Suara Yogya - ILTI Edition

In 2010/2011, The Australian Consor-tium of ‘In-Country’ Indonesan Stud-ies (ACICIS - pronounced Ah-Chee-Chis - as an Indonesian would say it) successfully piloted the Indonesian Language Teacher Immersion (ILTI) programs.

The first ILTI semester-long program ran in August 2010. The first ILTI short course program ran in January 2011. Both programs were held at Universitas Sanata Dharma (Sanata Dharma University - USD), in Yo-gyakarta, Indonesia.

The ILTI programs are funded by the Australian Government Department of Education, Employment and Work-place Relations (DEEWR) under the National Asian Languages and Stud-ies in Schools Program (NALSSP).

Having more students studying Indo-nesian in Australian schools requires classroom-ready specialist Indone-sian language teachers with a sub-stantial experience in, and knowledge of, Indonesia, its languages and its cultures.

The Indonesian Language Teacher Immersion (ILTI) programs achieve

this objective by effectively provid-ing high-quality Indonesian language teachers, through a tailored ‘in-coun-try’ program, based at Universitas Sa-nata Dharma (USD), in Yogyakarta, Indonesia. The ILTI programs flex-ibly accommodate pre-service and in-service teachers, and also Indone-sian background speakers, thereby in-creasing teacher supply and providing attractive and innovative pathways to fast-track advanced linguistic and classroom competence.

At the 2011 orientation of the semes-ter-long ACICIS programs, Mr Greg Moriarty, the Australian Ambassador to Indonesia, spoke with the new stu-dents. He talked about the importance of education in his welcome speech: ‘Education has played and continues to play an instrumental role in the strong bilateral relationship that ex-

ists between Australia and Indonesia.’

Suara YogyaIndonesian Language Teacher Immersion (ILTI) Edition 2011

www.acicis.murdoch.edu.au

‘Education has played and continues to play an instrumental role in the strong bilateral relationship that exists between Australia and Indonesia.’ Mr Greg Moriary, the Australian Ambassador to Indonesia, 2011

The Australian Consortium for ‘In-Country’

Indonesian StudiesC/- Faculty of Arts, Education

and Creative MediaMurdoch University WA 6150 Australia

E:[email protected] P: (+61 8) 9360 6254 F: (+61 8) 9360 6571

ACICIS

dua 2 A Note from the Editor

Editors Note

In this issue of Suara Jogja we focus on the newly developed Indonesian

Langauge Teacher Immersion (ILTI) pro-grams that have just piloted in Indonesia. This booklet provides some background information on studying Indonesian lan-guage teaching at the Universitas Sanata Dharma (Sanata Dharma University) in Yogyakarta, a university that has a rich and unique history. A/Prof David Reeve, the ILTI Academic Coordinator, writes about the different elements of both the ILTI semester-long program and the ILTI Short Course.ACICIS participants from the ILTI Short Course 2011 program have contributed

stories as well. They talk about their ex-periences on the program and the benefits they gained.An ACICIS ILTI Semester student also reveals insights into spending a semester in Yogyakarta on the ILTI.

Meg McPherson s27Suara Yogya submissions to:[email protected]

Matur NuwunsTerima kasih banyak to everyone who contributed to this issue: Brooke Nolan s27, Elena Williams s20, James Walsh, s26.

Consortium DirectorProf David Hill

Secretariat OfficerMeg McPherson

Secretariat ManagerDavid Armstrong

Resident DirectorDr Phil King

Yogya Program Assistant Dimas Rezki Adiputra

Deputy Confortium Director / ILTI Academic CoordinatorA/Prof David Reeve

Yogya Office ManagerSinta Sulistianingsih Padmi

Yogya Program AssisstantDyah Pandam Mitayani

ACICIS Staff

What is ACICIS?The Australian Consortium for ‘In-Country’

Indonesian Studies

Pronounced “ah-chee-chis” (as an Indonesian would), ACICIS has been opening doors to tertiary institutions throughout Indonesia since 1994, offering a range of study options and in-country support to help students gain invaluable first-hand experience of one of the

richest and most diverse countries in the world.

tiga 3 A Note from the Academic Coordinator

Indonesian Language Teacher ImmersionHave you ever thought of teaching Indonesian? There are now two new programs at Sanata Dharma univer-sity in Yogyakarta for prospective and current teachers of Indonesian from around Australia. These are run by ACICIS, the consortiun of Australian universities that has been placing Aus-tralian students at Indonesian universi-ties for the last 16 years.

