are not labelled. The staff at the
museum are not exactly sure of what they are or where in Indonesia they came
from.
The student takes on the role of junior researcher. Their task is to travel throughout
Indonesia, identifying and locating the origins of the artefacts and submitting their
findings to the museum.
The junior researcher begins by researching Wallace, the artefacts and the islands they
wish to travel to. Just as Wallace was, they are supported by an Indonesian-speaking
guide, Ali. When they have made their predictions as to which artefacts belong
where, they begin their travel. Extracts from Wallace’s own book, The Malay
Archipelago, will confirm whether they have indeed found the original location of the
artefact. At the end of their travels, the junior researcher is required to write a report
of their findings for the National Museum.
Aims of this unit
To:
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provide students with a source of information on Indonesian geography,
wildlife and history in an innovative and interesting way
give students the opportunity to develop and practise their use of bahasa
Indonesia
encourage students to make predictions, find clues, listen/read for overall
meaning
develop reporting skills
develop technology skills.
Communication outcomes
Listening
Students listen to, view and respond to a range of texts including video and audio
clips.
eg
Students:
 view and listen to video clips of their native speaker guide, Ali, in order to
extract information to help find the location of the original artefacts. Delayed
subtitles in bahasa Indonesia provide language support. Clips can be played as
many times as is necessary.
 listen to airport announcements for departure details. When correctly entered
onto boarding passes the students progress to the next element of the game.
This provides for purposeful and realistic language use.
Speaking
Students interact to exchange ideas, information and opinions.
eg
Students:
 participate in a simulated conversation with their native speaker guide, Ali.
They enter responses onto the screen, and receive immediate feedback as to
whether their response is appropriate or not. Students query, make
arrangements and conclude the interaction.
Reading
Students read and respond to texts to interpret meaning and use the language in new
contexts.
eg
Students:
 read a variety of texts including diary entries, descriptions, lists and forms in
order to gather and cross-check information which provides clues as to the
identity and original location of the artefacts.
 use various reading skills including scanning, reading for gist, or for specific
detail to determine its relevance or irrelevance to the gathering of clues in the
game.
Writing
Students write to convey personal experiences and opinions, and information about
people, places and events.
eg
Students:
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take notes as they research and travel. In this way they gather information and
organise their ideas for writing their own extended texts when completing the
final assessment task.
complete a final assessment task which is a report to the Museum Nasional.
They reconstruct information from the various sources to give background
information on their role and task and to recount their experiences. They
express opinions on their experiences and reflect on their plans for the future.
Understanding language outcomes
Students recognise, practise and use language structures to help them complete their
task.
eg
Students:
 use time expressions
 identify features on a map and give locations using terletak
 use terkenal untuk and terkenal sebagai to give information about specific
islands
 make comparisons using dibandingkan dengan
 build more complex descriptions using yang
 express opinions
 identify patterns in language use
 use prediction to
Students look for patterns across a range of texts (some simple, some more complex)
to build knowledge of how the language works.
eg
Students:
 look for repetition of language structures in the texts on each island in order to
build familiarity as they progress.
Students use prediction and prior knowledge of the language to construct meaning in
unfamiliar contexts.
eg
Students:
 complete cloze activities where the surrounding words provide clues as to the
missing word or phrase.
Understanding culture outcomes
Students develop an understanding of the interdependence of language and culture.
They develop an awareness of the history, biodiversity, geography and ethnicity of
Indonesia. They reflect on changes to and influences on these aspects of Indonesian
culture.
Points for discussion
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2.
issues related to the use of multimedia resources in teaching of
languages/bahasa Indonesia (teacher contact time, oral language use, access to
hardware, compuer capabilities, teacher training)
issues surrounding learning outcomes when developing multimedia resources
(computer capabilities, text length, exploratory or linear navigation, CD-ROM
or online)
incorporating this unit of work into existing programs
role of multimedia resources in distance education
CD-ROM’s available through Open Access College for the teaching of
Indonesian at the Primary level by Michael Edwards.
Windows of the world.
This is an instructional learning tool and is part of a broader Society and Environment
program for children in year 1.
