language resources, exercises, activities and games · language resources, exercises, activities...

Language Resources,

Exercises, Activities

and Games

A I S V 9

A I S V

The Mar ket Book

Language Resources, Exercises, Activities and Games Page 21

Resources that present a topic authentically and enable students to review vocabulary in a variety of ways. will encourage confident communication in Indonesian and will provide students with the motivation and reason to study Indonesian enthusiastically.

A set of exercises, games and activities spanning the early to middle years of schooling can be used with any of the market areas. Each of the six market areas comprise the following resources: Flashcards Memory cards Board games Handy vocabulary cards Word search sheets Assessment sheets Certificates of achievement Actual market items or models

The pictures on the cards match the actual market items in terms of shape, colour and general appearance. Making this visual connection across all of the resources aids in initial vocabulary retention. The language printed on the back of the flashcards are also printed in the general colour of the object for the same reason. The flashcard words have been printed upside-down so that when the cards are folded the words appear up the right way for easy reading by either the teacher or student presenter.

The authentic appearance of the market items enables students to engage in activities where real comparisons between items are made in terms of colour, size, texture, weight, shape and quantity.

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game for 2–4 players.

ne person appointed as non-playing judge (juri) may holdvocabulary and number lists.

lace tokens on to begin.

ake turns to roll the dice.

ount aloud in when moving along the board.

ay the name of the picture you land on to stay on that square.you land on an empty square say “bagus” (good).

you are incorrect, return to your previous place on the board.

incorrectly will also land you back at your last place.

exact number must be thrown to land on the winning square: !

MULAI

SELESAI

Set Buah-buahan DanSayur-sayuran 1


Board game

A I S VLanguage Resources, Exercises, Activities and GamesPage 22

How To Develop A Market Area

1. Make a list of the market areas to be developed. The areas are presented in this book in an order that provides for easier topics / sentence structures first, through to market areas that provide for more complex activities and sentence structures. The over-lap in levels of difficulty is considerable and the order may be changed to accommodate students’ interests, existing resources etc.

The development of the six market areas takes time, therefore a schedule for developing one market area per term or even per year is realistic. When planning always consider how much work the students will have to do in developing the resources. It is better to develop one market area properly over two terms followed by a break of one term than to quickly develop a mismatched collection of items which don’t provide a connected unit of activities and resources. Each market area is divided into three sections comprising 10 items respectively. The first section of each market area may be developed before constructing the second section of each market area.

2. Make a list of items for the market area you wish to develop. Consider the ways in which these items will be described. For example, two plates which are blue and round, and differ in size only are easier to distinguish between than a blue round plate with purple flowers and a purple hexagon plate with blue flowers.

Be very specific when publishing a “wish list” for the school community to collect. Don’t keep everything that is donated. Keep only those items which fit the list. It doesn’t matter whether the fork is blue or the cup is pink. What is important, is that the distinguishing features between items are restricted to size and one or two colours. Do not accept donations of items with many shades of colour or complex patterns.

3. Once a set of items has been collected, the language resources can be developed. To maintain the quality of the resources, laminate the language resources and store the market items so they can be easily accessible, accountable (so that pieces don’t go missing) and portable (especially for Indonesian language teachers who move from room to room).

4. Catalogue the items in the market area so that any lost items in the future can be easily identified and replaced.

5. With the language resources and physical items constructed, the activities and exercises can be integrated into the regular Indonesian classes. This can occur firstly with one sub-set then progressively as each market area is developed.

Buku Pasar

Constructing the Language Resources

Use the CD-ROM to access the language items resources

- Print the language items onto A4 paper.

- Laminate and guillotine the language items according to the guidelines for each resource item type (see page 24).

- Trim the sharp laminate corners for safety.

- Print achievement certificates for students using templates.

Making Equipment and Language Resources

The development of these resources is obviously a major undertaking as it changes the way resources are organised and utilised in an Indonesian language program. Allocating a portion of the Indonesian language budget to printing, photocopying, and laminating will ensure that these resources last a lifetime. The items constructed for the market-place need to be stored in boxes where they can be accessed easily. A trolley may be essential if you have to move from room to room.

