The nature of the learners
At this level, students bring to their learning prior knowledge of Indonesian language and culture, and a range of language learning strategies. They are increasingly aware of the world beyond their own and are engaging with youth, social and environmental issues. They require guidance in learning Indonesian; however, they are increasingly independent and capable of analysis and reflection, including in relation to intercultural experiences. They are considering their future pathways and choices, including how Indonesian could be part of these.
Indonesian language learning and use
Learners engage with a range of texts in Indonesian. They participate individually and in groups in tasks and experiences, such as corresponding with Indonesian peers, reviewing a video clip or planning an excursion. They participate in presentations, conversations, narration and interviews, sometimes with preparation and sometimes spontaneously. Learners acquire skills in analysing and translating increasingly complex texts, such as emails, recipes, poems, articles and songs. They use modelled language to write for personal and public purposes, such as journal entries, emails, blogs, scripts, and notes for a speech or debate.
Contexts of interaction
Learners interact with teachers and peers and may have access to members of the Indonesian-speaking community via online technologies. They may also encounter Indonesian in the wider community, such as in the media, film festivals, community events, guest speakers, exchange teachers/assistants or in-country travel.
Texts and resources
Learners use a wide range of texts designed for language learning, such as textbooks, teacher-generated materials and online resources. Their learning is enriched by exposure to a range of authentic texts from the Indonesian-speaking community, such as websites, films, stories, songs, television programs, advertisements and magazines.
Features of Indonesian language use
Learners 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 such as in teenage magazines and social networking sites.
Level of support
Learners are increasingly aware of and responsible for their own learning, working independently to address their needs such as by accessing technologies to memorise, learn, and expand their language repertoire. They continue to access word lists, graphic organisers, modelled texts, dictionaries and teacher feedback to interpret and create texts. They require explicit instruction of the grammatical system and opportunities to discuss, practise and apply their knowledge. They may keep records of their learning, such as through an e-journal or folio, and use these to reflect on their language learning and intercultural experiences.
The role of English
English provides a basis for linguistic and cultural comparison in learning Indonesian. English is also the medium for expressing experiences, abstract ideas and personal views at a level beyond learners’ range in Indonesian, such as justifying a position on a social issue or exploring linguistic and cultural practices. English may be used in conjunction with Indonesian to conduct research (such as investigating a social issue or cultural practice), in translating, and in communicating bilingually.
By the end of Year 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, as well as sy (for example, masyarakat) and kh (for example, akhir), and use stress to create fluency in sentences. Students use and respond to open-ended questions such as 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 with some evidence of self-correction strategies. 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 state reactions to intercultural experiences, and discuss their assumptions, interpretations, and any adjustments to their language use.
Students know that spoken and written Indonesian vary, identifying 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 show awareness of contractions (for example, ortu, angkot), acronyms such as SMU and hp, and abbreviations such as texting language (for example, jln, skolah and mkn). 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 know that language is used to create particular effects and influence others, such as through the use of imperatives and rhetorical devices. Students know 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. Students make connections between language use and cultural practices, values and assumptions, both in Indonesian and in their own language use.