Reflection and feedback

Tentang wayang kulit
Creation of students' own wayang kulit story
Cerita rakyat di Indonesia dan Australia

1. Reflection about Task Sheet 1: Tentang wayang kulit

• Discuss students' answers for Task Sheet 1, collating their collected examples of instructional words, cognates, contractions and positional prepositions to form four class A3 'posters' to can support students in future work. Students can continue to add to these poster / resources in the future.
  
  Provide the meaning for words that students did not identify correctly, and pose questions where appropriate to lead students to make connections with other Indonesian language that they already know. For example, What do I say when I want to invite someone to enter the room? 'Silakan masuk'. Then discuss this as another way of instructing politely.

• Discuss students' opinions of working with the learning object, particularly with making meaning from the language. Ask students to use a 'Think pair share' strategy to discuss what strategies they used to help them make meaning. Share and record useful strategies.

• Discuss the interesting facts that students have discovered about wayang kulit. At this stage you can add the extra level of information available in the background summary (in Word or PDF). Ask students to use Venn diagrams (or another graphic organiser) to compare Indonesian wayang kulit with Australian puppet performance or play, thinking as deeply as they can about the ways that it is similar and the ways that it is different. Share and discuss.

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2. Reflection after / during creation of students' own wayang kulit story:

• Ask students to think about the process of working with a partner to create sentences using the word cards. Was it easy or difficult? What strategies did they find useful? Did they work well together?

• Ask students to compare the structure of their sentences in Indonesian and in English. In what ways are they similar or different?

• Think about storytelling. Every culture has a strong storytelling tradition.
        What kinds of storytelling traditions are found in our culture?
        Why is storytelling so enjoyable and powerful?
        What is the purpose of storytelling?
        Why might oral storytelling traditions be important?
        How has storytelling changed over time? (Consider the impact of migration, technology, language.)

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3. Reflection on folk story traditions:

In many folk story traditions, including Indonesian, European, American and Australian Aboriginal) there are stories based on animal characters, as well as other folk stories with often magical or mythical characters.

See the Cerita rakyat extension activity. You may wish to select stories from the cultural backgrounds of the students in your school community.

After reading or listening to folk stories from Indonesia and other cultures, ask students to discuss and compare the:

• themes

• characters

• settings

• language

What characteristics are valued in the heroes?
How is magic used in the stories?
If you weren't told, could you tell what culture or country the  story came from?
Is there a particular format and style of language used in folk tales, no matter where they are from?
Why are folk tales popular in so many different cultures?

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