A I S V

The Mar ket Book



Language Resources

Flashcards

Flashcards are printed on A4 paper then folded to show the picture on the front and the Indonesian word for that item on the back. Once printed decide on a uniform measurement for guillotining the flashcards. One centimetre out from the template border then half a centimetre of laminated edging produces a good-sized card. (Adjust these measurements to fit own storage boxes.) 80 gsm paper and 80 MIC laminating pouches are satisfactory. For a more rigid card, the more expensive 100 gsm paper and 125 MIC laminating pouches can be used. Round off the sharp laminate corners to avoid injuries.

Flashcard Tower

This holds a series of flashcards above each other. The simplest way to make a flashcard tower is to screw 10 bulldog clips at even intervals to a piece of thin wood measuring 165 cm high and 20 cm wide. Make sure that the bulldog clips sit squarely so that students can read the cards easily. Loop a piece of string through a hole near the top for hanging when in use.

Memory Cards

Print the memory cards. Glue the pictures onto coloured paper using a different colour for each market area. With lighter colours (or thin paper), make sure the pictures cannot be seen when the card is face down. Guillotine the cards along the template border. Seven millimetres of laminated edging produces a good-sized card for small hands. Round off the sharp laminate corners to avoid injuries.

Board Games

Print the board games. Guillotine two millimetres off each edge of the A4 paper, then laminate.

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Memory cards

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MULAI

SELESAI



Board game

apel apel

Flashcard

Flashcard tower

Buku Pasar

ExercisesExercises are used frequently with students to give them plenty of structured language practice. Exercises help students to learn and retain new vocabulary, learn and reinforce specific sentence structures, prefixes, suffixes, oral or written conventions etc. Activities and games require students to draw upon their Indonesian language skills to achieve a particular objective. Indonesian language games and activities encourage students to use Indonesian purposefully and resourcefully.

Exercises With Flashcards

Kosa Kata baru (new vocabulary)Use as a regular warm up activity, introducing new vocabulary or reviewing learnt vocabulary. Simply show each flashcard and have students say the words. The teacher says the word for the students to repeat.

This process is a critical routine to establish as soon as possible. From grade three upwards, students need to take responsibility for their own vocabulary by keeping a vocabulary book (buku kosa kata). Students divide the book evenly into alphabetical sections and divide each page into two columns: Indonesian then English. From grade four, encourage students to try spelling the words unseen. For this purpose students of all grades must use a pencil for their vocabulary book. This routine should only take a moment at the start of each lesson with students prepared with their buku kosa kata and pencil to begin the lesson.

* InformatIon technology: Students may keep an updated version of their buku kosa kata as an Excel document. They can add to the paper copy they use in class. It is the student’s responsibility to update the Excel document. equIpment: flashcards from the target theme Students’ buku kosa kata

KO S A K ATA B A R U D A N B U K U KO S A K ATA

Prep 1 to 2 3 to 4 5 to 6 7 to 8

5 cards per fortnight 5 to 10 cards per week 10 to 15 cards

Hold the cards up to the students. Say the word precisely.

Students repeat each word out loud.

Show written word to students who repeat after the teacher.

Students say the word quietly and write it into their vocabulary book.

A I S V

The Mar ket Book



Flashcard Review

equIpment: Flashcards

Use as a regular warm up activity for reviewing learnt vocabulary. Simply show each picture and have children say the words. Initially, say the word first for the students to repeat. Later on the children can call the words out in unison as you hold up each picture flashcard.

Shuffle the cards each time and replace cards as they become the most familiar in the pack with new words.

alternatIve: Student leaders can conduct this activity with small groups. It is just as suitable as an extension activity for quick finishers at the end of an activity as it is for students needing extra

F L A S H C A R D R E v I E W

Prep

10 cards within current topic

1 to 2


7 to 8

40 cards

5 to 6

40 cards

3 to 4

30 cards

Buku Pasar

Wordchant

equIpment: Flashcards of the target theme Flashcard tower

Display 10 cards on the flashcard tower. Teacher points to each card in order starting at the top. Students chant four words in a chant, move down one word and chant the next four words.

Example list:

alternatIve: Show the pictures (not the words) on the flashcard tower. Alternate displaying the words on the cards or a combination of both. Be as creative as possible however it is important that correct pronunciation is maintained.

* musIc: Students can compose their own chant patterns and lead the class in one chant per lesson. Instruments and different rhythms and tempos can be experimented with. The list above could be chanted as shown on page 28.

