Production

In general

Tentang wayang kulit

Sandiwaramu

In general:

Where possible, have students work in pairs on the computer. To minimise noise levels, it is possible to buy small jacks or stereo splitters that allow two headphones to be plugged into one computer.

Each time students use the learning object, they should have a clear purpose and be encouraged to reflect on particular points at the end of that session. The following suggestions allow for several sessions using the learning object. Each session has a different purpose, with hints on specific language points and reflection.

It is often useful to initially introduce a learning object by using a data show or gathering students around to look at one computer screen. This allows you to describe the basic organisation of the learning object and model how you want it used. Another strategy is to introduce a learning object to a small group of students who will then act as mentors or 'experts' and introduce it to other students later on. Sometimes it is useful to allow students a short exploratory 'free play' time before the first 'official' use of the learning object.

 Back to top

1: Exploring Tentang wayang kulit

When introducing the Wayang kulit learning object, point out to students:

• meaning of the first navigation buttons 'Terus', 'Tentang wayang kulit' and 'Sandiwaramu'

• that their task this time is to explore the 'Tentang wayang kulit' section, and that they will have a sheet with some questions to answer and a competition to collect particular types of language (See Task sheet 1 in Word or PDF)

• that they are not expected to know all of the Indonesian, but rather that they can use their literacy and language learning skills to work out what is going on.

You may choose to point out that the information button in the top right hand corner will have interesting extra information in English, or you may want to let students discover this for themselves.

When you enter the 'Tentang wayang kulit' section, model for the students how they can mouseover blue words for some English help, and how they can use this help, common sense and words they already know to work out the possible meaning. You may wish to introduce students to the following language points the first time they are met:

• contractions eg kamu to -mu (sandiwaramu) - ask students to suggest where contractions are used in English and why - eg cannot to can't. In both languages the reason is for ease of pronunciation. Challenge students to collect other examples on their task sheet

• the use of 'lah' as a suffix to indicate a polite order or instruction. Eg Pilhlah = choose. Ask students:

  • How do we give someone an instruction in English? What language forms do we use?

  • How do we make it more polite? (There isn't a ubiquitous word for 'please' in Indonesian.)

  • Challenge students to write the other instructional '-lah' words in the learning object onto their task sheet ... but warn them, there is one 'lah' word that is not an instruction (jumlah)

• positional language - di belakang (behind) and di depan (in front of) are the first examples of these sort of prepositions in the learning object. The 'di' indicates a preposition about position  eg Di mana? (where). Again, students can look for other examples of these. NB: Not to be confused with object focus forms of the verb, which are single words beginning with 'di' eg dibuat

• cognates are words that are similar in two or more languages as a result of common descent. There are many examples in this learning object, and students can very easily guess their meaning, eg karakter = character. Again this is a challenge for students to find other examples.

Give students the task sheet and have them work in pairs or groups of three to fill in as much as possible. Allow time for sharing and reflection.

 Back to top

2: Exploring Sandiwaramu

Discovering the movements

In the Gerakkan wayang kulit section students try to build the list of actions that the monkey character can do by entering the word correctly.
NB: 'Gerakkan' is also sometimes spelt 'Gerakan'. The base word 'gerak' means 'to move. The suffix -an creates a noun (gerakan = movement), while the suffix  -kan indicates a verb showing a deliberate action (gerakkan = to move something)

You may like to have students collaborate to identify the twenty actions that Si Monyet can perform. To avoid (your) frustration trying to find them all, here is a list of the actions (in Word or PDF).

Allow students some time for free play so that they become aware of the possibilities and limitations of creating their own three scenes. If students do not set an action, Si Monyet simply walks across the stage from left to right. He can only perform one action per scene, apart from walking.

Recording the design

Students cannot save a design, so at the end of their session on the computer, they may wish to record a successful scene design on this record sheet (in Word or PDF) or use 'Print screen' to copy the screen onto a Word document.

Writing the story

Wayang kulit stories often deal with the battle or struggle between good and evil, not just in the epic or heroic sense, but also in people's everyday lives. Students could have this in mind when they think about the play that they might create. (The Reflection and Extension activity sections takes this further.)

It is quite a challenge to create a coherent 'story' to go along with three short scenes, especially with only one action per scene. But it is possible! Here are some resources to support students:

• example sentences (in Word or PDF) based on the props, settings and actions in Wayang kulit.

• word / phrase cards: v1 without English (in Word or PDF)
                                       v2 with English       (in Word or PDF)

These resources could be used in a number of different ways:

1. Give students some of the example sentences and read through them together. These sentences are in both English and Indonesian, and they are written in three parts - one for each scene. The sentences are spaced so that the English and Indonesian words and phrases line up.
   
   Help students see how the sentences break up 'chunks' eg time phrases that tell you when the action took place; verbs; nouns; pronouns; adjectives.
   
   Identify the conjunctions in the example sentences and discuss their use (in English and Indonesian) to sequence the action and join short sentences together so that the story flows better.
   
   Ask students to identify some of the language used that makes a story more interesting in English and in these short stories in Indonesian.
    

2. Have students work in pairs or small groups to create sentences of their own for a story in three scenes, using the appropriate card sheets (see above).
   
   Explain to students that the words are colour-coded (eg all conjunctions are the same colour) and that if they first line up the same colours, they can then use the example sentences to help them pick and choose to create their own sentences.
   
   First create some sentences using the cards yourself using modelled or guided writing techniques (see Making connections) to show students clearly how it works. Explain that:

   • they may need more than one of a card eg 'yang', and can write that on a blank card

   • the translation of some words is flexible eg the meaning of the verb is given as 'to jump'  but it might be translated as 'jumped' in their story

   • they can make their stories more interesting by using adverbs and adjectives eg 'buaya besar' or 'berlari dengan cepat'

   • some adverbs can be easily related to adjectives for emotions eg 'marah' (angry) and 'dengan marah' (with anger or angrily ) so that students can create even more words than are on the cards

   • there are some blank cards so that they can add other words of their own, eg other days of the week or body parts. (You may need to help.)
      

3. When students have their sentences worked out, they can write them onto the Record sheet (in Word or PDF); read them to you and explain what they think it means in English; or share with other students who try to work out what they mean.  Students could self- or peer- assess the writing of their sentences or stories. (Assessment as learning)
    

4. Allow some time for Reflection on creating their sentences and on story telling.
    

5. See the Assessment section for how to assess student's achievement in Indonesian proficiency in creating an original play in three scenes using this learning object.

 Back to top

Print this page