Indonesian Continuers 2023 HSC exam pack

Conversation

Students should:

• communicate on a variety of topics relating to their personal world
• elaborate and provide relevant details to address questions, engaging with the examiner
• express ideas and opinions, justifying their point of view by providing depth and insight in responses rather than short pre-prepared responses
• elaborate using a variety of vocabulary, phrases and expressions suitable to the questions
• use a range of tenses and be prepared to reflect on the past, present and future
• manipulate language to fulfil the requirements of the question
• avoid repetition of the same vocabulary, phrases, expressions and grammatical structures
• be prepared to be interrupted by the examiner
• use Indonesian language to ask for repetition and/or clarification of the question.

In better responses, students were able to: 

• speak clearly with excellent pronunciation, syntax, register and intonation
• answer the questions with minimal hesitation, allowing the conversation to flow at a good pace
• answer questions with relevant information and in some depth, for example, to communicate feelings, provide opinions and justify their responses
• address the requirements of the question
• elaborate on their responses without extra prompts from the examiner
• respond in full sentences, using compound and complex sentences
• use language structures and features effectively to enhance their responses, for example, comparative and superlative phrases such as ter-/paling, lebih X daripada Y
• use authentic and idiomatic expressions appropriately, for example, sudah makan banyak asam garam
• prioritise coherence over pace
• use a range of connectors, for example, walaupun, supaya, sehingga, meskipun, serta, selain itu, semakin, bukan hanya X tetapi juga Y, di pihak lain, sedangkan, akan tetapi, misalnya, oleh karena itu.

Areas for students to improve include:

• avoiding the use of colloquialisms, for example, aku, kasih, banget, kayak, bikin, barusan
• listening carefully to the questions
• limiting pauses and hesitation to deliver responses at an even pace
• increasing accuracy in affixation, for example, bosan/membosankan, bekerja/pekerjaan
• correctly using tense indicators, for example, dulu, tadi, nanti, masa depan
• using a wider range of adjectives, for example , luar biasa, mengasyikkan, mengecewakan, menyenangkan, mempesonakan
• understanding the difference between kami and kita
• using the correct form of ‘when’, for example, kapan, waktu, ketika.

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 the response with relevant evidence from the text
• transcribe the 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 the response with reference to relevant content and language, using their own words.

In better responses, students were able to:

• identify the topics being discussed by both the male and female speaker (Q1)
• list the specific pieces of advice given (Q3)
• give a detailed explanation of why Aiden is unlikely to see the film (Q4)
• identify the specific item Yanto lost and the place where it was found (Q5)
• include a balance of examples of both language and content to support their answer (Q8).

Areas for students to improve include:

• understanding of time indicators and sequencing, for example, kemarin vs besok
• using all relevant examples from the text
• understanding of ter- verbs, for example, terpilih (Q6)
• identifying specific language techniques and then explaining their impact as well as referring to content (Q8)
• drawing on the text as a whole to compose a perceptive response (Q8). 

Part A

Students should:

• read the title, questions and the whole text before responding
• use the lines or space beneath the question for the response
• support the responses with reference to content and language, using their own words
• be succinct in the response, addressing the relevant details required by the question, 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
• 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
• provide a succinct response of main points or ideas when asked to summarise
• avoid providing a literal translation of the 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:

• include all relevant information and details from the text.
• correctly understand the meaning of “terbatas pada” and “ketinggalan jaman” (Q9b)
• identify that Reza had targeted a gap in the market by creating Kafe Ngebrosh (Q9d)
• clearly explain the link between Reza’s decisions and his skills as a businessman (Q9d)
• describe the hardships Bashori faced in junior high school, such as fights, pickpocketing and going to jail (Q10b)
• provide extensive reference to the text as evidence of Bashori’s personality traits (Q10d)
• identify the most appropriate title for the text (Q10e).

Areas for students to improve include:

• distinguishing between ‘kafe modern’ and ‘warung kopi’ as two separate places (Q9)
• specifying Reza’s plans to expand the café both domestically and internationally (Q9d)
• understanding numerous meanings of vocabulary terms, for example, “usaha” (efforts/business ventures) (Q10)
• linking Bashori’s life events clearly to personality traits, for example, generosity, leadership, diligence (Q10d). 

Part B

Students should:

• read the whole text to respond fully to the question
• plan effectively to organise thoughts, paying attention to context, purpose, and audience, and the type of text required in question
• respond to the question asked, in relation to the text
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in the response
• 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
• provide a creative and authentic response in relation to the text and question
• use the appropriate register throughout the response
• use a variety of vocabulary, expressions and range of grammatical structures
• edit work to ensure clarity of the response.

In better responses, students were able to:

• respond to Wayan’s situation in depth and give advice on how Alex stays healthy with activities that they have chosen
• respond to the text globally and give more than advice to Wayan. For example, reflect on their friendship and comment on the parents’ understanding or not understanding Wayan’s situation.

Areas for students to improve include:

• organising ideas into paragraphs
• commenting on the main ideas in the text and not just the questions at the end of the text. For example, Wayan’s comments about doing a lot of study or his friends being busy.

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 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:

• use appropriate language to apologise, for example, ‘saya minta maaf’ or ‘maafkan saya’
• incorporate appropriate sophistication into apology and text type of a message, for example, appropriate conjunctions and passive structure
• be creative with an apology
• use passive structures correctly.

Areas for students to improve include:

• ensuring consistent register
• adhering to the appropriate word limit
• apologising effectively and appropriately to the task.

Question 13

Students should:

• read the question carefully and address all parts
• plan the response to ensure 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
• adhere to the suggested word length
• proofread and edit work.

In better responses, students were able to:

• evaluate the experience with appropriate language
• describe a cultural event in detail
• demonstrate an understanding of Indonesian grammar by accurately using a range of affixes
• demonstrate an understanding of appropriate word order, for example, the difference between pertukaran siswa and siswa pertukaran
• successfully use first and third person object focus construction, for example, ’upacara dialami oleh saya’ should be ‘upacara saya alami’.

Areas for students to improve include:

• structuring a report in a cohesive manner
• correctly using grammar for example ‘bukan main + adjective+nya’
• using the correct register.