Pensil

Pena

Meja

Penggaris

Gunting

Buku

Penghapus

Kursi

Kertas

Papan tulis

Students chant:

“pensil, pena, meja, panggaris –

pena, meja, penggaris, gunting –

meja, penggaris, gunting, buku –

penggaris, gunting, buku, penghapus –

gunting, buku, penghapus, kursi –

buku, penghapus, kursi, kertas –

penghapus, kursi, kertas, papan tulis”

A I S V

The Mar ket Book



Chant Circle

An adaptation of the wordchant – students sit in a circle with a full flashcard tower laying in the middle. Each student in turn says a chant cycle (four words). All students clap. (The Indonesian for clap is tepuk. Clap your hands is Tepuk tangan). If a student makes a mistake, the teacher repeats the correct chant for that student to copy.

Ada apa di dalam tempat pensilmu? (What’s in your pencil case?)

Conducted like a quick pencil case inspection, each student must show and tell between two and five items.

Possible responses from students may be: “Ada pensil dan penghapus” “Ada pensil, rautan dan penghapus di dalam tempat pensil saya”.

students chant: “pensil” <CLAP> “pensil, pena” <CLAP CLAP> “pensil, pena, meja” <CLAP CLAP CLAP> “pensil, pena, meja, penggaris” <CLAP CLAP CLAP CLAP> “pena, meja, penggaris, gunting” <CLAP CLAP CLAP CLAP> “meja, penggaris, gunting, buku” <CLAP CLAP CLAP CLAP> “penggaris, gunting, buku, penghapus” <CLAP CLAP CLAP CLAP> “gunting, buku, penghapus, kursi” <CLAP CLAP CLAP CLAP> “buku, penghapus, kursi, kertas” <CLAP CLAP CLAP CLAP> “penghapus, kursi, kertas, papan tulis” <CLAP CLAP CLAP CLAP> “kursi, kertas, papan tulis” <CLAP CLAP CLAP> “kertas, papan tulis” <CLAP CLAP> “papan tulis” <CLAP CLAP CLAP CLAP CLAP CLAP CLAP CLAP CLAP CLAP>

Students may have to stand as they say their chant, or spin around. Be creative and have fun.

Buku Pasar

Di Pasar (I Went to the Market)

equIpment: Topic flashcards

This game makes use of recalled vocabulary in the form of structured sentences. Because of this it is suitable for lower primary students. Students sit in a circle and take turns to continue the “Di pasar saya membeli” or “At the market I bought” rhyme as follows:

teacher: “Di pasar, saya membeli yo-yo.”

Ian: “Di pasar, saya membeli yo-yo dan layang-layang.”

Brendon: “Di pasar, saya membeli yo-yo, laying dan ular-ularan.”

Students can point to each flashcard picture or perform actions when they say each item.

Saya Suka…Saya Tidak Suka

This is an advanced version of Di Pasar, (I Went to the Market) that challenges students to present information in a different order to how it was presented to them. Each student must recount the list of students who liked a certainfruit, followed by the list of students who didn’t like a certain fruit. Students add their own preference in order of like, don’t like, like, don’t like. This can be played as a memory game however is more beneficial if the resource items (or flashcard pictures) are displayed with the “likes” on one side and the “dislikes” on the other. Students stand behind their chosen item to assist others recall.

Students need to refer to themselves as “saya” and others by name.

John: “Saya suka pisang.”

meg: “John suka pisang. Saya tidak suka apel.”

aprIl: “John suka pisang dan saya suka jeruk. Meg tidak suka apel.”

tom: “John suka pisang dan April suka jeruk. Meg tidak suka apel dan saya tidak suka wortel.”

andrew: “John suka pisang, April suka jeruk dan Andrew suka nanas. Meg tidak suka apel dan Tom tidak suka wortel.”

susan: “John suka pisang, April suka jeruk dan Andrew suka nanas. Meg tidak suka apel, Tom tidak suka wortel dan saya tidak suka bawang.”

leah: “John suka pisang, April suka jeruk, Andrew suka nanas dan saya suka rambutan. Meg tidak suka apel, Tom tidak suka wortel dan Susan tidak suka bawang.”

A I S V

The Mar ket Book



Bingo

Students write the words or draw a quick picture of nine items from the selected vocabulary. The caller has all of the words written down and reads them out in order. The first student to cross off three in a row or all nine items calls out, “Saya menang!” (I win!).

Guess the Next Card

equIpment: Topic flashcards, flashcard tower

After reviewing flashcards of a certain topic (usually between five and 15 cards), shuffle the cards then ask the students, “gambar apa berikutnya?” (What picture is next?). Students guess the pictures until the correct one is named. That picture is then placed on the flashcard tower where it can be seen and the students continue to guess the next picture until all cards have been guessed.