“I was amazed at the quality of the ILTI program”

“If you want a truly unique experience with study and culture, the ILTI short course is your best bet.”

“This has been one of the best PD I have ever done as it has given both my teaching and my language skills a wel-come boost!”

“What a difference 3 weeks can make to your language skills and understand-ing of Indonesian culture!”

These are some of the comments from the 17 school teachers from around the country who took part in the January 2011 3-week intensive course. Most are already teaching Indonesian in primary or high shools, but three were planning to take up Indonesian teaching. Anyone can join this course, from beginners to

fluent, teachers and non-teachers. The next program will run from 30 Decem-ber 2011 to 20 January 2012.

On most days classes end round lunch time, so participants have maximum chances to get out of the classroom and into interactions with the lively social mix of Yogyakarta, a tourism and education city. There are over 130 institutes of higher education in Yo-gyakara, within 32 square kilometers, plus a rich and varied artist community. A great place to study and to hang out.

The 17 teachers just did not stop for the whole 3 weeks, and on their ‘days-off’ were going up mountains, visiting tem-ples, collecting real-life materials for their class-rooms, watching Indonesian films and singing at various karaoke. Amazing.

To encourage participation on the ILTI 2012 short course ACICIS is offering scholarships of $750 to applicants.

The longer course, aimed at university students but open to anyone interested, is a semester at Universitas Sanata Dharma (USD), August to December or February to June. It is made up of a package of selected education sub-jects already offered at USD, including a teaching practicum in an Indonesian school, plus a class on teaching Indo-nesian in Australian schools, based on the on-line program FLOTE (facili-tating the learning of languages other than English), developed at Murdoch University by Dr Lindy Norris.

Students take 12-15 hours a week of classes, and fill the rest of the time with campus and off-campus activities. In its first year 9 Australian students plan-ning to be Indonesian teachers have completed this program, coming from NSW, WA,SA, Victoria, Tasmania and the Norther territory. Six Indonesian participants, including 3 students and 3 USD staff members also took the FLOTE component.

Apart from their teaching practicum and FLOTE subject, the students so far have chosen subjects like: reading, lis-tening, speaking, writing, error analy-sis, spelling, planning teaching materi-als, developing materials and media for teaching, sociolinguistics, cross-cultur-al understanding, and multimedia.

Application forms for the Jan-2012 course will be available in July 2011, and applications for the next semester course close on 1 October 2011. Any enquiries at all are most welcome to [email protected].

“This has been one of the best PD I have ever done as it has given both my teaching and my language skills a welcome boost!” Past ACICIS ISC 2011Teacher

Other than the language classes run at USD, ILTI teachers are assigned an Indonesian tutor while they are in Indone-sia to help them navigate life in Indonesia, to be a friend, and to maximise their understanding of Indonesian. The ILTI teachers can run over what they have learnt in class with their tutors or ask any questions they have about language, Indonesian culture; anything really!

ACICIS runs three field trips during the ILTI Short Course. These trips are not only for the language learning experience, but also to see other sides of Indonesia rather than the usual touristy spots. Of course there is time for your to visit local cultural icons, such asBorobudur Temple, as well. Yogyakarta is the cultural capital of Indonesia!

empat 4

ILTI semester students complete a school placement as a part of thier studies. ILTI Short Course teachers visit three different schools to observe the education system in Indonesia. This allows the teachers to see what the Indonesian education system is like as well as make connections with Indonesian schools for future relation-ships.

