(bipa for kids) for kids indonesiandise... · tepuk tangan, hentak kaki, putar badan . ... pelangi...

My Indonesia: Teacher’s Handbook

(BIPA for Kids)

Elisabeth Wulan Wahyuningtyas

Monika Dini Kurniasari Veronika Noviatri Indraswari

Editors: Barli Bram

Retno Muljani

My Indonesia: Teacher’s Handbook

Writers:

Elisabeth Wulan Wahyuningtyas Monika Dini Kurniasari

Veronika Noviatri Indraswari

Editors:

Barli Bram Retno Muljani

SDU Press

My Indonesia Teacher’s Handbook

Copyright © 2017

Elisabeth Wulan Wahyuningtyas, Monika Dini Kurniasari, & Veronika Noviatri Indraswari English Education Master’s Program, Sanata Dharma University, Yogyakarta

Writers:

Elisabeth Wulan Wahyuningtyas Monika Dini Kurniasari Veronika Noviatri Indraswari

Editors:

Barli Bram Retno Muljani Electronic e-Book: ISBN: 978-602-5607-19-6 EAN: 9-786025-607196 First edition, 2017 v; 50 p; 14,8 cm x 21 cm

Science of education

This book is presented solely for educational purposes. The authors are not offering it as legal, accounting, or other professional services advice. The stories and its characters and entities are fictional. Any likeness to actual persons, either living or dead, is strictly coincidental. htps:/ doi.org/10.24071/mpbi.mi.2017004 Cover and Illustration: Dekeys Layout: Dekeys

PUBLISHED BY:

SANATA DHARMA UNIVERSITY PRESS 1st Floor, Library Building USD Jl. Affandi (Gejayan) Mrican, Yogyakarta 55281 Phone: (0274) 513301, 515253; Ext.1527/1513; Fax (0274) 562383 Email: [email protected] Web.: www.sdupress.usd.ac.id

Sanata Dharma University Press Member of APPTI (Association of University Publishers in Indonesia)

All rights reserved. No parts of this book may be reproduced, in any form or by any means without permission in writing from the publisher.

The contents of the book are entirely the responsibility of the authors.

mailto:[email protected]

TABLE OF CONTENTS

iv

Inside cover ii

Copyright iii

Table of Contents iv

Bipa Kids - Units v

Unit Frameworks vi

Unit Competences vii

Unit Indicators viii

Unit Goals ix

Unit 1—Selamat Pagi 1

Unit 2—Langitku Biru 6

Unit 3—Mari Berhitung 13

Unit 4—Tahu Bulat 24

Unit 5—Rumahku Istanaku 37

Unit 6—Sekolahku 44

References 50

INTRODUCTION

This book, My Indonesia: Teachers Handbook, intends to provide suitable BIPA (Bahasa Indonesia untuk Penutur Asing) materials for children (5 - 7 years old). This period of childhood is the time each child begins to learn skills needed to become a self-sufficient person. Each child has his or her own personality that influences each step of learning and development. Often by 5 or 6 years, children have good communication skills. They are better at using language in different ways e.g. discussing ideas or giving opinions (http://www.talkingpoint.org.uk/ages-and-stages/5-7-years).

It is expected that the students are able to comprehend basic Indonesian language skill that are given in this book. There are 6 (six) units compiled in this book. In order to achieve the compre-hension, the students are expected to be able to do the learning activities which are implemented through Play Based Learning. As Psychologist Lev Vygotsky 's theory of cognitive development pos-its that information from the external world is transformed and internalized through language. Since language is both a symbolic system of communication and a cultural tool used to transmit cul-ture and history, play is an essential part of both language devel-opment and a child's understanding of the external world.

The writers believe that learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and en-vironments. When a child is at play, he or she is in a constant dia-logue either with self or others. According to researchers Kathy Hirsh-Pasek and Roberta Michnick Golinkoff, “The level of chil-dren’s play rises when adults play with them. The variety of play children engage in also increases when adults join in. The joining in is different from controlling. Controlling makes children follow their parents' agenda and does not lead to as much cognitive de-velopment as when parents follow their children's lead”.

This book can be read and downloaded through the link:

https:/ doi.org/10.24071/mpbi.mi.2017004

v

MultiMedia

Typewritten Text

Unit 4: TAHU BULAT

This unit focuses on learning shapes in Bahasa Indonesia.

Unit 5: RUMAHKU ISTANAKU

This unit focuses on learning things at house in Bahasa Indonesia.