Dialogue during this game may be as follows:

teacher: “Gambar apa berikutnya?

student: “pisang.”

teacher: “bukan pisang.”

student: ” apel.”

teacher: “bukan apel.”

student: “jeruk.”

teacher: “Ya betul. Gambar berikutnya jeruk. (shows card). Gambar apa berikutnya?”

student: “durian.”

teacher: “Ya betul. Bagus sekali. Gambar berikutnya durian. (shows card). Gambar apa berikutnya?”

student: “kelapa.”

F L A S H C A R D R E v I E W

Prep


1 to 2


7 to 8

40 cards

5 to 6

40 cards

3 to 4

30 cards

Buku Pasar

The Mar ket Book

A I S V Page 31Language Resources, Exercises, Activities and Games

Guess The Next Card – Advanced

equIpment: Flashcards

Hold a stack of cards (five to 15 cards depending on the year level and topics being covered) with the top card facing away from the students. Students need to ask questions with a “Ya / tidak” (yes or no) answer until they can guess the card.

Dialogue between the teacher and students in grades 4 or 5 may be as follows:

teacher: (holds the card: apel), “Ini adalah gambar buah.” Buah apa di kartu ini?”

student: “Apakah buah itu berwarna kuning?”

teacher: “Tidak.”

student: “Apakah buah itu berwarna merah?”

teacher: “Ya betul, buah ini berwarna merah.”

student: “Apakah buah ini apel?”

teacher: “Ya betul, ini buah apel.” (shows card)

Dialogue between the teacher and students in years 7 or 8 may be:

teacher: (holds the card: jeruk), “Gambar apa di kartu ini?”

student: “Apakah itu gambar minuman?” teacher: “Tidak, ini bukan gambar minuman." student: “Apakah gambar itu bisa dimasak?” teacher: “Tidak, gambar ini tidak bisa dimasak." student: “Apakah itu gambar buah?” teacher: “Ya betul, ini adalah gambar buah.” student: “Apakah buah itu besar?” teacher: “Tidak.” student: “Apakah buah itu berwarna jingga?” teacher: “Ya betul, buah ini berwarna jingga.” student: “Apakah ini buah jeruk?” teacher: “Ya betul. Bagus. Ini gambar buah jeruk.” (shows card)

alternatIve: Student leaders can conduct this activity with small groups. It is ideal as an extension activity for students needing an extra challenge. Make sure the presenters are able to pronounce and phrase their questions and answers correctly.

G U E S S T H E N E x T C A R D – A DvA N C E D

Prep


1 to 2


7 to 8

40 cards

5 to 6

40 cards

3 to 4

30 cards


Shop Stock-take

equIpment: All flashcards (this game is best played when all market areas have been developed).

Shuffle together 10 flashcards from each of the six market areas. Students form six groups and take turns within their group to select the cards. The cards are spread picture-side down. Each group is allocated a “shop” or market area.

The market areas are as follows: toko pakaian, toko alat alat sekolah, toko buah-buahan dan sayur-sayuran, toko kebutuhan sehari hari, took mainan, and toko alat alat rumah tangga The aim of each group is to get as many of their stock items as possible. For example, a member from the clothing shop team says, “Di dalam toko pakaian ada topi”. They then turn the card with the word “topi” over to reveal the picture. Everyone says “betul” (correct). The clothing shop team takes the card and the next shop has their turn. If the students’ choice is incorrect, everyone says, “salah” (wrong) and the card is turned words-up again. The game continues until one shop collects all 10 stock items.

Challenge Daftar Papan

Stick students’ name tags on the whiteboard or wall with Blue-tac. A student can challenge any other student higher on the list. The teacher or quiz master asks two questions. If the students tie, a third question is asked. If the challenger wins the names swap positions. If the challenger loses, the names remain in the same positions. This game is suitable for any level and any vocabulary area. constructIon proJect: Make an extended version of the flashcard tower to display students’ name tags. Clearly number each position.

Buku Pasar

Make An Advertisement

Students collect information about an item and make a promotional poster.

