Indonesian Continuers 2024 HSC exam pack

Conversation

Students should:

• be prepared to communicate about a variety of topics relating to their personal world
• elaborate and provide relevant details to address the questions in a way that engages with the examiner
• use a range of vocabulary, expressions and language structures to respond appropriately to the questions
• provide information, express ideas and comment on their personal world
• be prepared to respond to questions from a different perspective
• be prepared to respond to questions that relate to past, present and future aspects of their personal world
• avoid repetition of the same vocabulary, phrases and expressions
• manipulate the language to fulfil the requirements of the question
• 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:

• speak clearly with excellent pronunciation, syntax, register and intonation
• answer questions in depth, with relevant information and with minimal hesitation, allowing the conversation to flow at a good pace
• communicate feelings, provide opinions and justify their responses, for example, sayapikir, saya kira, pada pendat saya, saya merasa, di lain pihak, kalau dibandingkan dengan
• manipulate the response to address the requirements of the question
• respond in full sentences, using compound and complex sentences
• use language structures and features effectively to enhance their responses, for example, supaya, sehingga, akan tetapi, walaupun and superlative and comparative phrases
• use tenses accurately as required by the question, for example, dulu, tahun depan
• use authentic and idiomatic expressions appropriately, for example, sudah makan banyak asam garam.

Areas for students to improve include:

• elaborating on their responses without the need for extra prompts from the examiner
• demonstrating the use of passive sentence structure accurately
• using connectors effectively, for example, juga, serta, bukan hanya … tetapi juga …, baik … maupun …, semakin, oleh karena itu
• using prepositions correctly, for example, pada, di, ke
• using a wide range of adjectives, for example, mempesonakan, menyenangkan, luar biasa,mengasyikkan
• demonstrating the correct use of the term for ‘when’, including waktu, ketika and kapan
• avoiding colloquial vocabulary, for example, nggak, aku, gue, buat, kayak, kenapa, barusan, kasih, banget
• using the correct noun/verb forms, for example, pekerjaan/bekerja/mengerjakan, pelajaran/belajar/mengajar, permainan/bermain/memainkan.

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:

• correctly identify time phrases to sequence information correctly (Q1, Q3)
• present both sides of a conversation with close reference to the text (Q4, Q8)
• distinguish between the speaker not being allowed to socialise or do other teenage activities, as emphasised by tidak boleh (Q6).

Areas for students to improve include:

• summarising ideas without including additional examples or details (Q6).

Part A

Students should:

• read the title, the questions and the whole text before responding
• use only the lines or space beneath the question for their 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
• 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 the 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:

• identify that the interview was taking place at this time due to the recent Olympic Games being held (Q9a)
• account for the change in attitude of Anisa’s parents, using correct details from the text (Q9b)
• justify their responses based upon a global understanding of the text instead of isolated sections (Q10)
• provide a perceptive explanation of how Beni used the survey results to promote a different holiday destination (Q10c)
• provide comprehensive detail about how likely Andini was to visit Flores and Kalimantan (Q10d)
• correctly identify language techniques and their effect, linking specifically to the text, for example, rhetorical questions and imperatives (Q10e)
• demonstrate understanding of both the content and language used in the text (Q10e).

Areas for students to improve include:

• explaining the effect of language techniques fully, with examples, and linking them back to the question (Q10e)
• providing thorough detail on both destinations (Q10d)
• considering the text as a whole, rather than isolated sections, when selecting the most appropriate title (Q9d).

Part B

Students should:

• read the whole text in order to respond fully to the question
• plan effectively to organise their thoughts, paying attention to context, purpose and audience, as well as the type of text required by the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their 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 the question
• 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:

• demonstrate an excellent understanding of the text as a whole by identifying and addressing the key points in depth, for example, becoming a nurse, the city not being dangerous, a different lifestyle in the city, living with a family and meeting a number of the specific requirements of the scholarship
• use persuasive language to convince both Desy and her parents that the scholarship is a good opportunity
• use appropriate register and vocabulary.

Areas for students to improve include:

• using commands appropriately, for example, sebaikya, lebih baik kalau, jangan
• correctly expressing ‘to inform/to tell’, for example, memberitahu, ceriatakan, kasih tahu
• using active and passive sentence structures correctly, particularly passive in the first/second person form
• formulating a response with some creativity and elaboration using their own expressions without copying ideas directly from original text.

Writing in Indonesian

Question 12

Students should:

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

In better responses, students were able to:

• provide a relevant and authentic reason as to why you must work this afternoon
• apologise correctly, for example, minta maaf
• address parents correctly using bapak and ibu rather than ortu
• use the pronouns kami and kita correctly.

Areas for students to improve include:

• using pronouns consistently and avoiding mixing saya and aku
• using the correct text type
• using rhetorical questions accurately and authentically
• using the correct verb or noun form, for example, telepon/menelepon/ditelepon,hubungan/menghubungi/dihubungi.

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

In better responses, students were able to:

• use tense correctly, for example, sedang, sudah, pernah, dulu
• reflect in depth on the choices that they made in the year after the HSC and how those choices have impacted their lives (Q13a)
• specifically address how they balanced their social life with their school life during the HSC (Q13b)
• use untuk or atas correctly when thanking as appropriate to the context.

Areas for students to improve include:

• using the verbs memelihara and menjaga in the correct contexts
• understanding the difference between kepada and pada
• demonstrating the correct use of verb and adjective verb, for example, menarik/tertarik
• avoiding incorrect use of passive di-verb to indicate past tense.