Indonesian Continuers 2019 HSC exam pack

Conversation

Students should:

• be prepared to talk about a variety of topics relating to their personal world
• answer the question asked rather than presenting pre-prepared responses
• express their ideas and opinions and justify their point of view
• elaborate using a variety of vocabulary, phrases and expressions suitable to the question asked
• use a range of tenses and be prepared to reflect on the past, present and future
• manipulate the language to fulfil the requirements of the question
• avoid the repetition of the same vocabulary, phrases, expressions and grammatical structures
• be prepared to be interrupted by the examiner.

In better responses, students were able to:

• respond with authentic pronunciation and intonation
• manipulate vocabulary to answer the question asked
• elaborate on their ideas and opinions using appropriate vocabulary, expressions and sentence structures
• present a point of view and justify their opinion with examples and explanations
• reflect on events and not just describe them
• use a variety of conjunctions, such as, walaupun, supaya, sehingga, sebenarnya, di pihak lain, baik…maupun…, bukan hanya… tetapi juga…
• use object-focus construction correctly
• use culturally appropriate references.

Areas for students to improve include:

• using a wider range of adjectives
• demonstrating the correct use of object-focus construction
• pronouncing words, such as, kadang-kadang, karena, ke, tinggal, mendengarkan, bahwa, beberapa
• using prepositions correctly in the context of the question and response, for example, di, ke, pada, selama
• understanding the difference between kapan, ketika and waktu
• applying correct noun and verb affixation, for example, mengalami/pengalaman/berpengalaman and bekerja/mengerjakan/pekerjaan
• using appropriate cultural references in responses
• avoiding the overuse of responses, such as, anu.

Students should:

• make notes in the Candidate’s Notes column on the right-hand side of the page
• read the question carefully and respond to all parts of the question
• support their responses with relevant evidence from the text
• transcribe their response onto the lines, using the space allocated beneath the question
• use the number of lines as an indication of the required length of the response
• support their responses with reference to relevant content and language, using their own words
• avoid translating the text as part of their response.

In better responses, students were able to:

• recognise key vocabulary, for example, sudah (Q1) to understand items that Sari had already packed
• identify that Anwar’s mother was frustrated that his food was getting cold, supported by examples (Q2)
• recognise key vocabulary from the text, for example, pinjam, sembuh and hadiah (Q4)
• summarise succinctly without providing reasons (Q5)
• understand how the speakers’ plans for their gap year reflected their type of attitudes and not attitudes towards their plans (Q6)
• demonstrate an understanding of the situation, that is, buying a new apartment versus an old house (Q7)
• explain Jono’s realisation that he should not drop music after being made aware of the benefits of studying it (Q8).

Areas for students to improve include:

• being aware of similar Indonesian phonemes, for example, ‘b’ and ‘p’ to assist them locate unknown words in the dictionary, for example, payung (Q1)
• cross-checking their understanding of expressions in the dictionary, for example, rumah tua which was incorrectly translated as parent’s house (Q7)

Part A

Students should:

• read the title, questions and the whole text before responding
• use only the lines or space beneath the question for the response
• support their responses with reference to content and language, using their own words
• be succinct in their responses, addressing the relevant details required by the question and avoiding repetition
• focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’  and respond in relation to the context of the text
• read the whole text in order to demonstrate understanding of relevant information and ideas
• identify the key issue(s) and provide examples to substantiate their response when asked to analyse or evaluate information
• draw a conclusion or justify a point of view using their own words
• provide a succinct response of main points or ideas when asked to summarise
• avoid providing a literal translation of text
• use the dictionary appropriately to find the correct meaning of the word(s) or expressions in context.

In better responses, students were able to:

• understand key words and expressions, for example, mencari nafkah, kekurangan apa-apa (Q9a), kampungan (Q9c), jurang generasi, terbalik (9d), kaki langit baru (10a), menghemat (10d), kesadaran baru (10e)
• contrast both the mother and son’s attitudes to eating street food (Q9c)
• explain the irony of the reversal of the usual generation gap (Q9d)
• include conflicting priorities of the local government and private sector in their explanation (10c)
• identify London’s initiative and explain its benefits including future savings that could be made (Q10d)
• provide a perceptive explanation of why the author was hopeful, referring to the new awareness, global understanding and innovative planning that came about from the urban problems (Q10e).

Areas for students to improve include:

• avoiding the inclusion of irrelevant detail from common knowledge to answer questions
• reading the question carefully to avoid misunderstandings, for example, street food was confused with junk food (Q9c).

Part B

Students should:

• respond to the question asked in relation to the text
• read the entire text in order to respond fully to the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response and not just respond to questions asked in the text
• focus on all relevant information and key points raised in the text in order to respond to comments made, requests for advice, issues discussed and observations made
• use the appropriate register throughout the response
• plan effectively to organise their thoughts, paying attention to purpose, audience, context and the type of text required in question
• provide a creative and authentic response in relation to the text and question
• use a variety of vocabulary and expressions and a range of grammatical structures
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• identify the key points of the text and demonstrate an excellent understanding of the whole text by addressing all the key points in depth
• refer to the job advertisement and respond using original ideas and not simply translating or borrowing whole phrases or sentences from the original text
• use persuasive language to encourage their friend to apply for the position advertised
• sequence their ideas logically, using appropriate conventions of language.

Areas for students to improve include:

• adhering to the suggested word length
• ensuring they select the correct pronouns.

Question 12

Students should:

• address all parts of the question
• use the appropriate register and conventions of the type of text
• commence and conclude appropriately
• use the correct tense for the requirements of the question
• sequence their response logically for maximum effect
• use the dictionary effectively by selecting vocabulary to suit the context
• proof read and edit work
• adhere to the suggested word length.

Question 13

Students should:

• read the question carefully and address all parts of the question
• plan their response to ensure a clear structure and sequence
• use the appropriate register and conventions of the type of text required
• commence and conclude appropriately
• manipulate the language to suit the requirements of the task
• use a variety of tenses, phrases and structures appropriate to the requirements of the question
• proof read and edit their work
• adhere to the suggested word length.

In better responses, students were able to

• use the correct text type – note (Q12), speech (Q13)
• use and include the correct salutations (Q12) or appropriate speech opening and closing comments (Q13)
• use descriptive (Q12) or reflective (Q13) language consistently and effectively
• provide an authentic anecdote or demonstrate cultural knowledge and understanding (Q13)
• use a range of vocabulary and language structures, including prefixes and suffixes.

Areas for students to improve include:

• revising language functions such as correct verb and noun forms
• ensuring correct dictionary use, for example mengalami/pengalaman; hanya/baru/saj; ada/adalah; sambil/sementara; untuk/selama; sangat/sekali; jam/waktu/ketika
• using the expected register consistently, for example for a note (Q12) and a speech (Q13)
• revising the correct use of active and passive verbs.