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• Languages | Indonesian: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Indonesian

• Languages | Indonesian: Rationale and Aims

  Rationale

  Students acquire communication skills in Indonesian. They develop understanding about the role of language and culture in communication. Their reflections on language use and language learning are applied in other learning contexts.

  Learning languages broadens students’...

  Overview material | Indonesian

• Languages | Indonesian: Structure

  Sequences of learning

  The Indonesian curriculum recognises that there are different entry points into language learning across Foundation–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the...

  Overview material | Indonesian

• VCIDC045

  Share experiences of learning and using Indonesian, and comment on aspects that have been accepted or rejected and how this has impacted on own identity

  Elaborations

  • monitoring own development as a learner of Indonesian, for example, recording learning and reflections in blogs, learning log or journal
  • comparing with peers experiences of learning Indonesian, and considering any impact on own identity, for example, noting own reactions when others such as teachers or extended family ask about learning Indonesian
  • creating texts that express their own identity, including their identity as a learner of Indonesian (for example, personal emblem/motto, poster, profile, photo journal, or caricature/self-portrait), and reflecting on how these may be understood from an Indonesian perspective
  • considering how own upbringing and experiences impact on their assumptions in intercultural interactions (for example, notions of leisure and free time, pocket money, backyard with swimming pool), and whether these assumptions have changed in the process of learning Indonesian

  VCIDC045 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCIDU081

  Analyse complex noun and verb forms, and recognise when and how to use object-focus construction

  Elaborations

  • describing people and things using, for example:
    • compound nouns (sayur-mayur, merah darah)
    • acronyms (puskesmas) and abbreviations (SMU, hp)
    • indicators of groups or plurals (kaum, para, kalian)
    • terms of address (Kak, Dik, Mas, Mbak, bang) and particles (diminutive Si and honorific Sang)
    • classifiers (buah, helai, potong, ikat)
  • expressing possession using word order, for example, siswa pertukaran, kartu telepon
  • describing the qualities of people and things using, for example:
    • adjectives using me-/me-kan (menarik, menakjubkan, mengesankan)
    • adjectives using the prefix pe- (to describe enduring attributes of behaviour or character: pemalu, pendiam, pemarah, pemalas)
    • comparatives (kurang, tidak begitu, agak, se-) and superlatives (ter-)
  • referring to abstract ideas by nominalising using prefixes and suffixes, for example, pe-an, per-an (pendidikan, pelajaran, pertandingan, pengetahuan), ke-an (kebersihan, kesehatan, kedatangan, kecantikan)
  • indicating action using, for example:
    • transitive verbs, me- verb system (-kan or -i suffix) in subject- and object-focus form (with di- prefix)
    • duplication of verbs (duduk-duduk, jalan-jalan, lihat-lihat)
    • adverbs as modifiers (kurang, cukup, cuma, agak, hanya, makin…makin, baik…maupun…)
  • recognising syntactic differences between subject- and object-focus construction, for example, Dia menjual minuman itu di toko-toko, Minuman itu dijual di toko-toko
  • referring to the past, present and future, and relating events in time using adverbs, for example, dulu, yang lalu, yang akan datang, dua minggu lagi
  • contrasting ideas using conjunctions, for example, sehingga, sementara, sedangkan, sambil, oleh karena itu, andaikata, jika, bila
  • indicating register using colloquial (for example, nggak, gimana, kok, deh, lho/lo) and formal language, for example, yang terhormat, sekian
  • expressing opinions, for example, yang saya rasa, saya lebih suka, lebih…dibandingkan…, pertama-tama…sekarang…
  • influencing others by persuading using superlatives (paling…, ter-), encouraging (cobalah, mari, ayo) and advising (sebaiknya, seharusnya, mesti)
  • evaluating by using, for example, pada pendapat saya, menurut saya, di satu pihak…di pihak lain…, sebaliknya
  • expressing imagination by using imagery (angin bertiup kencang, bunga-bunga berwarna-warni), metaphor (adalah; burung bernyanyi di pohon) and simile (Matanya seperti bintang kejora, Kata-katanya bagai air mengalir)
  • using idiomatic language, for example, idioms (masuk angin, panjang tangan) and proverbs (Datang sahabat, pulang saudara; Tak kenal maka tak saying; Ada gula ada semut)
  • maintaining interaction using rhetorical devices (for example, betul?, bukan?) and verbal fillers such as kalah saya tidak salah, omong-omong, begini…
  • expressing emphasis, for example, bukan main [adjective] nya

  VCIDU081 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCIDC110

  Translate informative and imaginative texts from Indonesian to English and vice versa, comparing own interpretations with others and discussing what differs and why

  Elaborations

  • translating texts such as signs, announcements, notices, songs, advertisements, or extracts from stories and films, and then comparing own translation with peers’, discussing differences between versions and considering reasons for these
  • analysing texts for culture-specific terms and expressions (for example, masuk angin, kerok, nasi sudah menjadi bubur) and considering how best to represent these in another language
  • analysing a familiar text in its translated form (for example, a nursery rhyme, children’s story, advertisement or web page translated into Indonesian), noticing what has or has not been effectively translated, and considering what the challenges are and how the text could be improved
  • finding ways to represent culture-specific expressions — for example, geography (‘suburb’, RW/RT, tanah air), food (‘wheat/dairy free’, halal, gurih), and values (‘equality’, gotong royong) — such as by adding a brief description or explanation, for example, ‘pendopo, a kind of outdoor meeting area or pavilion’
  • using print dictionaries and electronic translators to support the translation process, including doing ‘back translations’, noticing when a word or expression does or does not translate readily and considering why

  VCIDC110 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating