Students learn the sounds and written form of Indonesian. They notice similarities and differences between Indonesian and English, such as similar vocabulary and word order and differences in the position of adjectives and possessive pronouns. Students ask questions in English about Indonesia and Indonesians. With teacher support, they discuss the similarities and differences between the English...
Students learn the sounds and written form of Indonesian. They notice similarities and differences between Indonesian and English, such as similar vocabulary and word order and differences in the position of adjectives and possessive pronouns. Students ask questions in English about Indonesia and Indonesians. With teacher support, they discuss the similarities and differences between the English and Indonesian language and cultures.
There is an emphasis on developing students’ oral language to enable them to participate in class activities. They repeat sounds, particularly of vowels, the letter c (ch) and r (trilled), as modelled by the teacher and aural texts. Students use formulaic language and single-idea phrases. They will recognise the same alphabet as they are learning for writing English and need to observe that some letters have different sounds (for example, c = ch). Students write by tracing and copying, forming letters legibly. They learn to write words and sentences independently using modelled language, for example, matching pictures with single words, labels and captions.
By the end of Level 2, students interact with teachers and peers through play- and action-related language. They use greetings (Selamat pagi/siang) and respond to instructions through actions (Berdirilah, Masuklah). Students pronounce the vowel sounds, and ch for c. They recognise questions (Apa? Siapa? Berapa?) and respond with ya/tidak, verbs such as ada/mau/suka/bisa/boleh, or names and numbers (up to ten). They listen to texts and identify specific words such as names of objects and people, and respond by acting or by drawing or labelling a picture. They read texts with the teacher and peers, and participate in songs and chants. They present factual information at word and simple sentence level, such as lists, labels, descriptions and sharing/news reports, relying on formulaic language and modelled examples. They show comprehension and create simple texts such as a description, story or comic by matching pictures and captions. They use vocabulary related to their class and home environments. Students recognise simple verbs (lari, main, makan) and use the pronouns saya, kamu and Pak/Bu to address others. Students comment on similarities and differences in meanings of words, noticing that some cannot be readily translated, for example, takraw. They comment on aspects of using Indonesian and express feelings about learning Indonesian.
Students recognise that Indonesian is written using the same alphabet as English but that some sounds are different. They know that they communicate in English (and possibly other languages) and that Indonesian is spoken in a country called Indonesia. They recognise that some Indonesian words are similar to English, for example, buku, komputer and es krim. Students identify some distinctive Indonesian words such as komodo, durian and kancil. They are aware that language and culture are related.
Students participate orally in classroom routines and tasks. They respond to teacher-generated questions about texts. Students undertake word building and language exercises. They participate in shared reading and create texts using modelled language.
Students become increasingly aware that Indonesian is used by millions of speakers who do not have English as their first language. They notice and question aspects of Indonesian language and culture such as sounds, gestures and word order. They develop a wide range of vocabulary and simple conjunctions to generate their own ideas in structured tasks. They explore cultural traditions and practices and the language associated with these.
By the end of Level 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of au (mau) and g (gemuk) and the final sound k (tidak). Students follow instructions, make requests and respond with actions (Duduklah, Bukalah bukumu). They respond to questions (Di mana? Kapan? Apakah?), often by using a simple phrase. They engage with texts, relying on graphics, key words and examples to support understanding, and respond using formulaic language. Students present factual information in texts such as descriptions, lists and tables. They work with modelled language to create their own texts, such as sequencing pictures and statements to create a comic and using word lists to complete a paragraph or simple story. Students use vocabulary related to school (such as buku, pensil, kursi), home (such as rumah, kamar, mobil) and some interests (such as suka main komputer, berenang, naik sepeda) to create simple informative and descriptive texts. They describe amounts using cardinal numbers with belas and puluh, and create plurals by doubling nouns. Students state preferences using Saya [tidak] suka…, and use adjectives, including...
By the end of Level 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of au (mau) and g (gemuk) and the final sound k (tidak). Students follow instructions, make requests and respond with actions (Duduklah, Bukalah bukumu). They respond to questions (Di mana? Kapan? Apakah?), often by using a simple phrase. They engage with texts, relying on graphics, key words and examples to support understanding, and respond using formulaic language. Students present factual information in texts such as descriptions, lists and tables. They work with modelled language to create their own texts, such as sequencing pictures and statements to create a comic and using word lists to complete a paragraph or simple story. Students use vocabulary related to school (such as buku, pensil, kursi), home (such as rumah, kamar, mobil) and some interests (such as suka main komputer, berenang, naik sepeda) to create simple informative and descriptive texts. They describe amounts using cardinal numbers with belas and puluh, and create plurals by doubling nouns. Students state preferences using Saya [tidak] suka…, and use adjectives, including adjectives of size and colour (for example, besar, merah, tinggi, lucu), following the noun. They create subject-focus sentences, and use simple possessive word order (teman saya, rumahnya), the prepositions di and ke, and the conjunction dan. Students translate texts using word lists and dictionaries, identifying words and expressions that do not have word-to-word equivalence, such as ‘footy’ or becak. They begin to observe how language use, including their own, is influenced by culture and notice how it can influence intercultural experiences.
Students differentiate statements from questions according to intonation. They recognise that word order differs from English. Students understand that language use varies according to who is using it and with whom, such as kamu for friends and Bu/Pak for teachers, and that some terms have specific cultural meanings, such as the significance of family in terms of address (for example, Bapak/Pak, Ibu/Bu). They make comparisons between Indonesian and English, particularly noticing similarities and differences in cultural practices related to daily routines and special occasions.
Students use formulaic phrases in Indonesian with the teacher and peers. They focus on aspects of their personal world and are introduced to content related to Indonesia. Students develop oral language through scaffolded tasks and texts. They extend their oral fluency by focusing on sentence-level intonation and stress.
Students read texts and learn to apply their knowledge of key words and textual...
Students use formulaic phrases in Indonesian with the teacher and peers. They focus on aspects of their personal world and are introduced to content related to Indonesia. Students develop oral language through scaffolded tasks and texts. They extend their oral fluency by focusing on sentence-level intonation and stress.
Students read texts and learn to apply their knowledge of key words and textual features to predict the meaning of unfamiliar language. Students use modelled language to create texts. They extend their language use by expressing ideas through expanding and connecting sentences.
Students expand their knowledge of vocabulary and sentence construction. They develop a range of ber- verbs, simple conjunctions and prepositions, noticing that sentences follow a similar word order to English, apart from possessive pronouns and adjectives. They develop a metalanguage for describing aspects of Indonesian language. They develop increasing awareness of the connection between language and cultural practices (for example, tawar-menawar, selamatan) and compare such connections to their own language and culture.
By the end of Level 6, students use Indonesian to convey information about themselves, their family and friends, and daily routines and activities. They locate specific details and use familiar words and phrases to predict meanings in texts. They respond to and create texts such as descriptions and conversations to share factual and imaginative ideas and experiences, using formulaic phrases and modelled language. Students produce ng/ny/ngg sounds, and apply knowledge of pronunciation and spelling to predict the sound, spelling and meaning of new words. They ask and respond to questions using Apa?, Siapa? Berapa? and Di mana?, and interact spontaneously with peers in discussions on familiar topics. Students use subject-focus construction with a range of ber- verbs (bermain, berjalan, bercakap-cakap, berenang) and formulaic me- verbs (membaca, mendengarkan, menonton). They express numbers using ratus and ribu, and describe character and appearance using noun + adjective word order, for example, Rumah Budi besar; Dia tinggi dan lucu. Students use possessive pronouns with some accuracy (for example, Nama teman saya…) and describe events in time using pada with whole numbers and days...
By the end of Level 6, students use Indonesian to convey information about themselves, their family and friends, and daily routines and activities. They locate specific details and use familiar words and phrases to predict meanings in texts. They respond to and create texts such as descriptions and conversations to share factual and imaginative ideas and experiences, using formulaic phrases and modelled language. Students produce ng/ny/ngg sounds, and apply knowledge of pronunciation and spelling to predict the sound, spelling and meaning of new words. They ask and respond to questions using Apa?, Siapa? Berapa? and Di mana?, and interact spontaneously with peers in discussions on familiar topics. Students use subject-focus construction with a range of ber- verbs (bermain, berjalan, bercakap-cakap, berenang) and formulaic me- verbs (membaca, mendengarkan, menonton). They express numbers using ratus and ribu, and describe character and appearance using noun + adjective word order, for example, Rumah Budi besar; Dia tinggi dan lucu. Students use possessive pronouns with some accuracy (for example, Nama teman saya…) and describe events in time using pada with whole numbers and days of the week. They use prepositions such as di atas/dalam/belakang, and the conjunctions karena and tetapi. They translate texts, relying on key words and formulaic expressions, describing how meanings may vary across languages and cultures. Students comment on how experiences and cultural perspectives, including their own, influence people’s assumptions and language use in intercultural interactions.
