Terima kasih to Bu Cathy for re-scheduling this meeting so that I could attend. It was so great to hear what other Indonesian TPRS teachers are doing. The meeting was held at Port Elliot Primary School.
Currently Hub members are using Spongebob may Sprite for junior learners and Bercakap-cakap terus for Years 3 – 6. I was amazed to hear that two of the teachers taught 6 new words per week to the middle students before beginning on the story. They appeared to remember the words really well!
I heard about some good activities for students:
- order sentence strips
- match sentence strips with pictures
- order words
- spelling battleships (instructions on Bu Cathy’s blog)
- the Bop! game (also on Bu Cathy’s blog)
- sing the story
Sing the story was great! To the tune of Baa Baa Black Sheep, students learn to sing the story, as in:
Lucy mau jaket.
Tidak mau jaket.
Lucy pakai jaket.
Lucy berkata, “Terima kasih, Peter”.
One of the teachers told us about a good game to practise ‘punya’ with young children. One person stands out the front of the group facing the whiteboard. Teacher quietly gives the ‘apel’ to someone in the group. The child at the front them turns around and has to discover who has the object by asking ‘Daniel punya apel? Lucy punya apel?’ etc.
Bu Cathy told us how teachers had used ‘Cicak Cicak di dinding’ and had students act it out.
I found out about three types of writing:
- free write: students write about anything. This is a timed write from between 5 and 15 minutes
- re-write: re-write the story students have learned in class
- quick write: students write about a picture based on the story they have learned
The re-write can be made more interesting by taking out names of characters and places and asking students to make up their own, then illustrating.
More great ideas for junior classes:
- charades in pairs, guess the verb
- ask questions about the story, students pick up a piece of duplo if the answer is yes, don’t pick up if answer is no
- listen and draw
- wordle – use limited words for juniors. First to point to the word teacher says gets a point
- guess the gesture
- fruit salad – adapt with words from the story (can do with duck, duck, goose also)
- quick draw – in pairs – one draws, the other states (in Indonesian) the line from the story
- Raja Monyet – students sit on chairs in a circle, with one child Raja Monyet (king monkey) in centre. Teacher asks question (e.g. Kamu tinggal di mana?) Everyone answers with their own answer, but when Raja Monyet answers with ‘Saya tinggal di hutan’ (A special answer which teacher has previously told child), everyone must swap seats so that a new Raja Monyet (last one left standing) is found.
- Guess the number (Saya pikir nomor) – even Preps can do this! Write numbers satu to lima (or more) on the board, like this:
Choose a student to come out and write their number on the back of the whiteboard where no other students can see. (Useful if you or the student forget the number!) then student picks others to guess the number. They put a cross next to the number if it is not correct. If it is correct, new child gets a turn. Must say the number in Bahasa Indonesia!
If playing the game with middle or upper students, tell them to think of a number between 1 – 40, or 1 – 100. Draw a horizontal line on the whiteboard. If the class group guess a number larger than the one the student is thinking of, then this number is written ABOVE the line. If it is smaller, the number is written BELOW the line. Students (hopefully) narrow down their options and guess quickly.
Here are some good TPRS ideas I picked up from Bu Carmel:
- use a music stand for your lesson plan (great idea – I always put mine down and lose it!)
- go s-l-o-w-l-y, students understand so much better!
- to settle students, Carmel says ‘satu, dua, tiga, diam’ twice. It works!
- students fill out a self-assessment form after each lesson, based on how well they listened, responded etc
- use a powerpoint presentation with aims of your lesson, stories, new words listed, pictures etc – Carmel’s powerpoint was ‘luar biasa’!
- throw a ball and ask students a question, such as ‘Apa kabar?’ for quick answer practice.
- use strip bingo (Martina Bex?) to revise words – I had not seen this used before. Students were asked to fold (lipat) a strip of paper in half, then in half again. They wrote any four words from the story. As teacher calls out the words, remove your word BUT only if it is on one of the ends of the strip. First one to throw all their words in the ‘tempat sampah’ is the winner. Students loved this game!
Thanks so much for having me, Bu Carmel!
I am writing this blog in Adelaide after visiting Bu Cathy on the Fleurieu Peninsula, a beautiful part of South Australia. After following Cathy’s blog for about a year, it was wonderful to see her teaching Indonesian. I took copious notes and am eager to try some of her strategies! I was inspired by seeing Bu Cathy teaching! It was my first time in South Australia and it is certainly a beautiful part of the world.