Unit 6: SEKOLAHKU

This unit focuses on learning things at school in Bahasa Indonesia.

BIPA KIDS - UNITS

Unit 1: SELAMAT PAGI

This unit focuses on how to greet in Bahasa Indo-

nesia.

Unit 2: LANGITKU BIRU

This unit focuses on learning colors in Bahasa In-

donesia.

Unit 3: MARI BERHITUNG

This unit focuses on learning numbers in Bahasa

Indonesia.

vi

AYO BERMAIN

- LET’S PLAY—

(Learning by doing -

Ora et Labora)

This stage aims to

enlighten the stu-

dents’ understanding

through games.

Moreover, the form

of the games of this

stage describe sort-

ing, matching and

labeling activities, for

example, sorting sets

of texts, sequencing

AKU TAHU

– I KNOW—

(Building Knowledge of

The Field)

This stage proposes

to draw students’ at-

tention to the topic

given and to give a

clear description of

what they are going

to learn. In this case,

the “warming-up”

activity includes

speaking skill and

motorist skill (like:

matching items)

MARI MENCOBA

- LET’S TRY—

(Independent

Construction)

This stage aims to

stimulate the students

to work independ-

ently. In this stage the

activities including

comprehension ac-

tivities in response

such as performing a

task, sequencing pic-

tures, numbering,

ticking or underlining

material on a work-

sheet, and answering

questions.

The teaching learning activities in each unit consist of three stages

Unit Framework

vii

Standard competence

The students are able to communicate in Indonesian using appro-

priate language fluently and accurately in the interactional, es-

pecially in comprehending understanding in the form of performing

a task, sequencing pictures, numbering, ticking or underlining

material on a worksheet, and answering questions, sorting sets of

texts, sequencing jumbled stages, labeling stages, etc. The stu-

dents are able to communicate in Indonesian using appropriate

language fluently and accurately in the interactional, especially

in comprehending understanding in the form of performing a task,

sequencing pictures, numbering, ticking or underlining material

on a worksheet, and answering questions, sorting sets of texts,

sequencing jumbled stages, labeling stages, etc.

Basic competence

The students are able to understand the

meaning and rhetorical development steps

in written passage in the form of a task,

sequencing pictures, numbering, ticking

or underlining material on a worksheet,

and answering questions.

The students are able to comprehend the

functional short text meaning and simple

essay in the form of sorting sets of

texts, sequencing jumbled stages, label-

ing stages, etc.

Unit Competences

viii

UNIT INDICATORS Unit 1: SELAMAT PAGI

In this unit, the students are able to achieve the following perform-

ance:

greeting in Bahasa Indonesia;

saying good bye in Bahasa Indonesia;

thanking in Bahasa Indonesia;

apologizing in Bahasa Indonesia; dan

responding greeting, saying goodbye, thanking and giving sorry.

Unit 2: LANGITKU BIRU


ance:

recognizing colors in Bahasa Indonesia;

understanding colors in Bahasa Indonesia.

Unit 3: MARI BERHITUNG


ance:

recognizing numbers in Bahasa Indonesia;

understanding numbers in Bahasa Indonesia.

Unit 4: TAHU BULAT


ance:

recognizing shapes in Bahasa Indonesia;

understanding shapes in Bahasa Indonesia.

Unit 5: RUMAHKU ISTANAKU

In this unit, the studentsare able to achieve the following perform-

ance:

recognizing things at house in Bahasa Indonesia;

understanding things at house in Bahasa Indonesia.

Unit 6: SEKOLAHKU

In this unit, the studentsable to achieve the following performance:

recognizing things at school in Bahasa Indonesia;

understanding things at school in Bahasa Indonesia.

ix

UNIT GOALS

Learning Experience

The active learning is achieved in the condition of the students involve them-

selves in the process, know the importance, comprehend the designer’s ideas,

apply the designer’s idea in their daily life, express their idea based on their

prior knowledge and experience related to the text. Moreover, the students can

have these learning experiences by reading the text individually, discussing with

their friends and listening to the teachers.

Teaching – Learning Activities

Individual and group work

Question and answer

Motor skill and sensory activities

Games

x

In this unit, the students are able to achieve the following

performances:

1. greeting in Bahasa Indonesia;

2. saying good bye in Bahasa Indonesia;

3. responding to greetings and goodbyes.

Salam Pagi

Selamat pagi semua, salam-salam (2x)

Sapalah kanan kirimu, salam-salam (2x)

Selamat pagi semua, salam-salam

Hallo… apa kabar kawan?