Students understand that Indonesian is a language system that has rules, and that (subject-focus) sentence construction is similar to English. They recognise features of texts such as adjectives in descriptions, superlatives in advertisements and imperatives in signs. Students observe that language use varies according to age, relationships and situation, particularly in relation to terms of address and the nature of what is discussed. They recognise loan words from English and their Indonesian spelling (televisi) and pronunciation (kriket). They comment on similarities and differences between aspects of language and culture, such as celebrations (Idul Fitri, Hari Ulang Tahun), leisure (takraw, bulu tangkis) and environment (desa, hutan). Students understand that in both Indonesian and English some terms and expressions reflect culture-specific practices (for example, Selamat siang, mandi, guling) and cannot be directly translated.
Students interact using Indonesian in classroom routines and communicative tasks. They respond to short texts in Indonesian, locating specific details and gist. Students extend the range and quality of their writing through increased vocabulary and grammar knowledge, and by drafting and editing their own work and that of their peers. They recognise text-type features and use models to create...
Students interact using Indonesian in classroom routines and communicative tasks. They respond to short texts in Indonesian, locating specific details and gist. Students extend the range and quality of their writing through increased vocabulary and grammar knowledge, and by drafting and editing their own work and that of their peers. They recognise text-type features and use models to create a range of texts.
Students extend their grammatical knowledge, such as how language structures and features are used in texts. They become increasingly aware of connections between language and culture, noticing, for example, degrees of formality in language use according to social relationships. Students explore Indonesian cultural concepts, such as gotong-royong, jam karet and selamatan, and compare them to concepts in their own language and culture. They learn to reflect on their own language and culture and how identity impacts on intercultural experiences.
By the end of Level 8, students use Indonesian to interact and exchange ideas, experiences and interests with teachers, peers and others. They pronounce polysyllabic words such as mendengarkan, pekerjaan and menyiapkan, stressing the penultimate syllable with some accuracy. When interacting, they ask questions (Apakah?, Di mana?, Kapan?, Berapa?), respond to questions (such as Setuju tidak? Benar/Salah, Kapan? Bagaimana? Mengapa?) and clarify their answers, for example, using karena…, supaya… Students give opinions (Pada pendapat saya…, saya kira…, setuju/tidak setuju), make comparisons (lebih… daripada…), and state preferences using saya lebih suka…, yang paling baik… They locate and evaluate factual information in texts, and create informative and imaginative texts (such as forms of correspondence, stories or reports) using models. They vary their sentence construction (for example, rambut saya hitam/Ibu berambut cokelat/Bapak mempunyai rambut pirang) to create interest for the audience. Students use cohesive devices such as time markers (Besok, sebelum), adverbs of frequency (biasanya, jarang, belum pernah) and conjunctions (lalu, untuk). They use a range of personal pronouns (d...
By the end of Level 8, students use Indonesian to interact and exchange ideas, experiences and interests with teachers, peers and others. They pronounce polysyllabic words such as mendengarkan, pekerjaan and menyiapkan, stressing the penultimate syllable with some accuracy. When interacting, they ask questions (Apakah?, Di mana?, Kapan?, Berapa?), respond to questions (such as Setuju tidak? Benar/Salah, Kapan? Bagaimana? Mengapa?) and clarify their answers, for example, using karena…, supaya… Students give opinions (Pada pendapat saya…, saya kira…, setuju/tidak setuju), make comparisons (lebih… daripada…), and state preferences using saya lebih suka…, yang paling baik… They locate and evaluate factual information in texts, and create informative and imaginative texts (such as forms of correspondence, stories or reports) using models. They vary their sentence construction (for example, rambut saya hitam/Ibu berambut cokelat/Bapak mempunyai rambut pirang) to create interest for the audience. Students use cohesive devices such as time markers (Besok, sebelum), adverbs of frequency (biasanya, jarang, belum pernah) and conjunctions (lalu, untuk). They use a range of personal pronouns (dia, mereka, kami, kita), ber- verbs (bersekolah, berselancar) and simple me- verbs (memasak, memakai, menjadi, mengunjungi). Students use prepositions of people, time and place (dalam keluarga, pada liburan, di hutan), and describe qualities using colours (biru tua, merah muda) and adjectives (sombong, murah hati). They translate across languages, noticing where equivalence is not possible, for example, gotong royong, jam karet or ‘daylight saving’. They comment on their reactions to intercultural experiences, describing aspects that do or do not fit with their own identity and considering why.