Indonesian tutor

School ExperienceField Trips

Unique to the ILTI

The host university of both ILTI programs, Universitas Sanata Dharma (USD) is located in Yogyakarta. This catholic university was established in 1955 as a teaching college and then developmed over the years to become a full-fledged university. USD is a well-equiped, modern university, which has a language learning centre and a Teacher training and Education faculty.

Universitas Sanata Dharma

lima 5

FLOTE (Facilitating the Learning of Languages Other than English) is a language teaching methodology program, developed by Dr Lindy Norris at Murdoch Uni-versity with support from the National Asian Languages in Australian Schools Strategy (NALSAS). FLOTE is taught to all ILTI teachers at USD, along with Materials Development.

The Out-Of-Class-Language-Activites, now known as the OOCLAS, are language activities based in real-life contexts. ISC teachers must select form a wide range of tasks, choosing activities that are relevant to their language development and/or interests, twice a week. These activities are specially designed by the Academic Coordinator, A/Prof David Reeve.

The reflective ILTI eJournal provides teachers with an opportunity to add depth to the ILTI program by adding a period of systematic reflection on all or any aspects of the teaching and learning. This may be an excellent place for reflections on inter-cultural issues and for the sharing of materials and experiences from this program, and their future dissemination.

FLOTE

eJournalOOCLAS

ACICIS provide a pendamping (helper) for each ILTI teacher. The pendampings are there welcome you to Indonesia and help you out if you ever need assisstance. The group of pendampings become instant friends with the teachers and make adapting to living in Yogyakarta that much more easier. They are a vital part to the ILTI experience.

Pendamping

Teacher’s Storiesenam 6

Alex Gibson ILTI s32Sitting on the floor of my kost and re-flecting on the past year brings to light a number of different and conflicting feel-ings. Firstly how lucky I have been to experience this wonderful place, culture and people. Secondly surprise at how fast the year has flown past and the amount of things and places I still want to finish and thirdly sadness that my Indonesian adven-ture is coming to an end. A year abroad in Indonesia on the ACICIS program in short has changed my life by exposing me to an entirely different world and al-lowing me to embrace an entirely differ-ent society, culture and way of living. A year on the ACICIS In-Country program offers you a world of opportunities and experiences both inside and outside of the classroom. From sitting in a classroom and realizing you finally understand what the teacher’s saying, to the experience of Idul Fitri celebrations in the safety of a friend’s kampung, to nongkrong on the streets of Jogja to the wee hours of the morning, to Evacuation Vacation be-cause the temperamental Gunung Merapi to Jogja’s north, a whole new world has opened itself to me. During my time in Jogjakarta I have been fortunate enough to take two pro-grams ACICIS offers and my experi-ences couldn’t have been more different. Immersion at Universitas Gadjah Mada (UGM) introduced me to Jogjakarta and gave me ample time to travel and expe-rience Jogja, Javanese and Indonesian culture whilst the semester long ILTI program at Universitas Sanata Dharma (USD) provided a more structured and more demanding educational experi-ence in Indonesia. They have been two completely different semesters but both have provided me with solid foundations in Indonesian language, extensive friend networks and the opportunity to explore Jogjakarta as only a few foreigners have.The Immersion Program at UGM, the original and most famous ACICIS pro-gram, gave me plenty of opportunities to immerse myself in Indonesian life and culture. The program is a mix of language classes and immersion subjects. For me personally the highlight of this program was the free time I had to explore the ar-