This CD-ROM enables children to develop
an understanding of the geography of the world
an appreciation and tolerance of the diversity of cultures
a sense of the wider world
a knowledge of links between people and places
Through supervised instruction of the CD-ROM children will have developed
an expanded knowledge of the world
a knowledge of experiences other than those of their immediate environment
a heightened understanding of global issues
skills that allow them to respond to questions and to record their responses
Botanic Gardens
A CD-ROM integrates the Indonesian language and studies at the Botanic Garden. It
is a practical use of language in context as well as an introduction to the Botanic
Garden.
This CD-ROM enables students to
learn some Indonesian language in context
test themselves on their language knowledge
Through supervised use the students can
discover the names of tropical plants
learn the attributes of these plants
discover the traditional use of plants
use the information as a lead towards further research
Snapshots – Indonesia
This is an image bank of approximately 100 photographs, separated into 10
categories.
It is completely open ended, with no text and is an invaluable resource for students,
supervisors and teachers of Indonesian and Asian studies. It allows students to access
photos and to create their own text for use in reports or research work.
Beginning Indonesian
This series of CD-ROM are specifically designed for language instruction.
The material is planned for students who have no experience or limited experience
with Indonesian, and may not have access to a school or a trained language teacher.
Many students have access to computers and the Internet and such course work is
easily supplemented by the student/supervisor.
The Beginning Indonesian course consists of three CD-ROM’s and two
supervisor/teacher support booklets.
The CD-ROM’s enable students to develop the skills to
recognize and distinguish sounds
understand and respond to routine courtesy exchanges
respond to simple instructions and requests
use simple words or phrases
engage in reader like behaviour
predict meaning using visual clues
read familiar repetitive sections
recognize and copy words
illustrate understandings
Students will learn and be able to follow instructions, make choices, self initiate and
work independently. Students will further develop technical skills and be able to
insert and eject a disk
control the mouse
understand icons and change screens using these icons
use the space bar
Discussion points.
 Introducing Indonesian in the early years of schooling.
 Promoting the teaching of and the use of resources for Indonesian in schools.
 Linking Indonesian studies to general classroom practice, through the use of
Indonesian based materials for cross-cultural understanding projects without a
language base.
 Using Snapshots. Indonesia in the classroom.
 Providing information on or about Indonesia to schools.
 Developing and implementing “Languages’ teaching in a range of schooling
situations and educational contexts.
 Accessing information technology by remote and isolated students as well as
availability in mainstream schools.
3.
Jalan-jalan di Indonesia by Serena Ruiz
A CD Rom/ Web CT unit designed for Year 9 students studying Indonesian through
distance education at Open Access College, South Australia.
Materials development
The Year 9 Indonesian course consists of five print booklets and this CD Rom/ Web
CT unit. In developing this unit, the level of understanding of bahasa Indonesia
interests of Year 9 students was considered along with the needs of distance education
students. All material now produced in South Australia is based on the South
Australian Curriculum Standards and Accountability (SACSA) framework.
Access to resources
Many of the resources required are included in the CD Rom ‘Jalan-jalan’. Students
view six destinations in Indonesia and read information about them. From this,
students choose two destinations they wish to visit. There are also many links to the
Internet throughout this unit, which students can use to find further information on the
destinations they visit,
To find out how to obtain a passport, what health measures need to be taken in order
to travel in Indonesia, even what the current exchange rate is for the dollar and the
rupiah.
Communication tools such as a Bulletin board and Chat sessions are used for the
teacher and students to discuss ideas and compare notes.
Language learning outcomes
Students work through many language activities, many of which are associated with
travelling. They book an aeroplane ticket, choose and book a hotel, visit and note
places of interest, send a postcard to a friend, buy souvenirs and even look at the
concept of tourism and its impact in Bali. Some language activities are done on the
computer screen using ‘click and drag’, and some are written in a journal and sent to
the teacher. Students make choices about the places they visit and what they do there.
There are a variety ogf texts, included some constructed and some authentic.
There are oral activities and conversations in which the students are required to
participate. Through the Bulletin Board and the Chat facility there is
opportunity for students to brainstorm what they already know about a topic
and to discuss the many open-ended questions which are presented to them in
bahasa Indonesia and English.
Incorporating multimedia resources into existing programs
In distance education, the Internet is a great tool for research and most of our students
have access to it. The use of communication tools such as Bulletin Board and Chat
certainly add a lot to what would be discussion time in a face-to-face classroom.