Apakah baik-baik saja?

Tepuk tangan, hentak kaki, putar badan

Let’s sing – Ayo menyanyi

1

Aku Tahu - I Know

Unit 1: Selamat Pagi

http://belajar.indonesiamengajar.org/tag/salam/

http://belajar.indonesiamengajar.org/tag/salam/

Mari Mencoba - Let’s Try

Greetings / Salam:

Good morning = Selamat pagi

Good afternoon = Selamat siang/ sore

Good evening = Selamat malam

2

Ayo Bermain - Let’s Play

#1. Kucing dan Tikus (Cat and Mouse) Game procedure Ask the students to standing by making a circle. With the teacher

standing in the middle of the circle. Explain to the students the rules of the game. Start the game with the teacher becomes the first Cat. The teacher

gives a question to one of his students (of course the question must be in accordance with the theme of the lesson). For exam-ple, the theme is "Introduction". So the question should be about the "introduction" for example: What's your name?, Where do you live

Before the game begins, the student must be master the question and how to answer.

The students who cannot answer take turn to be the Cat and con-tinue the game.

Time allocation: 5-10 minutes

Partings / Perpisahan:

See you = Sampai jumpa

Bye = Selamat tinggal

Good night = Selamat malam

Good luck = Semoga berhasil

#2. Rantai Nama (Chain Names) Games procedure Ask the students sit semicircle, and select one student to start in-

troducing himself/herself. The second student sitting next to the first student has to repeat

what is said by the first student, in this case about his name and introducing self. After the second student to repeat the intro-duction of new first student he has to introduce himself/herself.

Ask your students to repeat the procedure using Chain Names

game, each student is required to repeat the names of students before and after that he/she introduces himself/herself. For ex-ample:

Student A : Saya / Nama saya Nick Student B : Nick, Saya / Nama saya Alice Student C : Nick, Alice, Saya / Nama saya AJ Student D : Nick, Alice, AJ, Saya / Nama saya Avril.

The students can add their introduction by informing their origin and age.

Student A : Saya / Nama saya Nick. Saya berasal dari Jer-man. Umur saya 7 tahun.

Student B : Nick, Saya / Nama saya Alice. Saya berasal dari Turki. Umur saya 6 tahun.

3


Activity - 1

4

Direction: 1. The teacher asks the students to color “Nama Saya” words. 2. The teacher asks the students to write their names in the

box provided. Instruksi: 1. Guru memberi instruksi siswa untuk memberi warna tuli-

san “Nama saya”. 2. Guru memberi instruksi siswa untuk menuliskan nama di

kotak yang telah disediakan.

Activity - 2

5

Direction: The teacher ask the students to color the picture below. Instruksi: Guru memberi instruksi siswa untuk me-warnai gambar di bawah ini.

In this unit, the students are able to achieve the following per-formance:

1. recognizing colors in Bahasa Indonesia; 2. understanding colors in Bahasa Indonesia.

Let’s sing! (Mari menyanyi)

PELANGI—PELANGI

Pelangi pelangi alangkah indahmu Merah kuning hijau di langit yang biru

Pelukismu agung siapa gerangan Pelangi pelangi ciptaan Tuhan

6

Unit 2: Langit Biru

Aku Tahu - I Know

MERAH

MERAH MUDA

KUNING HIJAU BIRU

HITAM UNGU COKLAT

Spot the colors as the teacher ask! (Tunjuklah warna sesuai petunjuk guru)

Activity - 1

Activity - 2

7

Direction: Teacher ask the students to color the picture below. Instruksi: Guru memberi instruksi siswa untuk me-warnai gambar di bawah ini.

Color Me

Match the left pictures to the right color description by con-

necting the dots provided!

o o Kotak berwarna ungu

o o Segitiga berwarna kuning

o o Hati berwarna pink

o o Bola berwarna biru

o o Bintang berwarna merah

8


Activity - 1

Games

#1. Kereta Warna (Colors Train)

The teacher asks the students to put the buttons based on colored

paper provided

Guru meminta siswa untuk menempatkan kancing berdasarkan

pada kertas berwarna yang disediakan

https://id.pinterest.com/pin/242842604885236587/

9

Activity - 3

#2 Mewarnai Lego (Lego Coloring)

The teacher asks the students give color on the Lego picture pro-vided. Guru meminta siswa memberi warna pada gambar Lego yang di-sediakan.

