Indonesian Beginners 2018 HSC exam pack

Students should:

• demonstrate their ability to manipulate language by responding to a variety of questions, including questions from a different perspective, for example, why does your best friend … ?
• respond to a range of question words, for example, Apa? Bagaimana? Kapan? Apakah? Yang mana...?
• ask the examiner to repeat or rephrase questions if unsure about the meaning
• respond with relevant details to the question asked by examiner and refrain from memorising responses with details that are irrelevant to question asked
• use time phrases and extra information, for example, kemarin, besok, tahun depan, liburan yang lalu.

In better responses, students were able to:

• engage with the question without repeating the question as part of their answer
• use a variety of connectives, which enables them to demonstrate a variety of vocabulary and control of language structures, for example, sebenarnya, di satu pihak, kalau begitu
• answer questions directly, including relevant and interesting elaborations such as time phrases, justifications, and personal anecdotes
• answer a variety of questions across a range of topics
• expand and elaborate on their answers
• respond clearly, confidently and fluently, with consistently acceptable pronunciation and intonation.

Areas for students to improve include:

• responding in complete and grammatically accurate sentences
• using appropriate connectives, such as dengan, untuk, and karena
• demonstrating appropriate Indonesian syntax through use of correct word order, for example, noun + possessive – teman saya, noun + adjective – guru Bahasa Indonesia, hobi favorit ibu
• pronouncing correctly words such as belajar, bercakap-cakap, mengerjakan, Inggris and perpustakaan
• demonstrating their understanding of noun and verb forms, for example, membantu / bantuan and berlibur / liburan
• demonstrating their understanding of prepositions, especially ke which does not always mean 'to' as it is used in English, for example, I like to go fishing = saya suka memancing.

Listening

Students should:

• address all parts of the question and use only the information within the text to respond appropriately
• use the ‘Candidates Notes’ section to make note of key words and information while listening to texts
• transcribe their response on to the space provided for each question
• write cohesive and complete responses using their own words
• use dictionaries appropriately to find the correct meaning for the context.

In better responses, students were able to:

• demonstrate understanding of the text by supporting their response with appropriate examples from the text
• provide specific information as required by the question as well as demonstrate a global comprehension of the text
• refer to the text using their own words rather than provide a literal translation
• summarise information from the text when required by the question (Q9).

Areas for students to improve include:

• showing an understanding of personal pronoun suffixes ku and mu
• recognising English cognates within the context of a text, for example rugbi
• understanding more abstract items of vocabulary, for example, kepanasan and kecewa
• demonstrating an understanding of time expressions
• avoiding giving irrelevant information not required to answer the question.

Reading

Students should:

• use dictionaries to find the correct meaning in the context of the text
• revise a variety of vocabulary and expressions relating to topics set for study in the syllabus
• include relevant details, examples and references from the text to support their answers.

In better responses, students were able to:

• identify the purpose of questions and cohesively link their responses to the question
• identify all relevant details within a text to answer a question, for example
• make a judgement and support it with reference to the text, using their own words
• identify the purpose and targeted audience rather than recounting the content of the text
• understand and interpret vocabulary correctly to provide appropriate responses to questions
• identify both positive and negative aspects when addressing the extent of job satisfaction (Q16 b).

Areas for students to improve include:

• revising function and use of prepositions especially di and ke
• providing a succinct and concise response of main points when asked to summarise (Q14)
• building on appropriate vocabulary, expressions and idiomatic phrases related to the topics for study in the syllabus
• using the dictionary to find the correct meaning of the word(s) or expressions in context
• editing their responses to ensure that meaning is clear
• avoiding translating expressions or segments of text as part of their response
• providing specific details from the text in response to question as well as demonstrating understanding of the whole text.

Writing in Indonesian

Students should:

• organise their responses to effectively answer all the parts the questions
• write to the word length required for each question
• use a range of grammatical structures and a range of vocabulary and expressions
• address audience, purpose and context required by the question
• apply consistent register required by the question throughout the response
• avoid repeating the same expressions throughout the response
• use dictionary carefully to access vocabulary and expressions that are meaningful in the context used.

Question 17

In better responses, students were able to:

• use appropriate vocabulary and sentence structure to describe a gift
• use the correct register for addressing a family member, for example, aku
• express appreciation for their gift with more than just terima kasih.

Areas for students to improve include:

• attending to correct syntax, for example placing nouns before adjectives
• using Indonesian vocabulary in response and avoiding use of English cognates for description, for example, trendi
• avoiding list of adjectives rather than describing.

Question 18

In better responses, students were able to:

• adhere to the features of the type of text of a diary entry
• use the correct register aku through the response
• address the requirements of the task and discuss both immediate and more long term hopes and dreams for the future
• use a variety of conjunctions and sentence connectives to sequence their ideas.

Areas for students to improve include:

• learning the conventions of writing a diary entry and commencing and ending the response appropriately
• avoiding a reliance on dictionaries and English syntax to formulate responses
• planning and organising response and avoiding the repetition of ideas.

Question 19 and 20

In better responses, students were able to:

• apply all the appropriate conventions of writing the script of a talk, such as providing an introduction and a conclusion to their speech, for example, sebagai penutup
• use a variety of conjunctions and sentence connectives to sequence their speech, for example, untunglah
• apply accurate use of affixation
• support their ideas with relevant details, examples and comments and avoid giving a list of nouns or adjectives.

Areas for students to improve include:

• understanding the difference between ada and adalah
• avoiding English sentence structures and syntax
• avoiding listing vocabulary, using the same expressions and repeating ideas in response
• editing work to ensure clarity of meaning.