Berapa Harga

Teacher or game leader starts a sentence. Chosen student should finish the sentence correctly. For example:

teacher: “Satu pisang harganya empat ratus rupiah, sehingga dua pisang harganya?”

student: “Delapan ratus rupiah”

As students become more adept at processing this kind of information, the questions and answers can be more complete:

teacher: “Jika satu pisang harganya empat ratus rupiah, berapa harga dua pisang?”

student: “Dua pisang harganya delapan ratus rupiah.”

teacher: “Jika tiga apel harganya sembilan ratus rupiah, berapa harga duabelas apel?”

student: “Duabelas apel harganya tiga ribu enam ratus rupiah.”

The Mar ket Book

A I S V Page 33Language Resources, Exercises, Activities and Games

DIJUAL DUA BAJU

SATU BAJU BARU, BERWARNA BIRU, BERLENGAN PANJANGDAN SATU BAJU BEKAS KONDISI BAGUS, BERWARNA JINGGA,

BERLENGAN PENDEK

HARGA DIJAMIN MURAHHANYA Rp. 45.000, – dan Rp. 20.000,

KALAU BERMINAT, ANDA HARUS CEPAT!!!

HUBUNGI: PAK HARTONO, KIOS NO. 8 PASAR BUAH DAN SAYUR JALAN KUNING, DENPASAR


Activities and GamesGames or activities differ from exercises in that there is often a winner at the end of the game, whereas exercises provide regular practise. Both assist in language retention and fluency development.

Market Role Plays and Market Games

Included are templates of seven denominations of money ranging from 100 rupiah to 50,000 rupiah. Print, guillotine and laminate the money in a uniform manner similar to the other language resources. Store the money with the same number of notes in each bundle (e.g. 20) to ensure that notes don’t go missing.

Role plays and dramas can develop in many different directions with vocabulary, flexibility, spontaneity and determination of the outcome all being varied.

The easiest role plays involve only one kind of item with limited distinctions between each item (e.g. T-shirts, with only a choice of three different colours). Intermediate and advanced role plays may be written or oral-only. It is important to note that both approaches to this activity are important. It simply does not follow that beginners write their role plays and more advanced students don’t. Written role plays offer students the chance to be far more expressive in their role play, while oral-only role plays can be more realistic in the spontaneous exchange between sellers and customers.

Set up bargaining games by handing out the same amount of uang pasar (market money) to each student or pairs of students. Appoint other students to take on roles as shopkeepers.

Bargaining games can be set up where students start with the same amount of uang pasar and must aim to buy certain items or a certain quantity of items. Memory cards can be dealt out to students to provide them with a shopping list. For instance, each pembeli (buyer) with Rp. 50,000 and six memory cards must buy at least four of the items listed on their cards. The winner is the person who manages to purchase at least four cards and retains the most money (i.e. has bargained the best). The shopkeepers or penjual (seller) can also compete by selling four of their six memory card items and finding out who made the most profit. An important aspect of these kinds of games is the reporting session where everyone must report back what they bought and how much it cost.

Buku Pasar

A I S V

The Mar ket Book


Basic Role Play

This role play is between two people only and the conversation is simply transactional. The choice of clothing is limited to colour and there is only a short bargaining exchange between penjual and pembeli.

penJual: “Mau membeli apa?” pemBelI: “Saya mau membeli kaos oblong.” penJual: “Warna apa?” pemBelI: “Saya suka kaos oblong yang berwarna biru. Berapa harganya.” penJual: “Rp. 30,000.” pemBelI: “Wah! Mahal sekali. Rp. 10.000?” penJual: “Maaf, tidak bisa. Rp. 25,000, ya?” pemBelI: “Bagaimana kalau Rp. 20,000?” penJual: “Baiklah, hanya untuk anda.”

Intermediate Role Play

This role play is between two people only. The conversation is social as well as transactional. Choice of an item needs to be made and then the colour decided upon as well. The bargaining exchange between penjual and pembeli is more extensive.

penJual: “Selamat pagi Pak.” pemBelI: “Selamat pagi Bu.” penJual: “Apa kabar?” pemBelI: “Kabar baik, Pak.” penJual: “Mau membeli apa?” pemBelI: “Saya mau membeli hadiah untuk teman saya.” penJual: “O, ada banyak pilihan di sini. Ada dompet, kaca mata hitam, gantungan kunci dan lain lain.” pemBelI: “Hm...saya suka dompet ini. Tapi apakah ada warna yang lain?” penJual: “Tentu saja, ada warna coklat, hitam, kuning, merah atau biru.” pemBelI: “Saya ingin yang warna biru. Berapa harganya?” penJual: “Dompet yang warna biru hanya Rp. 20,000.” pemBelI: “Wah! Terlalu mahal, Bu. Rp. 5,000 saja, ya?” penJual: “Tidak bisa. Rp.18,000.” pemBelI: “Bagaimana kalau Rp. 9,000, Bu?” penJual: “Saya bisa rugi, pak. Harga pas saja, Rp.13,000, ya?” pemBelI: “OK, ini uangnya.” penJual: “Terima kasih, ini dompetnya.” pemBelI: “Sampai jumpa Bu.” penJual: “Ya, sampai jumpa Pak.”