chipelago. The freedom to choose from any of the classes offered at UGM meant that I could structure my timetable so I had a four-day weekend and thus was able to embrace the freedom to travel to remote areas of Indonesia. Another im-portant aspect of my time at UGM was being able to take language development classes. Coming to Indonesia I was less than confident with my language ability and this was important in developing my ability to communicate. One thing ACICIS does warn students about before coming to Indonesia is that most learning takes place outside the classroom and this was certainly the case at UGM. The teaching often lacked sub-stance and during my time at UGM there was lots of class kosong (in part due to Ramadhan and the largest eruption of Merapi in 140years). The temptation to hang-out with your fellow Australians and INCULS classmates and speak Eng-lish with them also meant that valuable time that I could have used to develop my language skills and cultural awareness was wasted. This program was fantastic if you wanted ample free time to go explor-ing and visit places all over Indonesia. During my semester at UGM I was able to go to Sumatra twice, Bali twice, Jakarta, and to many places in Jogja region. As a student who had never really travelled in Indonesia before, the ability to squeeze in lots of travel around my university.The ILTI program at USD in contrast in-volved a lot of work, with a constant flow of group assignments, no real designated holiday and all teaching in Indonesian. The ILTI program was a complete immer-sion program and a lot of pressure was put on us both by the lecturers and by our-selves to perform. For myself at the beginning of the se-mester I felt quite intimidated as a non-teacher going into a teaching course; the language didn’t bother me as much as not understanding the teaching concepts. However, the range of subjects on offer, even though quite restricted, meant you could style a program to suit your per-sonal needs and requirements. As I wasn’t

coming from a teaching background I decided to choose more diverse subjects rather than educational based ones. I feel that my language ability during my time at USD has improved exponentially. The tutors we were provided with were ex-cellent, the educational and staff support some of the best I’ve come across both here and in Australia and the lecturers were much more professional when com-pared to those I experienced at UGM.What I found most remarkable about this program were the few foreigners that ac-tually took mainstream courses at USD. We could go for a week at USD and only meet fellow Australian’s in FLOTE class, depending on how we arranged our time-table. On all the other days I found myself hanging out with my classmates and thus speaking purely Indonesian. The compul-sory school practicum also put our more formal language to the test as we inter-acted with teachers, staff and students at a local senior high-school. Although it had its fair share of hiccups it gave us a chance to put our teaching theory to the test as well as develop our Indonesian lan-guage skills. I chose to teach Indonesian language as my teaching focus but other students taught English and Sport. I felt that this practicum was an important part of my language development process and am incredibly grateful for the experience.In summation both programs at UGM and USD give a unique perspective and in-sight into life in Indonesia and Jogjakarta. Personally, I felt the ILTI program was far better for language development and should be considered by anyone wanting to come and study in Indonesia (not only perspective teachers). But part of the In-donesian experience is also the opportu-nity to travel and UGM had ample time for this. My personal advice for perspec-tive students would be choose the immer-sion program at UGM if you’re looking for a chilled academic experience and the chance to explore the archipelago, but if you want a more complete academic and immersion experience try the ILTI pro-gram; you’ll be surprised how quickly your language can develop.

USD vs UGM“You’ll be surprised how quickly your language can develop.”Alex Gibson ILTI s32

tuju 7

Margaret Foulkes ISC 2011In January this year my family and I ex-perienced life in Yogyakarta for three weeks. Here are some points I would like to share:• I have made special friendships that

I will continue to treasure. I have very fond memories of the young vibrant ACICIS language teach-ers. Smiles on their faces, genu-ine warmth and a happiness to be helping us extend our Indonesian language. The common room was always full of laughter, I was per-sonally welcomed or greeted by each and everyone of them as I passed them in the corridor.

• My tutor was not only diligent at making arrangements for our four hours of tutoring each week. The tutor carefully discussed and ques-tioned the areas that I felt needed improving. She would plan activi-ties and discussions based on my request. On top of all of this we be-came beautiful friends. I thoroughly enjoyed meeting her early in the morning to buy fresh food from the market as a means of practicing my bahasa. We shared secrets and gifts and will continue to keep in touch.

I was also fortunate that my tutor loved children and enjoyed spend-ing time with my two boys Arthur (6) and Ruben (3).

