Indonesian Continuers 2020 HSC exam pack

Conversation

Students should:

• be prepared to communicate on 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
• use Indonesian to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• demonstrate a variety of vocabulary through the use of synonyms and a wide range of adjectives
• correctly use Object Focus Construction in a range of contexts
• demonstrate an understanding of the difference between tertarik and menarik
• correctly use conjunctions, such as walaupun, sedangkan, akan tetapi, misalnya, oleh karena itu, di lain pihak, supaya and sehingga to make their responses more coherent
• demonstrate correct word order, particularly when indicating possession or using adjectives.

Areas for students to improve include:

• avoiding the repetition of similar responses throughout the examination
• using the correct word for when/if, such as kapan, kalau, ketika, waktu
• ensuring the correct use of the prepositions ke, kepada, di,dalam, pada, dari, dengan,
• avoiding the incorrect use of cinta in place of suka or menikmati, for instance when referring to hobbies
• avoiding the incorrect use of the word melihat, for instance, Itumelihat sangat membosankan or Saya sering melihat dia pada akhir minggu,
• using the correct pronunciation for cognates and words such as ke, karena, menyenangkan
• avoiding literal translations such as using begitu in place of jadi, or seperti inplace of suka.

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 on to 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:

• give a detailed description of the event, rather than a general one (Q2)
• link the details of the text specifically to Tom’s situation (Q6)
• correctly identify the topic of the conversation, that is, moving the capital city to Kalimantan (Q8)
• describe the progressive and subtle changes in the speakers’ opinions based on statements made in the text, for example, mungkin itu benar, aku belum berpikir sejauh itu (Q8).

Areas for students to improve include:

• not including extraneous details or examples when asked to summarise (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:

• give specific examples of the influence of Febi’s grandmother on her cooking (Q9b)
• translate the statement correctly and explain it in the context of the text (Q9c)
• identify the influence of Manadonese culture on both Febi’s cooking and language (Q9c)
• specifically identify Febi’s future plans (Q9d)
• describe the events of Saturday night in detail, as opposed to the following day’s events (Q10b)
• use specific examples of both content and language perceptively to support their answer (Q10e).

Areas for students to improve include:

• providing meaningful translations of the text
• explaining the effect of specific language examples as opposed to just identifying them (Q10e).

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
• 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
• plan effectively to organise their thoughts, paying attention to purpose, audience, context and the type of text required in question
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• discuss a range of experiences at the resort based on the text, not just one or two aspects
• ensure their content was relevant to the task
• structure their responses well for a review, outlining their opinions, for example, yang pertama
• demonstrate a good control of language
• discussed the food order referring to different dishes, for example sate, rendang
• give reasons related to Indonesian culture to show a different perspective, for example, using jam karet to indicate lateness.

Areas for students to improve include:

• understanding the correct use of ‘adalah’
• ensuring the word limit meets the requirements of the task
• providing new ideas to show their understanding of the text
• avoiding copying phrases from the text, for example singkat kata, saya akui, terletak di lokasi stategis, yang kita lihat online.

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
• proofread and edit work
• adhere to the suggested word length.

In better responses, students were able to:

• provide a creative anecdote about a specific cultural misunderstanding within the word limit
• provide details in their response
• use some conjunctions and time indicators, for example sedangkan, kalau dibandingkan dengan, tadi, sesudah itu, kemudian
• use object focus structures.

Areas for students to improve include:

• demonstrating an understanding of appropriate word order, for example, the difference between pertukaran siswa and siswa pertukaran, or pertukaran siswa being used incorrectly as exchange student
• ensuring pronouns used are consistent
• understanding the correct use of questions words, for example, kapan used instead of waktu, or siapa when it should be yang or dengan.
• not using adalah before adjectives, for example, adalah bagus.

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
• proofread and edit their work 
• adhere to the suggested word length.

In better responses, students were able to:

• outline the benefits of the excursion in detail (Q13a)
• offer solutions about the naughty students (Q13a)
• maintain a respectful tone rather than lecture the teacher on what to do.

Areas for students to improve include:

• ensuring they address the teacher with the appropriate pronoun, for example, Bu and Anda rather than kamu
• demonstrating an understanding between tolong and silakan
• resolving difficulties with words for behaviour and excursion.