Advanced Role Play

This role play is a conversation between three people. The conversation is social as well as transactional. There is discussion about the choice of item, the appearance of the item chosen and then animated negotiation over the price.

penJual (pak):

pemBelI #1: (mBak wantI)

pemBelI #2: (mBak trI)

penJual: “Mau ke mana, Mbak?”

pemBelI #1& 2: “Jalan jalan saja Pak.”

penJual: “Beli buah – buahan, Mbah. Untuk oleh – oleh.”

pemBelI #2: “Ya mungkin, Pak.”

pemBelI #1: “Buah apa yang paling manis hari ini, Pak?”

penJual: “Buah rambutan manis sekali sekarang.”

pemBelI #2: “Ya, tetapi masih mahal Pak karena musimnya baru saja mulai.”

penJual: “Tapi keluarga anda akansenang kalau nanti sore makan rambutan.”

pemBelI #1: “Bagaimana dengan mangga Pak?”

penJual: “Mangga ini juga manis. Mau berapa buah?”

pemBelI #2: “Mangga itu kelihatannya masih hijau dan belum matang, Pak.”

penJual: “Ya, memang warna kulitnya hijau tetapi dalamnya sudah matang dan manis sekali.”

pemBelI #1: “Berapa harganya, Pak?”

penJual: “Untuk Mbak Rp. 2.500 yang kecil dan Rp. 3.250 yang besar.”

pemBelI #1: “Wah, mahal sekali Pak!”

penJual: “Tidak, Mbak. Ini sudah harga umum.”

pemBelI #2: “Rp. 2. 500 untuk yang besar, ya?”

penJual: “Maaf, Mbak. Saya belum dapat untung. Bagaimana kalau Rp. 3.000.”

pemBelI #1: “Baiklah, tapi tolong pilihkan tiga yang paling besar dan manis, ya?”

penJual: “Tentu saja. Ini mangganya, Mbak. Besok beli lagi, ya?”

pemBelI #2: “Ya, pak. Terima kasih, ini uangnya.”

pemBelI #1: “Kalau mangganya manis pasti besok kami kembali lagi.”

penJual: “Terima kasih, Mbak. Selamat jalan – jalan. Saya tung gu, ya besok.”

Buku Pasar

A I S V

The Mar ket Book


Rules For Beginners Market Game (Grades 3 to 5)

Two players. One is the penjual (seller) and one is the pembeli (customer). The pembeli has the task of buying an item. The item is suitable. There is no discussion of the range of colours, sizes, quality or appearance available. The only point of negotiation is the price.

Rules for Intermediate Market Game (Grades 4 to 7)

Two players. One is the penjual (seller) and one is the pembeli (customer). The pembeli has the task of buying one of several varieties of an item. The two players should greet each other before bargaining begins. The item is suitable in all areas except, for example, the size which needs to be decided upon (besar, sedang atau kecil). After the range in sizes has been offered and decided upon, the only point of negotiation is the price.

Rules For Advanced Market Game (Grades 5 to 8)

Three players. The two pembeli have the task of buying one of several varieties of an item from a range of different items. They must discuss their options with the penjual as there are many things to consider. The penjual has the task of convincing the two pembeli to buy something that will give him/her the most profit. All players need to be social and talkative while driving a hard bargain.

Auctions

Run like traditional house auctions in Australia, market auction activities provide students with the opportunity to use their Indonesian language skills in a more realistic manner. Students begin with a certain amount of money. This may be the same for every student or may have been “earnt” during the term. Food, basketball cards, ribbons and any other highly sought-after item can be successfully bid for by keen students who have mastered large numbers.

Note: Bargaining must be conducted within the denominations available e.g. students may not bid in amounts of Rp. 50 as there is no Rp. 50 note in the uang pasar.