Students understand that Indonesian has a base word system that works with prefixes and suffixes to create verbs and nouns, such as -an, ber- and me- words. They differentiate between similar-sounding words and how they are written (such as suka/sukar, muda/mudah), and apply correct spelling conventions such as ngg (tinggal) and final h (terima kasih). They recognise how possessive word order differs from English and have a metalanguage to identify common features such as nouns, verbs, adjectives, and subject-verb-object construction. Students identify and reproduce features of familiar text types such as emails, stories and dialogues. They notice how languages and cultures influence each other, particularly noticing borrowings from other languages. Students understand that cultural values and ideas are embedded in language use, including their own, and consider where these may have come from and how they may be seen from another cultural perspective.
Students engage with a range of Indonesian texts. They participate in tasks and experiences. Students acquire skills in analysing and translating increasingly complex texts. They use modelled language to write for personal and public purposes.
Students extend their grammatical knowledge and metalanguage while beginning to explore important features of Indonesian such as register and object-focus construction. They consider connections between language and culture such as jamu, mudik, kewajiban and expressions such as Bhinneka Tunggal Ika, and make comparisons with their own language and culture. They consider language variation, including through exposure to colloquial language.
By the end of Level 10, students use Indonesian to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds ngg and ng accurately, as well as sy (masyarakat) and kh (akhir), and use stress to create fluency in sentences. Students use and respond to open-ended questions (Berapa lama? Dulu, apakah…, Kapan Anda…? Yang mana? Sudah pernah?) and use strategies for initiating, sustaining and concluding oral and written exchanges. They locate, synthesise and evaluate specific details and gist from a range of texts. Students create a range of personal, informative and imaginative texts, working independently, drafting and editing, and seeking timely feedback. They include time markers such as Pada suatu hari, Keesokan harinya, Kemudian…, and conjunctions such as namun, supaya, karena itu, to extend meanings such as in stories, comics, and written and oral reports. Students use yang to expand descriptions and ideas, and incorporate some object-focus construction to vary expression. They express opinions such as using Dari pihak saya, make comparisons such as using dibandingkan dengan, and incorporate emotions and humour....
By the end of Level 10, students use Indonesian to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds ngg and ng accurately, as well as sy (masyarakat) and kh (akhir), and use stress to create fluency in sentences. Students use and respond to open-ended questions (Berapa lama? Dulu, apakah…, Kapan Anda…? Yang mana? Sudah pernah?) and use strategies for initiating, sustaining and concluding oral and written exchanges. They locate, synthesise and evaluate specific details and gist from a range of texts. Students create a range of personal, informative and imaginative texts, working independently, drafting and editing, and seeking timely feedback. They include time markers such as Pada suatu hari, Keesokan harinya, Kemudian…, and conjunctions such as namun, supaya, karena itu, to extend meanings such as in stories, comics, and written and oral reports. Students use yang to expand descriptions and ideas, and incorporate some object-focus construction to vary expression. They express opinions such as using Dari pihak saya, make comparisons such as using dibandingkan dengan, and incorporate emotions and humour. Students describe possibilities using terms such as kalau-kalau and andaikata, and express aspirations such as using Pada masa depan, mudah-mudahan, saya berharap. They translate texts and create bilingual texts, relying on textual features, patterns and grammatical knowledge, and comment on how meaning can vary across languages and cultures, such as the use of idioms and culture-specific terms. Students express reactions to intercultural experiences, and discuss their assumptions, interpretations, and any adjustments in their language use for an Indonesian perspective.
Students understand that spoken and written Indonesian vary, noticing informal usage such as nggak and aja, exclamations such as kok and dong, and the dropping of prefixes, for example, Dia (mem)beli mobil baru. They recognise contractions (for example, ortu, angkot), acronyms such as SMU and hp, and abbreviations such as texting language (i). Students use metalanguage to discuss possessive and noun–adjective word order, and use knowledge of the base word and affixation system to predict meaning and decode new words using dictionaries. They understand how language is used to create particular effects and influence others, such as through the use of rhetorical devices. Students understand that Indonesian is a national language that, for the majority of Indonesians, may be one of a number of known languages. They explain aspects of Indonesian language and culture, including concepts of diversity and nasib, and the importance of language, religion and ethnicity as identity markers. Learners make connections between language use and cultural practices, values and assumptions, both in Indonesian and in their own language use.
