Indonesian Beginners 2022 HSC exam pack

Conversation

Students should:

• be prepared to communicate about a variety of topics relating to their personal world
• elaborate and provide relevant details to address the questions in a way that engages with the examiner
• use a range of vocabulary, expressions and language structures to respond appropriately to the questions
• 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 with opinions and comment without prompting from the examiner and without sounding rehearsed
• give their opinions using more sophisticated vocabulary and language structures, for example, Saya berpendapat bahwa…, Sebenarnya …, Di satu pihak…, baik… maupun…
• understand a variety of question words, for example, siapa, mengapa?, Ada pelajaran yang Anda tidak suka di sekolah?
• respond to more abstract questions, demonstrating depth of knowledge across the range of syllabus topics, for example, Kalau Anda tidak ada sukses menjadi seorang dokter bagaimana rencana Anda? Apakah mata pelajaran itu membantu Anda pada masa depan?, Mengapa Anda memilih belajar di Universitas itu?
• use the correct noun/verb form of words, for example, pelajaran/mengajar, makan/makanan, masakan/memasak
• use a range of connectors when listing nouns and/or adjectives, such as, dan, juga, tetapi.

Areas for students to improve include:

• applying language features, such as pronunciation and intonation, effectively to ensure that communication is enhanced and easily understood, especially with words, such as karena, kadang-kadang, Inggris, ke, biologi, pemandangan
• understanding the meaning of vocabulary items with similar sounds, for example, ramah/ramai, dapur/dapat
• responding in full sentences including necessary auxiliaries and prepositions, for example, di/pada, ke
• avoiding the use of English, especially for country names, for example, Italia, Perancis, Singapura, teknologi
• ensuring that the question word is not repeated in their response, for example, Kamu bermain bola basket di mana? Bola basket di mana sekolah, Berapa umur Bob? Bob umur berapa sepuluh
• consistently applying Indonesian syntax (noun+adjective), for example, guru kimia, hobi favorit, ibu saya
• understanding of the difference between tidak and belum.

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.

In better responses, students were able to:

• apply their understanding of the requirements of the question to guide their engagement with the text and apply relevant details, for example, 'account for', 'what is the purpose', 'summarise'
• categorise and synthesise information to demonstrate an understanding of the whole text, for example, 'lots of food options' and 'close to public transport' (Q5)
• 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.

Areas for students to improve include:

• extending their knowledge of large numbers, including ribu (Q2)
• avoiding adding extra dot points to summary questions
• developing knowledge of vocabulary items such as pinjam, sepupu, bekerja dulu
• understanding the genders of common Indonesian names, such as Anwar and Budi.

Students should:

• read the whole text(s)
• address all parts of each question
• use the lines, table and chart 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:

• summarise concisely where required as opposed to translating whole sections of the stimulus text (Q10b)
• make a judgement and support it with examples from the stimulus text (Q12, Q13b, Q14a,b)
• avoid overlapping information in their answers to questions with more than one component (Q14a, b, c, d).

Areas for students to improve include:

• understanding the cultural awareness of Indonesian places, for example, Kalimantan and Jawa
• developing awareness of common Indonesian names such as Bambang, so as not to confuse these names with regular nouns
• understanding of Rupiah versus Australian Dollars (Q10c)
• understanding of Indonesian affixation to support their dictionary usage under examination conditions.

Students should:

• write to the word length required
• address the context, purpose and audience required by the question
• apply the conventions of the type of text indicated in the question
• use correct register consistently 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:

• address the question requirements through application of appropriate register, including the correct use of aku or saya
• apply characteristics of the text type to ensure their work meets task requirements and is organised coherently
• engage with the context of the task through the manipulation of language and not the simple application of previously prepared responses to avoid writing generally on a topic.

Areas for students to improve include:

• understanding the application of Indonesian syntax, especially for possessive pronouns such as mobil kamu, sekolah baru saya
• planning responses using tactics, such as, PACT (purpose, audience, content, text type) method to ensure responses are purposeful
• developing their knowledge of prepositions and modal verbs, for example, harus, di, ke.