Class Auction

equIpment: Cloth and sewing materials, auction money template This is a term or semester-long rewards program. Firstly, students make wallets. During each class, hand out uang lelang (auction money), to students who deserve a reward for fantastic work or exceptional effort andcommitment to the task. Uang lelang are a photocopied version of the uang pasar. Colour printing and laminating are not necessary. For simplicity as a reward system, limit the denominations to two or three rather than all seven note values. At the end of each term or year, students have the chance to bid for toys, stickers etc. The bidding is conducted in Indonesian. Money is returned in exchange for the auctioned items. Any money unspent is kept for the following auction in the following term.

Assessment Sheets

Three revision sheets are included with each market area. Students fill in the spaces provided with the appropriate Indonesian words. The pictures used are the same as those on the flashcards.

Memory Card Activities

The basic set of memory cards for each market area consists of one pair of each picture. Two sets (four cards) of each picture opens up the possibilityof playing a number of favourite card games. Use cards within one market area to introduce new games. Packs of cards may be mixed according to the ability of the students. Many well-known games are ideal with alterations that require the players to use their Indonesian language skills to succeed in the game. Indonesian language card games can be a very effective way of enabling children to work with the words and phrases they are learning, provided the rules keep communication in the Indonesian language prominent.

Memory

equIpment: One set of memory cards from one market area players: 2 to 4

Shuffle cards and place them all face down. The first player turns over one card. They must say the Indonesian word to allow them to turn over a second card. They should say the name of the second card in Indonesian. If the cards are the same the students says, Dapat sepasang (I’ve got one pair), and keeps the pairs. Player continues until they turn over two different cards. These cards are then returned face down and the next player has a turn. Failure to say the name of the card in Indonesian results in the card(s) being turned face down again and the turn going to the next player. The winner is the player who collects the most cards.

SetBuah-buahan

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Memory cards

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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Write the Indonesian words for these items of fruit and vegetables in the spaces provided.

1. 2.

3.

4.

6.

7.

8.

9. 10.

5.

SET BUAH-BUAHAN DAN SAYUR-SAYURAN 1

Assessment sheet

Buku Pasar

A I S V

The Mar ket Book


Snap

equIpment: Two sets of memory cards from 1 to 3 market areas players: 2 to 4 The traditional game of snap with a few differences. Shuffle the cards and deal face down to each player. Players may not look at their cards. As each player places a card on the pile in the middle, all of the players say the name of the picture in Indonesian. If a matching pair of cards are dealt in succession, the player who calls “snap!” and has their hand on the pile takes the whole pile provided they can say the name of the picture in Indonesian. If the player is unable to name the picture in Indonesian the pile remains in the middle and play continues. The winner is the person who collects all of the cards or has the most cards at the end of the session.

Sepasang

equIpment: Two sets of memory cards from one market area players: 4 The aim is to collect as many pairs as possible. Deal all cards face down among the players. Players place pairs which they already have face up. First player asks another player, “Apakah kamu punya kartu..?” (Do you have a…card?) The response should be “Ya” (and the card is handed over), or “Tidak”. The next player then continues. The winner is the player who collects the most pairs when one person doesn’t have any more cards in their hand.

Board Games

There are three board games for each market area covering each set of vocabu-lary. Players take turns by rolling a dice. Players may only move forward after they have correctly stated the number they rolled in Indonesian. They may only stay on the square they land on if they can say the name of the picture on that square in Indonesian. Failure to do so results in returning to the square they were previously on. The winner is the first person to reach “selesai!”

* Students need to be instructed on how to perform as juri (umpire) using vocabulary cards to conduct the game in Indonesian.

* Information Technology – students can make their own board games for specific themes and an accompanying vocabulary list for resolving disputes during the game. Make sure students check each others work before printing and again before laminating.










MULAI

SELESAI



Board game


Handy vocabulary Card Activities

Handy vocabulary cards can be used to assist players when they play many different games and activities including: guess the next game – advanced, memory (initially), sepasang, and board games (initially). The cards are also invaluable in role plays and market games where they enable students to gain more confidence in speaking and performing because the content of their communicative task is in the palm of their hand on one or two cards.

Tas Belanja (Shopping Bag)

From a collection of resource items children choose items to go into the shopping bag. teacher: “Tas belanja saya kosong.” fIrst student: “Ada pensil untuk tas belanja.” teacher: “Hanya pensil di dalam tas belanja saya.” second student: “Ada…”

Tas belanja (Writing Activity)

Students write the list of items to be collected in a bag. Two or three students then compete to collect the items on the list from around the classroom.