Students are introduced to the written and spoken forms of Indonesian, noticing that it uses the same alphabet as English but with some differences in pronunciation. They become familiar with a base word system with prefixes. Students are introduced to word order and simple sentence construction. They begin to develop a sound knowledge of vocabulary, particularly terms related to people, places...
Students are introduced to the written and spoken forms of Indonesian, noticing that it uses the same alphabet as English but with some differences in pronunciation. They become familiar with a base word system with prefixes. Students are introduced to word order and simple sentence construction. They begin to develop a sound knowledge of vocabulary, particularly terms related to people, places and things in their immediate world.
Students use Indonesian in a range of classroom interactions and experiences. They read and listen to texts, and apply modelled language in creating their own texts. Students draw on their first language literacy and their understanding of a range of text type features to predict meanings and create texts in Indonesian. They develop grammatical knowledge and language awareness through paying close attention to texts, comparing languages, and applying their knowledge in language exercises and tasks.
Students learn about Indonesia. They explore Australia and Indonesia’s relationship as neighbours, and compare aspects of environment, lifestyle and practices in both cultures. Students use a range of processes, such as observing, comparing and reflecting on language use. They develop a metalanguage for discussing language and culture and monitor and reflect on their language and culture learning.
By the end of Level 8, students share factual information and opinions about their personal worlds, including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with others orally and in writing, asking and responding to questions using Siapa, Apakah, Berapa, Bagaimana, Apa, Di/Ke/Dari mana…?, and expressing preferences using saya suka, kurang/tidak suka, mau/tidak mau. They mostly use correct pronunciation of individual and combined sounds, and use formulaic expressions (for example, saya tidak tahu, maaf, saya tidak mengerti, sekali lagi) to sustain interactions. Students describe qualities of appearance, colour, character and condition (such as tinggi, merah muda, lucu, panas), and identify quantities using numbers and fractions. They respond to and create texts to describe real and imagined events and characters. Students use the features of a range of personal, informative and imaginative texts and modelled language to assist with structure, flow and coherence in their own speech and writing. They link ideas using conjunctions such as dan, tetapi, karena and untuk. They form sentences with subject-verb-object construction (Saya belajar...
By the end of Level 8, students share factual information and opinions about their personal worlds, including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with others orally and in writing, asking and responding to questions using Siapa, Apakah, Berapa, Bagaimana, Apa, Di/Ke/Dari mana…?, and expressing preferences using saya suka, kurang/tidak suka, mau/tidak mau. They mostly use correct pronunciation of individual and combined sounds, and use formulaic expressions (for example, saya tidak tahu, maaf, saya tidak mengerti, sekali lagi) to sustain interactions. Students describe qualities of appearance, colour, character and condition (such as tinggi, merah muda, lucu, panas), and identify quantities using numbers and fractions. They respond to and create texts to describe real and imagined events and characters. Students use the features of a range of personal, informative and imaginative texts and modelled language to assist with structure, flow and coherence in their own speech and writing. They link ideas using conjunctions such as dan, tetapi, karena and untuk. They form sentences with subject-verb-object construction (Saya belajar Bahasa Indonesia), typically using simple base words (makan, minum, naik, bangun), ber- verbs (bermain, belajar, berenang, berdansa, berlari) and formulaic me- verbs (menonton, mendengarkan). They refer to others using pronouns (saya, kamu, dia, mereka, Bu/Pak), and use these in possessive form, including using -nya (sepatunya trendi, filmnya menarik). They refer to events in time and place using prepositions (pada, di and ke) as well as time markers such as sebelum/sesudah,…yang lalu,…depan. Students predict meaning based on knowledge of their first language, text features and key words, including loan words from English. They translate texts, identifying culture-specific language such as vocabulary related to cultural artefacts (gayung, becak, warung), environment (sawah, desa, cicak), and practices such as Idul Fitri. Students comment on their experiences of and feelings about using Indonesian, observing how it fits with their sense of self.
Students understand that Indonesian is a language used by millions of Indonesians in daily life and that it is constantly changing. They recognise that spoken and written forms of Indonesian can vary, for example, the elision of pronouns and some verbs in speech. They recognise the flexibility of sentence structure while adhering to rules of word order. They are aware that Indonesian uses a base word (main, makan, tidur, jalan) and affixation (ber-, me- and -an) system. They use metalanguage to describe and compare features and rules of sentence construction. Students recognise textual features in a range of text types, such as correspondence, narrative and dialogue. They notice how language changes according to people and their relationships, such as using informal language with friends (kamu, nggak, hebat) and formal language with teachers and adults (Anda, tidak, baik sekali). Students make connections between aspects of their own language and culture, such as particular expressions or practices, and compare these with Indonesian language and culture.