These are the notes I took while observing in her classroom at Port Elliot Primary School. Firstly, I was super impressed by Bu Cathy’s almost 100% usage of Indonesian. Certainly something to aspire too!
The class began with singing a song: Selamat siang, Selamat siang,
Apa kabar? Apa kabar?
BUT instead of the usual baik-baik saja, the students sang: lumayan, kurang baik, senang sekali
The roll was taken by using Class Dojo. Each child was asked ‘Apa kabar?’ They answered with an amazing variety of answers: panas, lapar, baik-baik saga, capai, bingung, sedih, as well as the examples in the song.
There were 3 cute little monkeys displayed in the classroom, labelled ‘diam, duduk, dengar’.
I thought Bu Cathy’s behavioural management techniques were great and will be using them in my room! There were two A4 posters stuck on the board, labelled ‘nakal’ and ‘pandai’, with appropriate pictures. Each junior lesson, Cathy chose a paddle pop stick labelled with student names. Every time someone was ‘pandai’ throughout the lesson, a tally mark was recorded beneath the ‘pandai’ poster. If someone called out or blurted in English, a tally was added to the ‘nakal’ side. At the end of the lesson, these tally marks were counted out aloud, practised and the student written on the paddle pop stick received a prize (if the ‘pandai’ score exceeded the ‘nakal’ score. Older students were asked to move from ‘kelas satu’ or ‘kelas dua’ seating to ‘ekonomi’ (the floor). When students needed to be reminded about behaviour, a finger gesture with a spoken ‘nakal’ was usually sufficient. Class dojo was also used to record good responses (jawab), disrespectful, unfocused behaviour and calling out in English.
When students began to lose focus or needed to transition, Bu Cathy would say:
‘Angkat satu tangan, angkat dua tangan, tepuk tangan’ It was a very effective way to get the attention by using a movement.
There was also a school-based Step Program where students receive a warning for Step 1, Time Out for Step 2 and Buddy Class for Step 3. If they get to Step 3, there is a form for students to fill out while in the buddy class. A copy of this goes home and has to be signed by parents.
Bu Cathy chooses one child per lesson to sit in the ‘kursi luar biasa’. This child then gets to ‘antri’ (line up) first at the end of the lesson.
Bu Cathy used a great dance/exercise video for her junior classes. It was fun and very cute! The link is below:
For upper classes, Bu Cathy asked the students to ‘Berdiri satu kaki’ (Stand on one leg) while she counted to twenty. To make it harder, students were invited to ‘Tutup mata’ the second time they tried. (not easy!) Berdiri satu kaki, lihat, menghitung sampai 20′.
I liked the way Bu Cathy invited her students to participate in the dance by asking: ‘Murid-murid mau berdansa?’. If they did not want to, they sat in front of the screen and watched the video of the dance.
At the start of the lesson, words to the current story were revised by saying them with the teacher and doing the gestures. Pakai topi, pakai jaket, pakai sepatu, terlalu besar, terlalu kecil, pas (OK gesture). Bu Cathy would say ‘Bu Cathy Bahasa Indonesia, murid-murid Bahasa Inggris’, then the students would translate each word at a time.
At the end ‘Sampai jumpa’ was sung to the tune of If You’re Happy and You know It’
Sampai jumpa, sampai jumpa, sampai jumpa
Sampai jumpa, sampai jumpa, sampai jumpa
Sampai jumpa murid-murid
Sampai jumpa Bu Cathy
Sampai jumpa, sampai jumpa, sampai jumpa
The pace was constant and kids were engaged. Bu Cathy would repeat words with gestures and change the patterns to keep kids thinking and moving. They would flip between ‘nakal, nakal, pandai, pandai, nakal’, say words in a variety of voices and in a variety of speeds and intonation. Sometimes she would say ‘pakai sepatu’ but do a different action to see if kids were listening. I loved the way Cathy combined a variety of movements to keep kids on their toes:
Berdiri, putar, duduk.
Hitunglah satu sampai lima.
Bediri, lompat, duduk.
They also sang a cute song for learning numbers to the tune of Are you Sleeping?
