Indonesian Beginners 2020 HSC exam pack

Conversation

Students should:

• be prepared to communicate about a variety of topics relating to their personal world
• answer the question asked rather than presenting pre-prepared responses
• provide information, express ideas and comment on their personal world
• be prepared to respond to questions from a different perspective
• be prepared to respond to questions that relate to past, present and future aspects of their personal world
• avoid the repetition of the same vocabulary, phrases and expressions
• manipulate the language to fulfil the requirements of the question
• be prepared to be interrupted by the examiner
• use Indonesian to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• expand on their responses without prompting from the examiner
• respond confidently with an excellent control of vocabulary and language structures across the range of topics
• respond to more abstract questions, or questions requiring them to consider another perspective, for example, ‘Mengapa teman akrab Anda suka Anda?’, Apakah orang tua suka pacar Anda?’, ‘Apakah orang tua senang dengan pilihan karir Anda?’, ‘Apakah Anda anak yang baik?’
• provide full sentence answers with appropriate use of prepositions, verbs and pronouns, for example, di/ke, di/pada
• use a variety of conjunctions and language structures to add depth to their responses, for example, di satu pihak, baik ... maupun …, sebenarnya, walaupun
• correctly use noun and verb forms, for example, bekerja/pekerjaan, makan/makanan, tertarik/menarik
• understand the difference between phrases to express similarity and togetherness, for example, yang sama/bersama
• appropriate the vocabulary from the question to create their response, for example, hobi/aktivitas becomes kegiatan/kegemaran
• respond appropriately to questions requiring them to discuss positive and negative aspects of their school/neighbourhood/house, for example, ‘Ada aspek baik di daerah Anda?’.

Areas for students to improve include:

• answering questions that begin with ‘selain’, for example, ‘selain bermain olahraga, Anda suka melakukan apa?’
• ensuring that me-kan verbs are followed by an object
• the pronunciation of words with similar sounds, for example, pantai/pandai, teman/taman, rumah/ramah, ramai/ramah
• avoiding telling the examiner to go to a new topic through the use of phrases such as, ‘sudah’ or ‘topik baru’
• using Indonesian to ask for a question to be repeated, ‘maaf Bu, saya tidak mengerti’ or ‘ maaf Bu, bias diulangi?’
• their understanding of the variety of question words, including ‘kapan?’, mengapa?’
• understanding the difference between the personal pronouns ‘kita’ and ‘kami’
• their knowledge of a variety of vocabulary, including ‘menang’, ‘cocok’, ‘perlu’
• avoiding the use of English or Indoglish.
• their pronunciation of words such as ‘Eropa’, ‘menyenangkan’, ‘karena’,
• avoiding adding extra sounds to words, especially ‘r’ sounds or trills, for example words such ‘suka’ and ‘saya’ should not have these sounds attached to the end
• ensuring that words that are important to the overall meaning of a sentence (pronouns and verbs) are included, such as Saya lebih berlari which should besaya lebih SUKA berlari and Belajar banyak di sekolah which should be SAYA belajar banyak di sekolah.

Students should:

• read each question carefully
• make notes in the Candidate’s Notes column on the right-hand side of the page
• transcribe their response on to the lines, using the space provided for each question
• use the lines provided as a guide to the length of the response required
• ensure their responses are clear and address all parts of the question
• use their own words and respond in English
• avoid translating text as part of their response.

In better responses, students were able to:

• demonstrate a comprehensive understanding of the texts through identifying relevant details and applying them to the requirement of the question
• synthesise the entirety of the text into a coherent answer that correctly and adequately addressed the intention of the question
• provide an accurate and succinct summary (Q8)
• balance opposing arguments/positions, where necessary, to show a global understanding of the text.

Areas for students to improve include:

• knowledge of vocabulary items such as, kereta api, cerita, Inggris, latihan.
• avoid inferring meaning of an item based on a keyword, for example, universitas, and using this as the basis of their response
• identifying the keyword of a question so that students are able to address the question requirements.

Students should:

• read the whole text(s)
• address all parts of each question
• use the lines, table, chart etcetera allocated for the response
• provide all necessary details to respond to the question fully
• support their responses with evidence from the text where required
• use their own words rather than giving a literal translation
• use their dictionary appropriately to find the correct meaning of the word(s) in context.

In better responses, students were able to:

• show a global understanding of the text and apply this skilfully to the requirements of the task by providing relevant details
• use the allocated marks as a guide for the depth of detail required in their responses, especially for texts that have more than one question as it ensures that details are not mistakenly used in the wrong question
• use the question intentions to guide their engagement with the text in order to avoid translating each word of the text.

Areas for students to improve include:

• engagement with the entirety of the text, including headings and text type, as this assists in developing a global understanding of the text
• accurately identifying base words to assist in decoding the text
• recognition of vocabulary items that are similar such as binatang, bintang
• using strategies to recognise English cognates, for example, sounding out written words buking, tes, persepsi.

Students should:

• write to the word length required
• address audience, purpose and context required by the question
• apply the conventions of the type of text indicated in the question
• use correct register throughout the response
• use a range of tenses, sentence structures and a variety of vocabulary
• avoid repeating the same expressions throughout the response
• use the dictionary carefully to access vocabulary and expressions that are meaningful in the context of their response
• avoid listing
• edit their work.

In better responses, students were able to:

• clearly address the specific question and not just write generally to the topic area or go beyond what the topic asks, for example, in a diary entry about your last day of school, don’t start writing about your future plans
• produce texts that meet the requirements of the text type and the word limit
• plan responses which ensured their writing was well structured and sequenced, with a new idea being developed in each paragraph
• apply a consistent register throughout their response, for example, not confusing aku/saya.

Areas for students to improve include:

• using dictionaries and becoming familiar with the characteristics of the dictionary they use, for example, won does not translate to lih win (lihat win)
• noting affixation errors and confusion of nouns, verbs and adjectives such as senang, menyenangkan, kesenangan, bersenang-senang
• avoiding direct English translation and syntax.