Indonesian Continuers 2021 HSC exam pack

In 2021, due to COVID-19, the HSC examinations for some courses were cancelled or the requirements adjusted, and no HSC feedback is available.

Please refer to marking feedback previously published for this component.

Students should:

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

In better responses, students were able to:

• identify it was a phone app instead of a program, and its purpose (Q1)
• indicate that Didi was forgetful and inconsiderate and link this to his actions (Q5)
• correctly identify the reason the wife accepted the husband’s final suggestion, going to Bali and helping their daughter (Q7)
• describe the father’s and Sarah’s attitudes and highlight the differences between them, using specific examples from the text (Q8).

Areas for students to improve include:

• focusing on the words used by Didi, instead of the tone, to show his personality (Q5)
• supporting responses with detailed evidence from the text, for example, Sophia’s friends are responsible young people (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 the response with reference to content and language, using their own words
• address the relevant details required by the question and avoid repetition
• focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’ and respond in relation to the context of the text
• identify the key issue(s) and provide examples to substantiate the response when asked to analyse or evaluate information
• draw a conclusion or justify a point of view using their own words
• 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:

• identify that Kartini’s anxiety is the cause of her falling grades, rather than the reverse (Q9a)
• provide points of similarities and differences when asked to compare (Q9b)
• provide supporting evidence from the text to support responses, for example, program konservasi, menjaga kelestarian budaya (Q10c)
• synthesise information from the entire text, rather than from the last paragraph only (Q10d).

Areas for students to improve include:

• avoiding irrelevant detail
• being familiar with the key words, for example, compare (Q9b).

Part B

Students should:

• read the whole text to respond fully to the question
• plan effectively, paying attention to context, purpose, and audience, and the type of text required in question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response
• focus on 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
• 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 and respond to all the important parts of the text in detail
• provide a creative response or anecdote in relation to the first time Reni and Nat had met
• sequence ideas logically and use conjunctions effectively
• use a variety of language techniques to demonstrate a strong global understanding of the text such as rhetorical questions
• use grammar affixation accurately to describe feelings and emotions such as senang (happy) kesenangan (happiness)
• use passive grammar from correctly and consistently.

 Areas for students to improve include:

• expressing ideas authentically and appropriately rather than using literal translations, for example, saya tidak sabar lagi (I can’t wait)
• ensuring correct understanding and dictionary usage of vocabulary such as terlalu (too) instead of juga (also)
• understanding the different meanings in verb forms such as berkunjung and mengunjungi (to visit)
• revising the correct usage of active and passive verbs.

5 mark question

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 the response logically for maximum effect
• use the dictionary effectively by selecting vocabulary to suit the context
• adhere to the suggested word length
• proofread and edit work.

In better responses, students were able to:

• state what their part time job was and where they worked
• describe what surprised them about their job
• address the conventions for the text type, for example, buku harianku (Dear Diary)
• use a range of conjunctions
• integrate and use passive grammar structures correctly
• adhere to the suggested word length.

Areas for students to improve include:

• understanding the appropriate conventions of starting and writing a diary
• ensuring place and date are at the top of the diary entry, for example, tempat (place), tanggal (date)
• consistently use the appropriate register for example informal language
• revising language functions of noun and verb forms, for example, bekerja, pekerjaan,pekerja
• ensuring correct dictionary use for expressing emotions, such as, kecewa, mengecewakan (disappointment) and heran (surprise).

10 mark question

Students should:

• read the question carefully and address all parts of the question
• plan the response to ensure a clear structure and sequence
• use the appropriate register and conventions of the type of text required
• 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
• adhere to the suggested word length
• proofread and edit work.

In better responses, students were able to:

• understanding the appropriate conventions of an article
• evaluate the negative aspects of the excursion and acknowledge the positives (a)
• provide reasons for why the excursion did not live up to their expectations (a)
• describe an excursion such as darmawisata, widya wisata (excursion)
• use a range or persuasive devices to encourage the target audience to get involved (b)
• sequence ideas logically.

Areas for students to improve include:

• express ideas rather than literal translations, for example, saya tidak sabar lagi (I can’t wait)
• demonstrating the correct difference between adjectives and verbs for example menyenangkan (enjoyable) and to senang (enjoy)
• avoiding listing vocabulary.