10


Activity - 1

11

Making Rainbow Pinwheel (Craft)

Materials: You will need: 1 piece of each color paper (Orange, Red, Yellow, Blue, Green and Purple) Glue or double sided tape 18 clothes pins Direction: 1-I cut out a half circle from each piece of paper using a dinner plate for my pattern 2-Then I stacked the paper like the photo below tucking half of the paper below another colored paper example: the green paper would be placed over the purple with half of it under the blue 3- I then secured the paper by putting double sided sticky tape under each piece of paper 4- I laminated the finished pinwheel so it would last longer...this is optional 5- I then cut out little strips of paper and tapped them to clothespins (I did 3 of each color)

Alat dan bahan yang diperlukan:

Kertas berwarna, Gunting, Penjepit jemuran, Kardus, Jangka/piring besar/mulut ember/cetakan lingkaran besar, Pensil, Lem Cara membuat:

1. Sediakan kardus sebagai dasar ling-

karan.

2. Buat pola di atas kardus mengguna-

kan cetakan untuk membuat lingkaran besar. Gunting

3. Buat pola 1/2 lingkaran untuk tiap

warna (agar mudah). Gunakan ling-karan kardus yang telah dibuat untuk membuat pola lingkaran luar pada kertas warna.

4. Susun dan tempel kertas warna yang

telah dipotong.

5. Persiapkan penjepit baju berwarna.

6. Mainan siap!

http://welovebeingmoms.blogspot.co.id/2011/12/rainbow-pinwheel-game-with-tutorial.html


Activity - 2

12

Matching Color / Mencocokan

Alat dan bahan yang diperlukan: Printout acuan warna pin/bidak/pion/lego

Materials:

Colors printout Pin/pawns/lego (unused) Egg container

https://www.bukusakumama.com/wp-content/uploads/2016/12/tempat-telur.jpg

Unit 3: Mari Berhitung

Reminder: Unit 1: we learned about greetings or “SALAM” in Bahasa In-

donesia Unit 2: we learned about colors or “WARNA” in Bahasa Indo-

nesia Introduction of unit 3: In this unit, there are some activities help children to recog-nize and understand about NUMBERs in Bahasa Indonesia.

Direction: 1. Cut the shapes of numbers 2. The teacher give the worksheet and

the set of number shapes to the students. 3. The teacher asks the students to stick them on the space

based on name of numbers provided. 4. It can be individual or group activity. 5. Help them when they face difficulty. Instruksi: 1. Potonglah angka-angka yang tersedia. 2. Guru memberikan lembar kerja dan potongan-potongan

angka kepada siswa. 3. Guru meminta siswa untuk menempatkan potongan-

potongan angka tersebut di tempat yang sudah disediakan sesuai dengan nama-nama angka.

4. Bisa menjadi kegiatan mandiri atau kelompok. 5. Bantu siswa ketika mereka mengalami kesulitan.

Activity - 1

13

Aku Tahu - I Know

These are the shape of num-

Activity - 1 Name: ________________________

14

Direction: 1. The teacher gives the worksheet to the students. 2. The teacher asks the students to color the shape of the

numbers based on the direction provided. 3. Explain it clearly. 4. It can be individual or group activity. 5. Help them when they face difficulty. Instruksi: 1. Guru memberikan lembar kerja kepada siswa. 2. Guru meminta siswa untuk mewarnai bentuk-bentuk

angka sesuai dengan warna yang telah ditentukan 3. Jelaskan instruksinya dengan jelas. 4. Bisa menjadi kegiatan mandiri atau kelompok. 5. Bantu siswa ketika mereka mengalami kesulitan.

Activity - 2

15

SATU — KUNING DUA — BIRU TIGA— MERAH

EMPAT— HITAM LIMA— HIJAU ENAM— UNGU

TUJUH— MERAH MUDA DELAPAN— COKLAT

SEMBILAN— BIRU MUDA SEPULUH— ABU-ABU

Activity - 2 Name: ________________________

16

Direction: 1. The teacher gives the worksheet to the students. 2. The teacher asks the students to color the circles based

on words of numbers provided. 3. Let the students to work individually. Instruksi: 1. Guru memberikan lembar kerja kepada siswa. 2. Guru meminta siswa untuk mewarnai bulatan-bulatan

sesuai dengan nama angka yang tersedia. 3. Biarkan siswa mengerjakannya secara mandiri.