Word Searches

Eighteen word searches have been provided: one for each sub-section of each market area.

SET BUAH-BUAHAN DAN SAYUR-SAYURAN 1

A K E T I M U N G A B B

V A G T I S R A C J B A

A P E L E S V B I E L W

C L A S F A R A M R I A

A L M P I S A N G U O N

B A A N G S A N K B G

B P U A U A S Z G A R P

U M A T O M A T X S U

Y S U A I A L S A P G T

A Q O R T E L T I A I

R O G A N A K O L R K H

E F K E N T A N G N A K

Find these Indonesian words for these items from the fruit and vegetable marketNOTE:Words are hidden vertically and horizontally only

APEL

PISANG

JERUK

TOMAT

PIR

WORTEL

BAWANG

BAWANG PUTIH

KETIMUN

KENTANG

PENCARIAN KATA / WORD SEARCH

W

W

W

Word search sheet

SETBUAH-BUAHAN DANSAYUR-SAYURAN 1

apel

pisang

jeruk

tomat

pir

wortel

bawang

bawang putih

ketimun

kentang

Handy vocabulary card

Buku Pasar

A I S V

The Mar ket Book


S E R A T U S R U P I A H

U A N G P A S A R I N D O N E S I A

L I M A R A T U S R U P I A H


S E R I B U R U P I A H




S E P U L U H R I B U R U P I A H


L I M A R I B U R U P I A H

Buku Pasar


D U A P U L U H R I B U R U P I A H


L I M A P U L U H R I B U R U P I A H

A I S V

The Mar ket Book



Games

Congklak

Congklak, also known as congkak or dakon is a traditional Indonesian game for two players. The board consists of seven small holes anak (children) on each side with a larger storage hole indung (mother) on each player's right. Playing pieces consist of seeds, shells, beans, beads, or buttons – called biji. The game is set up with seven biji placed in each anak and each indung left empty.

There are many variations of this game. The following is a set of basic rules explained so that students may understand the concept and basic strategies to enjoy playing congklak.

Explain to the students that: • Eachindungontherighthandsideofa player is used as their bank. • Thesmallholesdirectlyinfrontofaplayer are his/her “land”. The holes opposite are the opponent’s land. • Thewinneristheonewhohasdeposited

the most seeds into their bank at the end of the game.

This is how to play Congklak: • Filleachofthesmallholes(anak) with seven seeds. Remember : leave the bank (big hole/indung empty to start with).

• Decidewhowillgofirst(cointoss,etc.).Thefirstplayerpicksupall the seeds from any one of the small holes that is directly in front of them. They distribute the seeds in each subsequent hole moving in a right or anti-clockwise direction and dropping one seed in each hole including his/her own bank but not the opponent’s bank. Each hole means every single small hole including the ones right in front of the opponent (the opponent’s land).

MyBank

His/HerBank

His/Her Land

My Land

Buku Pasar

What to do when the last seed lands on:

• Theplayer’sownbank?–Theplayerloseshis/herturn.

• Anemptyhole?–Theplayerloseshis/herturn.

• Aholeontheopponent’slandwithseeds?–Theplayercontinues to play by picking up all the seeds in that hole and starts distributing them one by one to the next hole (not to the hole from which he/she picked up the seeds).

• Aholeonhis/herownlandwithseeds?–Theplayercontinuesto play using the above method.

Continue the game until there are no more seeds left in the small holes. To determine the winner, students need to count seven seeds back into each small hole on their land and find out who has some seeds left over. The game is then ready for another two students to play.

NOTE: While distributing the seeds, the students can practise their Indonesian counting.

Sepak Raga

This traditional game from Sulawesi is similar to kickball using a bola takraw (a ball made from plaited rattan).

Hacky Sack Takraw

The popular game of hacky sack, where players stand in a circle keeping the hacky sack in the air without using their hands, can be played with a bola takraw. Students can count the total number of kicks in Bahasa Indonesia. This game should be mastered before attempting sepak takraw.

Sepak Takraw

This is a much more difficult game played by two teams of three players each similar to volleyball. The court and net are the size and height of those used for badminton. The main difference is that players may not use their hands. The ball is kicked, or hit with their head, chest or shoulders. This game is listed more as a cultural point because of its high degree of difficulty. Internet sites showing sepak takraw in action are easily found.

A I S V

The Mar ket Book


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