New Indonesian Capital

Year level

Year 9 Indonesian Elective

Duration

110 minutes

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Learning Area

Languages – Indonesian

Curriculum links

Aligned with the South Australian Curriculum:

• AC9LIN10C03: Evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience.
• AC9LIN10EC04: Interpret information, ideas and perspectives in a wide range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience.
• AC9LIN10C02: Contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences.
• Focus on cultural, geographic and socio-political content about Indonesia reflecting current issues .

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WALT (We Are Learning To)

• Understand key cultural, geographic and socio-political aspects of Indonesia’s new capital city.
• Analyse and discuss varied perspectives about the relocation of Indonesia’s capital.
• Use Indonesian language to present information and opinions about this significant national topic.
• Respond to multimodal texts on the topic and complete an aligned worksheet to demonstrate comprehension.

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Success Criteria

Students can:

• Identify and explain important facts about the location, culture, and political reasons for Indonesia’s new capital.
• Discuss in Indonesian the advantages and challenges related to the new capital.
• Complete a worksheet showing understanding of vocabulary, cultural norms, and geographical information.
• Participate actively in a classroom discussion, using appropriate phrases to express opinion, agreement, or disagreement.
• Produce a short, informative presentation or written paragraph about the new capital using accurate language structures.

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Lesson Outline and Timing

Time	Activity	Description	Differentiation/ Support	Extension
10 min	Introduction and WALT/ Success Criteria	Teacher introduces Indonesia’s new capital city: Nusantara. Discuss briefly why the government moved the capital from Jakarta (environmental, congestion, socio-political reasons). Present WALT and success criteria.	Provide written WALT and success criteria on board in both English and Indonesian.	Advanced learners begin thinking about consequences for Indonesia’s development.
20 min	Presentation	Teacher-led multimodal presentation including: map orientation, photos/videos of Nusantara, cultural features, government plans, and socio-political context. Use clear, dyslexia-friendly fonts, visuals, simple captions.	Dyslexia-friendly handout summarising main points with key vocabulary highlighted. Audio version available online	Challenge: Students summarise the presentation in Indonesian in their own words.
15 min	Vocabulary Building	Introduce and practise key vocabulary related to the new capital: ibu kota baru, pemerintah, lingkungan, pulau, pembangunan, masyarakat, dll. Use flashcards, pronunciation drills.	Provide bilingual glossary with images; group activities with mixed language abilities.	Vocabulary extension: students create sentences using new words.
20 min	Worksheet – Comprehension and Cultural Questions	Students complete a worksheet with true/false, matching, and short answer questions about Nusantara’s geography, culture, and political aspects.	Provide reading text on worksheet with larger font, simplified sentences for learners with reading difficulties; offer oral explanation.	Extension: higher achievers answer opinion questions about capital relocation’s potential impact.
20 min	Discussion and Language Practice	In pairs/small groups, students discuss topic guided by prompts (e.g. “Apa pendapatmu tentang ibu kota baru?” “Apa tantangan yang mungkin terjadi?”). Teacher models phrases like Saya pikir..., Saya setuju karena..., Saya berbeda pendapat karena...	Sentence frames provided for less confident students; mixed-ability groups. Use visual cue cards for sentence starters.	Advanced learners lead discussion or record a short podcast summarising views.
15 min	Student Presentation Task	Groups or individual students prepare a short (2-3 minute) presentation or poster summarising what they learnt about Nusantara. Encourage use of new vocabulary and cultural info.	Students can present verbally or with visuals depending on strengths.	Extension: create a digital multimedia presentation or persuasive argument supporting or opposing the move.
10 min	Review and Reflection	Summarise key learning points, revisit success criteria. Students complete a quick self-assessment checklist about their participation and understanding.	Checklist format with simple language and symbols to aid understanding.	Journal entry prompt for advanced learners about Indonesia’s future.

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Differentiation Strategies

• Use dyslexia-friendly resources (clear fonts such as Arial or Comic Sans, coloured paper backgrounds, audio support).
• Provide bilingual glossaries with visuals.
• Sentence frames and language scaffolds for oral and written tasks.
• Mixed ability groupings to promote peer support.
• Oral instructions reinforced with visual cues.
• Simplified reading texts with highlighted key information.

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Extension Activities

• Research other countries that have moved capitals and compare reasons.
• Write an opinion essay in Indonesian arguing for or against Indonesia’s capital relocation.
• Create a virtual tour of Nusantara using digital tools.
• Prepare a persuasive speech advertising Nusantara as an ideal capital city.

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Assessment

• Completion and accuracy of worksheet responses.
• Participation and language use during discussions.
• Quality and use of language in final presentations.
• Self-assessment for reflection on learning goals.

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Resources

• PowerPoint presentation with images, maps, videos about Nusantara.
• Dyslexia-friendly printed handouts summarising key info and vocabulary.
• Worksheet with comprehension and opinion questions.
• Glossary of key terms with Indonesian-English translations and pictures.
• Sentence starters cards for discussion.

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This lesson plan engages Year 9 Indonesian elective students with a contemporary, culturally rich topic, scaffolded for diverse learning needs and aligned closely with South Australian Curriculum standards for Indonesian languages learning 【4:0†AC9LIN10EC0on of vocabulary work, comprehension, speaking, and presenting tasks provide a well-rounded language learning experience addressing content knowledge and communication skills while fostering critical cultural understanding.