Activity - 2

Direction: 1. The teacher gives the worksheet to the students. 2. The teacher asks the students to complete the blank

spaces with the name of the number. 3. The teacher asks the students to try writing the name of

the number in the blank spaces. 4. Let the students to work individually. Instruksi: 1. Guru memberikan lembar kerja kepada siswa. 2. Guru meminta siswa untuk melengkapi bagian-bagian

yang kosong dengan nama-nama angka sesuai dengan urutannya.

3. Guru meminta siswa untuk mencoba menuliskan nama-nama angka dalam bagian yang kosong tersebut.

4. Biarkan siswa mengerjakannya secara mandiri.

17


Activity - 1

Activity - 1 Name: ________________________

18

Directions: 1. The teacher gives the worksheet to the students. 2. The teacher gives direction to the students to match the

questions with the answers. 3. Left side is the questions and the right side is the answers of

the questions. 4. Help the students to answer the questions. 5. It can be individual or group activity. Instruksi: 1. Guru memberikan lembar kerja kepada siswa. 2. Guru memberikan instruksi kepada siswa untuk mencocok-

kan soal perhitungan dengan jawabannya. 3. Sisi kiri adalah soal-soalnya dan sisi kanan adalah jawaban

dari soal-soal tersebut 4. Bantu siswa dalam mengerjakan soal-soal. 5. Bisa menjadi kegiatan mandiri atau kelompok.

Activity - 1

20


Activity - 1 Name: ________________________

21

Directions: 1. The teacher gives the worksheet of section 3 to the students. 2. The teacher asks the students to try to do the exercises as

much as possible, but do not force the students to do the ex-ercise perfectly.

3. Explain the direction correctly and clearly. 4. The teacher gives direction to the students to write the an-

swer of the questions in the box provided. 5. Small box is for the shape of numbers and the bigger one is

for the name of numbers. 6. Help the students to answer the questions. 7. It can be individual or group activity. Instruksi: 1. Guru memberikan lembar kerja kepada siswa. 2. Guru meminta siswa untuk mencoba mengerjakan soal-soal,

tetapi jangan memaksa siswa untuk mengerjakan semua soal-soal tersebut dengan sempurna.

3. Jelaskan instruksinya dengan benar dan jelas. 4. Guru memberikan instruksi kepada siswa untuk menuliskan

jawaban dari soal-soal tersebut di kotak yang telah tersedia. 5. Kotak yang lebih kecil untuk menuliskan angkanya dan ko-

tak yang lebih besar untuk menuliskan nama angka pada kotak kecil tersebut.

6. Bisa menjadi kegiatan mandiri atau kelompok.

Activity - 2

22

5 Tujuh

sebelas 8

3 sepuluh

enam 9

1 delapan

Notes: 100 —> seratus 100,000 —> seratus ribu 1,000 —> seribu 1,000,000 —> satu juta 10,000 —> sepuluh ribu 1,000,000,000 —> satu milyar

Activity - 2 Name: ________________________

23

Unit 4 - Tahu Bulat

Reminder: Unit 1: we learned about greetings or “SALAM” in Bahasa Indonesia Unit 2: we learned about colors or “WARNA” in Bahasa Indonesia Unit 3: we learned about numbers or “ANGKA” in Bahasa Indonesia Intoduction of unit 4: In this unit, there are some activities help children to recognize and under-stand about SHAPEs in Bahasa Indonesia.

Activity - 1

Direction: 1. The teacher helps the students to recognize the shapes in

Bahasa Indonesia. 2. The teacher asks the students to try reading the name of

the shapes provided. 3. Teacher draws the shapes on board and says the name of

the shapes. 4. The teacher asks the students to draw the shapes on their

worksheet based on the name of the shapes. 5. Do the third and fourth steps until the students fulfill the

worksheet. 6. This is individual activity. Instruksi: 1. Guru membantu siswa untuk mengenali bentuk-bentuk

bangun datar dalam Bahasa Indonesia. 2. Guru meminta siswa untuk mencoba membaca nama ban-

gun datar yang tersedia. 3. Guru menggambarkan bentuk-bentuk bangun datar di pa-

pan tulis dan ucapkan nama bangun datar tersebut. 4. Guru meminta siswa untuk menggambar bentuk bangun

datar pada lembar kerja sesuai dengan namanya. 5. Lakukan tahap ketiga dan keempat sampai siswa meleng-

kapi lembar kerja mereka. 6. Kegiatan mandiri.