• From our daily LOTE and Meth-odology classes I took away some essential ways in which we should teach another language. The thing that sticks in my mind the most is to be as ‘authentic’ as possible. For example when teaching in Australia point with your thumb (not your finger) and don’t group students by hair or eye colour. Also important not to jump between the two lan-guages with a beginning language learner.

• I felt so privileged to have my two children and husband with me dur-ing the ILTI program. I was able to study each day and come home to my family in the afternoons/eve-nings. My family was also very much a part of the ILTI program, included in day trips, social events

& presented awards at the end of the program.

• I thought the pendampings (volun-teer helpers) were invaluable and really made our experience one to remember. Arthur my six year old son thought that the pendamping “was the best Indonesian person he had ever met” and our pendamping also felt very much a part of our family while we were there. It was an absolute pleasure to spend time with him.

• My biggest love for Indonesia is the people; they are so placid, happy and relaxed. With a country that has so little wealth they have such a wealth of spirit inside them. I feel that I can learn so much from the Indonesians ‘way of life’ and also travelling makes me feel so very grateful for the beautiful clean healthy country I live in.

You Can Take Your Family“I felt so privileged to have my two children and husband with me during the ILTI program. I was able to study each day and come home to my family in the afternoons....”Margaret Foulkes ISC 2011 Teacher

Media Release ISC 2011Tasmanians Scott Ambrose and Ingrid Colman recently returned from an Indo-nesian Language Teachers Immersion course in Yogyakarta, Indonesia’s cul-tural capital. They were among 17 teacher participants from all over Australia who spent their summer holidays attending language and methodology classes at Sa-nata Dharma University. Yogyakarta is near Mount Merapi which erupted with such devastation in October. Ingrid was part of a group who went to the headquarters of local NGO ‘Tlatah Boach’ (Children’s space) and met Pak Gunawan. He is coordinating the ‘Teman Gambar’ (Drawing Friend ) exchange which aims to connect children who are suffering from the impact of Mt Merapi’s devastating eruptions in 2010, and chil-dren in Australian primary schools. Each Merapi child will be set up with a ‘drawing friend’ in Australia and they will each create and exchange drawings to share their worlds. It provides a connec-tion between Indonesia and Australia that is based on communication and sharing experiences, rather than money and aid. Ingrid plans to involve some Tasmanian

classes in the Drawing Friend exchange.Both Tasmanian participants were funded under the Federal Government’s National Asian Languages and Studies in Schools Programme. Both Ingrid and Scott are completing Graduate Certificates at the University of Tasmania through this pro-gramme.The course included opportunities to visit Catholic, Muslim and state pri-mary schools. During these visits Ingrid showed photos and gave gifts of calen-dars and magazines from her schools in Tasmania. A big point of difference for students was the starting time of studies, 7am in Indonesia. The Indonesian chil-dren were amazed that Australian chil-dren go to school from 9 to 3.Local children were puzzled to see photos of electronic whiteboards and the wide-spread use of computers in Tasmanian schools. Most Indonesian students are multi lingual, speaking their local lan-guage, Bahasa Indonesia and also learn-ing English at school. Ingrid said “it is sad to see that there are so many students in Australia without the opportunity to learn a second language because of indi-vidual school curriculum decisions”.

Tasmanian Teachers Experience Hope at Merapi

delapan 8

The Australian Consortium for ‘In-Country’

Indonesian StudiesC/- Faculty of Arts, Education

and Creative MediaMurdoch University WA 6150 Australia

E:[email protected] P: (+61 8) 9360 6254 F: (+61 8) 9360 6571

ACICIS

This material was funded by the Australian Government Department of Education, Employment and Workplace Relations under the National Asian Languages and Studies in Schools Program. The views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Employment and

Workplace Relations.

“it is sad to see that there are so many students in Australian without the opportunity to learn a seocnd language because of individual school curriculum decisions.”Ingrid Colman ISC 2011 Teacher