Satu, dua, tiga, satu, dua, tiga, one, two, three, one, two, three
Empat, lima, enam, empat, lima, enam, four, five, six, four, five, six.
Tujuh, delapan, tujuh, delapan, seven, eight, seven, eight
Sembilan, sepuluh, sembilan, sepuluh, nine, ten, nine, ten.
Students were asked ‘Murid-murid siap?’ ‘Siap!’ they responded.
Jobs had been previously chosen, there were about 8 positions, tukang foto, polisi, menggambar, sekretaris, menghitung waktu dan ketua kelas. The ‘ketua kelas’ first marked the roll, asking each student ‘Apa kabar?’ They responded with a variety of answers as the junior students did. The ‘Menghitung Waktu’ counted the time taken to mark the roll and this was written on the white board so other classes could compare.
The ketua kelas was asked to stand and said: ‘Murid-murid, berdiri dan kasi hormat kepada Bu Anne’. I discovered later that students ‘audisi’ for the position of ketua kelas.
Class rules were revised, as well as gestures to be used if Bu Cathy was going too quickly or if students did not understand.
Words and gestures to the latest story ‘Bercakap-cakap terus’ were revised by doing gestures and saying words with the teacher. The words were keluar, datang, membaca, jangan, bercakap-cakap, pergi, terus, selalu, diam.
They then did some fun TPR with jangan tepuk tangan, berdiri, jangan berdiri, duduk, jangan duduk. etc.
Students were led through the story twice with different actors each time.
The last 15 minutes of class were reserved for ‘kursi luar biasa’.
Some of the questions used were:
(Nama) tinggal di mana?
(Nama) bermain futbol/bola basket/kriket/tenis/sepak bola?
Di klub yang mana?
Siapa bermain di tim (Nama?)
Siapa bermain di klub (Nama?)
(Nama) punya anjing/kucing/burung/ular/kadal/tikus/ikan/kuda?
Siapa juga punya anjing etc?
Siapa nama teman (Nama)?
(Nama) punya adik/kakak?
Then they do a quiz based on that person. They stand if the statement is ‘benar’ for them. Salah – duduk.
eg Ashleigh punya satu adik. (Kids stand if this is true for them)
I will be posting next about my visits to Yankalilla Area School and Victor Harbor Primary School. Stay tuned!
Am enjoying reading and taking inspiration from Niki Tottingham’s blog, Mejor Dicho. She teaches Spanish in elementary school but her ideas are adaptable to any language. Will be trying lots of her activities!
Here is the link to her blog:
Here are a couple of tried and tested mini stories I did last year. Feel free to use and adapt!
Last week I had a very successful Prep lesson, so thought I would share. I had a big tub of colourful unifix ‘balok’ so I packed these into 26 little snap lock snap bags with 6 blocks in the colours I wanted to focus on, white, blue, red, yellow, green and brown. The kids sat in a circle while I placed one of each block in the centre. We did a little practise with ‘ambil merah’ etc to revise the colours, then I explained in L1 that we were going to ‘buat menara’ (build a tower) with the blocks, starting at the bottom and placing colours ‘di atas’. They each had their own little bag and began making the towers following my instructions in L 2. I made the tower too, but stayed a little behind so I could observe who was getting it. That way they had instant feedback.
Then we ‘rusak, rusak’ and began again. We built a few towers. They were totally engaged and on task. We packed them up, helped each other do up the snap lock bags, and I gave out a tower worksheet, with six towers of 6 levels. (Perfect, discovered it with Google!) S
They coloured in the ‘menara satu’, again following my instructions. We only got through one tower as time was up, but will continue with this next lesson. What a fun way to learn colours!
After watching the Carol Gaab DVDs, I was eager to try some of her methods in the classroom. I tried chanting a phrase we were learning, along with movements similar to what Carol had modelled. We said ‘Harimau makan kancil’ (Tiger eats kancil), two claps in the air up high, then repeated the phrase with claps to the left, the right, on our tummies, chests, knees and then I spun around, chanted and then did two claps on my bottom. Oh, wow! Instant engagement. Had forgotten the young child’s fascination with any slightly ‘rudey’ bits. ALL students loved it, giggled, chanted, wanted to do it again! Worked from Preps right up to Year 3. Will be including this one in my repertoire for sure. So shake your tail feathers!