24

Aku Tahu - I Know

Activity - 1 Name: ________________________

25

Direction: 1. Cut the shapes provided. 2. The teacher gives the worksheet and the shapes to the stu-

dents. 3. The teacher gives direction to the students to stick the

name of the shapes to the space. 4. It can be individual or group activity. 5. At the end of the activity or if the students have finished

with it, teacher asks the students to try reading those names correctly.

6. The teacher can ask the students one by one or together to read the name of the shapes .

Instruksi: 1. Potong bentuk-bentuk bangun datar yang tersedia. 2. Guru memberikan lembar kerja dan potongan-potongan

bentuk bangun datar kepada siswa. 3. Guru memberikan instruksi kepada siswa untuk menempel-

kan nama bangun datar ke tempat yang tersedia. 4. bisa menjadi kegiatan mandiri atau kelompok. 5. Di akhir kegiatan atau jika siswa sudah menyelesaikan tu-

gas tersebut, guru meminta siswa untuk membaca nama-nama bangun datar dengan baik.

6. Guru bisa meminta siswa satu per-satu atau bersama-sama untuk membacanya.

26

Activity - 2

Activity - 2

Name: ________________________

27

Activity - 1

Direction: 1. The teacher divides the students into some groups. 2. The teacher gives the worksheet to the students. 3. The teacher gives direction to students to match the shapes

(left side) with the name of the shapes (right side) using line.

Instruksi: 1. Guru membagi siswa ke dalam beberapa kelompok. 2. Guru membagikan lembar kerja kepada siswa. 3. Guru memberikan instrukdi kepada siswa untuk mencocok-

kan bentuk bangun datar (di sisi kiri) dengan nama bangun datar (di bagian kanan) dengan menggunakan garis.

28


Activity - 1

Name: ________________________

29

Direction: 1. Cut the colorful shapes below the worksheet. 2. The teacher gives the worksheet and a set of the shapes to

the students. 3. The teacher gives direction to the students to stick the

shapes to the space provided based on the name of the shapes.

4. It can be individual or group activity. Instruksi: 1. Potong bentuk-bentuk bangun datar yang ada di bawah

lembar kerja siswa. 2. Guru memberikan lembar kerja dan potongan-potongan

bangun datar kepada siswa. 3. Guru memberikan instruksi kepada siswa untuk menempel-

kan bentuk bangun datar ke tempat yang tersedia sesuai dengan nama bangun datar tersebut.


Activity - 2

30

Activity - 2 Name: ________________________

31

Directions: 1. The teacher give the worksheet to the students. 2. The teacher give direction to the students to color the

shapes. 3. The teachers may determine the color for the shapes, e.g.

color the triangle with red, yellow for circle, etc. 4. It is individual activity. Instruksi: 1. Guru memberikan lembar kerja kepada siswa. 2. Guru memberikan instruksi kepada siswa untuk mewarnai

bentuk bangun datar. 3. Guru boleh menentukan warna untuk bentuk bangun datar,

misalnya beri warna merah untuk segitiga, kuning untuk persegi dan sebagainya.

4. Kegiatan mandiri.

Activity - 1

32


Activity - 1 Name: _____________________________________

33

Activity - 1

Name: ___________________________

34

Directions: 1. The teacher gives the worksheet to the students. 2. The teacher asks the students to count the shape provided

in the Robot-Man. 3. The teacher gives direction to the students to write the an-

swer of the questions in the box provided. 4. After counting the shapes, teacher asks the students to color

the shapes (see activity 1). 5. It can be individual or group activity. Instruksi: 1. Guru memberikan lembar kerja kepada siswa. 2. Guru meminta siswa untuk menghitung bentuk-bentuk ban-

gun datar pada Robot-Man. 3. Guru memberikan instruksi kepada siswa untuk menuliskan

jawaban dari soal-soal tersebut di kotak yang telah tersedia. 4. Setelah menghitung jumlah bangun datar dan mengisi jawa-

ban ke dalam kotak, guru meminta siswa untuk mewarnai bentu-bentuk bangun datar tersebut (lihat aktivitas 1)


Activity - 2

35


How many:

Lingkaran: _____

Segitiga: _____

Lonjog: _____

Persegi panjang: _____

Persegi: _____

Jajar genjang: _____

Name: ___________________________

Activity - 2

36

Unit 5: Rumahku Istanaku

Reminder: Unit 1: we learned about greetings or “SALAM” in Bahasa Indonesia Unit 2: we learned about colors or “WARNA” in Bahasa Indonesia Unit 3: we learned about number or “ANGKA” in Bahasa Indonesia Unit 4: we learned about shape or “BENTUK” in Bahasa Indonesia Intoduction of unit 5: In this unit, there are some activities that help children to recog-nize and understand about things at home.