Students engage with a range of Indonesian texts. They are provided with opportunities for both prepared and spontaneous language use. Students interact with others. They write for public purposes and interact with Indonesian peers. They create bilingual texts for peers and the wider school community.
Students receive explicit instruction to understand new grammar such as embedded clauses and...
Students engage with a range of Indonesian texts. They are provided with opportunities for both prepared and spontaneous language use. Students interact with others. They write for public purposes and interact with Indonesian peers. They create bilingual texts for peers and the wider school community.
Students receive explicit instruction to understand new grammar such as embedded clauses and object-focus construction. They learn to recognise patterns and rules, analyse texts, and make connections between language and culture. They consider the power of language to achieve particular effects and influence people, including themselves. They develop a metalanguage for comparing and contrasting aspects of language and culture, and reflecting on their own language and culture.
Students learn to recognise differences in spoken and written Indonesian, as well as differences between formal and informal language. They develop understanding of the affixation system of Indonesian and learn to appreciate the importance of passive voice, religion, and a collectivist approach that is evident in language use.
By the end of Level 10, students interact with peers and adults using written and spoken Indonesian to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment, including as these relate to Indonesia. They respond to and create personal, descriptive, informative and imaginative texts for a range of purposes. When participating in presentations, correspondence and dialogues, students use both rehearsed and spontaneous language, and exchange facts, ideas and opinions, using questions such as Bagaimana, Mengapa and Untuk apa? In speaking, they apply conventions of pronunciation, stress and rhythm to a range of sentence structures. Students use a variety of me- verbs, pronouns, and noun forms such as ke-an, pe- and pe-an. They apply knowledge of textual features such as salutations, sequences, and persuasive and emotive language to comprehend and create texts such as public signs, advertisements, announcements and websites. Students use embedded clauses with yang to expand ideas, and create cohesion and interest by using conjunctions such as misalnya, seperti, termasuk and yaitu. They refer to the past (
By the end of Level 10, students interact with peers and adults using written and spoken Indonesian to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment, including as these relate to Indonesia. They respond to and create personal, descriptive, informative and imaginative texts for a range of purposes. When participating in presentations, correspondence and dialogues, students use both rehearsed and spontaneous language, and exchange facts, ideas and opinions, using questions such as Bagaimana, Mengapa and Untuk apa? In speaking, they apply conventions of pronunciation, stress and rhythm to a range of sentence structures. Students use a variety of me- verbs, pronouns, and noun forms such as ke-an, pe- and pe-an. They apply knowledge of textual features such as salutations, sequences, and persuasive and emotive language to comprehend and create texts such as public signs, advertisements, announcements and websites. Students use embedded clauses with yang to expand ideas, and create cohesion and interest by using conjunctions such as misalnya, seperti, termasuk and yaitu. They refer to the past (yang lalu, dulu), present (sedang, sedangkan, sambil, sementara) and future (akan, mau, kalau, besok, masa depan). Students engage with others using formulaic expressions and verbal fillers to sustain and extend interactions, for example, maaf, mohon diulang, saya kurang memahami, oh, begitu! dan kamu?, dengan siapa? Maksud saya, anu. They translate texts and create bilingual texts, comparing different interpretations and deciding how to deal with instances of non-equivalence, such as proverbs, idioms, proper nouns, and culture-specific terms and expressions. They comment on their own reactions in intercultural encounters and reflect on how these may relate to their own assumptions and identity, and consider how they may also be perceived by others.
Students are aware that Indonesian is a national, standardised language used for education, media and government, and that it is one of many languages in Indonesia. They understand that language use varies according to context, purpose, audience and mode, and that languages change over time. They recognise colloquial forms (banget, cowok) and make connections between these and their formal counterparts, for example, gimana?/Bagaimana?; kalo/kalau; nggak/tidak. They use metalanguage to discuss features of language, texts and grammar such as object-focus construction. They understand rules of affixation and apply these in own work including when using bilingual dictionaries. Students recognise that Indonesian borrows from other languages, including local and foreign languages. They comment on the connection between language and culture evident in language such as terms for artefacts (kris, andong), practices (minum jamu, batik/ikat), ideas (halus/kasar) and values (sopan/tidak sopan, rendah hati).
