Indonesian Continuers 2016 HSC exam pack

Characteristics of better responses:

• a range of structures were used, for example, sebagai contoh, walaupun demikian, di satu pihak … di pihak yang lain, makin lama makin …, mudah-mudahan, apalagi, asalkan
• elaboration was shown where appropriate
• questions were addressed thoughtfully and in detail
• the object focus construction was used confidently and correctly.

Characteristics of weaker responses:

• attempts to use prepared and rote-learned answers which did not directly address the questions asked by the examiners were evident
• the use of ada and adalah was problematic
• affixation was problematic, for example, the correct choice of me~ or ber~ prefixes
• noun and verb forms were incorrect
• word order when using object focus construction was problematic

Specific problems were encountered with the following:

• confusion when to use siapa, yang and bahwa
• the use of ketika and other words to translate `when’
• the use of saja and its correct positioning in the sentence
• the use of tidak vs bukan , menarik vs tertarik, tahu vs kenal, panas vs pedas
• pronunciation of karena, universitas and kadang-kadang
• confusion between masak and masuk
• the inability to use pandai to express the notion that someone is good at something e.g teman saya pandai berenang.
• the inability to use mencari to express the idea of `looking for’

Characteristics of better responses:

• the advertisement was identified to be different to the reality and examples to support this were given (Q3)
• prizes were identified as being a benefit of participating in the program (Q4)
• the meaning of the key word compare was understood and so the points on which both speakers agreed as well as differed were identified (Q5)
• that Yayan really liked playing the role of Jonas was identified as well as his dilemma brought on by his doubts, for example, why he thought he may no longer be suitable for the role, in particular his fear that the audiences may only view him as a comedic actor now, and the limitations brought about by his age (Q7)
• the link between the flooding and the new mall and housing estate was identified (Q8)
• her change in attitude from being in favour of the development to being surprised about the impact of it, to finally being angry about the injustice of it all was identified and explained (Q8)
• an understanding of uang ganti rugi was displayed (Q8).

Characteristics of weaker responses:

• knowledge of the following vocabulary items was lacking: patung, pemenang, iklan, macet, calon, melamar, persaingan, komedi, aksi, sekuat, sebugar, terbiasa, mengalir, mampu, uang ganti rugi, korban
• the item being bargained for was not identified (Q1)
• confusion between belanja with belajar was evident (Q3)
• each speaker’s view on the gossip about Ali's situation was not identified (Q5)
• option (C) was incorrectly chosen from the expression "kalau dijual, pasti akan mahal" in the text (Q6)
• the role of Jonas as an action role was not identified, misunderstanding aksi as accent (Q7)
• the dilemma was not fully identified or explained (Q7)
• pemain aksi was interpreted incorrectly as some type of game/sport (Q7)
• the discussions were identified to be about a move but the reasons behind the need for the move were not identified nor was a strong understanding of how she felt about it shown (Q8).

Part A

Question 9

Characteristics of better responses:

• a change in Hadi's sleeping pattern was identified and explained in reference to the two given terms (part b)
• Nyoman's attributes/character were identified and linked to the text; for example, carefree, wreckless, non-academic, forget about school, enjoy life, positive, fun loving (part c)
• Mas Yanto's advice as being helpful was identified and justified with strong textual references (part d).

Characteristics of weaker responses:

• knowledge of the following vocabulary items was lacking: merosot, pembimbing remaja, anjurkan, berhasil
• difficulty translating tukang tidur and burung hantu was evident, often being translated as ghost bird (part b)
• an issue with sleeping was identified but a contrast or link to the terms tukang tidur and burung hantu was not provided (part b)
• only a limited aspect of Nyoman's character was identified (part c)
• reference to the credibility of Mas Yanto was not included (part d).

Question 10

Characteristics of better responses:

• understanding the juxtaposition of being victims of society as well as national heroes was demonstrated and explained using evidence from the text (part b)
• a strong understanding of the factors that influenced Ratih to work overseas was displayed (part c)
• the lack of a union as well as the cruelty of bosses who didn't pay wages were identified (part d)
• the fluctuation in Ratih's emotions was identified and details were provided (part e).

Characteristics of weaker responses:

• knowledge of the following vocabulary items was lacking: devisa, korban, pas-pasan asing, kejam, serikat
• the first paragraph was translated without answering the question (part a)
• pahlawan negara was not translated correctly (part b)
• the irony of the given term was not understood (part b)
• sufficient examples of the factors that influenced Ratih to work overseas were not provided (part c)
• only the cruelty of bosses who didn't pay wages was identified (part d)
• one change in Ratih's emotions was identified, for example, excited/sad (part e).

Part B

Characteristics of better responses:

• most comments and questions in the text were addressed
• sophisticated structures were used accurately, particularly the passive voice
• elaboration on several cues from the text was evident
• responses were structured to sound natural and not list-like.

Characteristics of weaker responses:

• many elements of the text were not addressed
• tinggal/meninggal were confused
• untuk was used after the verb mencari
• makan/makanan were confused
• inconsistent use of pronouns was evident, for example saya/aku
• the suggested word limit for the question was not reached.

Characteristics of better responses:

• a range of vocabulary and language structures was used, including prefixes and suffixes
• an authentic anecdote was provided or cultural knowledge and understanding was shown (Q12)
• reflective (Q13) or descriptive (Q12) language was used effectively
• the text type was addressed adequately and relevantly
• salutations (Q12) or appropriate speech opening and closing comments (Q13) were included
• both positive and negative aspects of a gap year (Q13a) or school life for a Year 12 student (Q13b) addressed

Characteristics of weaker responses:

• difficulty expressing positif and negatif was evident (Q13)
• sufficient reflection was not included (Q13)
• dictionaries were used without cross checking meanings, resulting in wrong word choice
• sambil/sementara/selama were confused
• difficulty with time and tense phrases was evident, for example ketika/kalau
• one-sided reflections were presented, discussing only positive aspects of a gap year or school life( Q13)
• direct translation from English was evident.