Direction: The teacher asks stu-

dents to recognize things at home

in Bahasa Indonesia by moving the

smile symbol.

Source: https://www.123rf.com/photo_9199593_small-family-house.html

37

Aku Tahu - I Know

Instruksi: Guru meminta siswa untuk mengenali

benda-benda yang ada di rumah dalam Bahasa

Indonesia dengan memindahkan gambar

senyum.

PINTU

TELEVISI

LEMARI

38

JAM

SOFA

Ruang Keluargaku My Family Room

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Direction: The teacher invites students to list things that they know in the given space. Teacher also helps students to give it name in Bahasa Indonesia.

Direction: The teacher invites students to list things that they know in the given space. Teacher also helps students to give it name in Bahasa Indonesia.

Dapurku My Kitchen

Kamar Tidurku My Bedroom

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Direction: Teacher asks students to point the things based on what teacher says.

Dimanakah aku?

Source: https://es.pinterest.com/pin/343610646548189972/

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Instruksi: Guru meminta siswa untuk menunjuk barang ada dalam gambar sesuai dengan yang dikatakan oleh guru.

Activity - 1

Direction:

The teacher asks a student to be in front of the class. Then, this student must take a big picture of one thing at home provided by the teacher. This student is not allowed to see what the picture is. Then, the rest of the class may give a clue in a form of a sen-tence about the picture. Students who want to give a clue can raise their hands. Then the student who is in front of the class

can guess the answer based on the clues given.

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Instruksi:

Guru meminta salah satu siswa untuk maju ke depan kelas. Ke-

mudian, siswa tersebut mengambil salah satu gambar besar yang merupakan gambar salah satu benda di rumah yang disediakan oleh Guru. Siswa tersebut tidak boleh melihat gambar tersebut. Kemudian, siswa lainnya memberikan petunjuk dalam sebuah

kalimat mengenai gambar tersebut. Siswa mengangkat tan-gannya jika ingin memberikan petunjuk. Kemudian, siswa yang berdiri di depan kelas menebak gambar apa yang ia pegang ber-

dasarkan petunjuk-petunjuk yang diberikan.

Direction:

The teacher explains about the rule of the game "Simon Says". If the teacher says words "Simon says" at the beginning of a sen-tence then the students must followed the instruction in that

sentence. However, if the teacher gives instruction without say-ing “Simon Says” first, then the students should not follow the

instruction. Students who follow the instruction without "Simon says" words can be given challenge to sing in the class.

Activity - 2

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Instruksi:

Guru menjelaskan peraturan permainan “Simon Says” (“Simon berkata”). Jika guru berkata “Simon Says” (atau “Simon Berkata”)

di awal sebuah kalimat, kemudian siswa harus mengikuti in-struksi dalam kalimat tersebut. Namun, ketika guru memberikan

instruksi tanpa mebgucapkan “Simon Says” (atau “Simon Ber-kata”), maka siswa tidak boleh mengikuti instruksi tersebut. Jika ada siswa yang melakukan instruksi ketika Guru tidak mengata-kan “Simon Says” (atau “Simon Berkata”), maka siswa tersebut

diberikan hukuman untuk menyanyi di depan kelas.

Reminder: Unit 1: we learned about greetings or “SALAM” in Bahasa Indonesia Unit 2: we learned about colors or “WARNA” in Bahasa Indonesia Unit 3: we learned about number or “ANGKA” in Bahasa Indonesia Unit 4: we learned about shape or “BENTUK” in Bahasa Indonesia Unit 5: we learned about things at home or “Benda-benda di

rumah” in Bahasa Indonesia Intoduction of unit: In this unit, there are some activities that help children to recog-nize and understand about things at school.

Direction: The Teacher asks the students to identify things at

school. The teacher says the things provided in the pictures on

the following page one by one. Then the students circle the thing

and number it based on what the teacher said. At last, the

teacher synchronizes the students’ answers.

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Unit 6: Sekolahku (My School)

Aku Tahu - I Know

Instruction: Guru meminta siswa untuk mengidentifikasi

benda-benda di sekolah. Guru menyebutkan benda-benda

yang ada pada gambar pada halaman selanjutnta satu per

satu. Kemudian, siswa melingkari dan memberi angka pada

ambar tersebut seuai dengan urutan benda yang disebutkan

oleh guru. Di akhir kegiatan, Guru mencocokkan jawaban

siswa.

Activity - 1

Source: http://blocs.xtec.cat/montjuicenglishclass/category/primary-

45

46

Direction:

The teacher divides the students into some groups. Then, the teacher gives the worksheet to the students. After that, the

teacher gives direction to students to match the pictures (left side) with the name of the pictures (right side) using line.

Activity - 2

Instruksi:

Guru membagi siswa ke dalam beberapa kelompok. Lalu, Guru membagikan lembar kerja kepada siswa. Setelah itu, Guru

memberikan instrukdi kepada siswa untuk mencocokkan gam-bar (di sisi kiri) dengan nama gambar tersebut (di bagian

kanan) dengan menggunakan garis.

Activity - 2

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http://bit.ly/2zIGHCE

http://bit.ly/2z0oByW

http://bit.ly/2yZcgLD

http://bit.ly/2yYFudl

http://bit.ly/2zCbC6p

http://bit.ly/2ADCqQh

http://bit.ly/2zIGHCE

http://bit.ly/2z0oByW

http://bit.ly/2yZcgLD

http://bit.ly/2yYFudl

http://bit.ly/2zCbC6p

http://bit.ly/2ADCqQh

Direction : Teacher asks the students to draw the things at school based on the given clue.

gunting

kapur

lemari

penggaris

buku

pensil

penghapus

meja

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Instruksi: Guru meminta siswa untuk menggam-bar benda-benda di sekolah sesuai dengan petun-juk yang diberikan,

Direction

The teacher asks the students to make a line. The class can be divided into three up to four groups based on the member of the

class. Then, the teacher whispers a clue to the students in the back about one thing at school. For example: “It is made from

wood and it is used to write. Who am I?”. Then, the student in the back will whisper the clue to his/her friend who is in front of

him/her. The last student who is whispered will write the an-swer on the board and the group who can answer it first will be the winner.

Siapakah aku ?

49


Instruksi

Guru meminta siswa untuk membuat barisan. Siswa bisa dibagi menjadi tiga atau empat kelompok se-suai dengan jumlah siswa di dalam kelas. Kemudian, Guru mem-bisikkan sebuah petunjuk mengenai suatu benda yang ada di se-

kolah kepada siswa yang paling belakang. Misalnya: “Benda tersebut terbuat dari kayu dan digunakan untuk menulis.

Siapakah aku?”. Kemudian, siswa tersebut membisikkan petun-juk tersebut ke siswa yang ada di depannya. Siswa terakhir yang ada di paling depan barisan akan menuliskan jawabannya di pa-pan tulis dan kelompok pertama yang dapat menjawab dengan

benar ialah pemenangnya.

REFERENCES

Hirsh-Pasek, K., Gilinkoff, R. M., Eyer, D. (2004). Einstein never used flash

cards: How our children really learn and why they need to play more and-

memorize less. New York: Rodale Inc.

Kahn, J. & Wright, S. E. (2013). Human growth and the development of person-

ality. (3 rd.). Oxford: Pergamon Press


https://pedulihakanak.wordpress.com/2009/03/09/games-bersama-

kelompok-anak/

http://welovebeingmoms.blogspot.co.id/2011/12/rainbow-pinwheel-

game-with-tutorial.html

https://www.google.co.id/url? sa=i&rct=j&q=&esrc=s&source=I

mgres&cd=&cad=rja&uact=8&ved=0ahUKEwiP2eqI78HUAhX

BqI8KHXLmCTAQjRwIBw&url=http%3A%2F%2Fcoloring-

pages.info%2Fhappy-student-school-fist-day-printable-coloring-

pages-book-13542&psig=AFQjCNEQG s8tdYLMypTdXkZIG-

Jyihnc6Xw&ust=1497685410599771

https://www.bukusakumama.com/wp-content/uploads/2016/12/

tempat-telur.jpg

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electronic ISBN print ISBN

This book, My Indonesia: Teacher’s Handbook, intends to provide suitable BIPA (Bahasa Indonesia untuk Penutur Asing) materials for children (5 - 7 years old). This period of childhood is the time each child begins to learn skills needed to become a self-sufficient person. Each child has his or her own personality that influences each step of learning and development. Often by 5 or 6 years, children have good communication skills. They are better at using language in different ways e.g. discussing ideas or giving opinions.

(bipa for kids) for kids indonesiandise... · tepuk tangan, hentak kaki, putar badan . ... pelangi...

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