Indonesian Extension 2016 HSC exam pack (archive)

Characteristics of better responses:

• the ability to develop a clear, coherent and logical argument supported by relevant examples was demonstrated
• opinions were clearly stated, supported with evidence and drawn together with a succinct conclusion
• excellent pronunciation was demonstrated as well as a range of sophisticated vocabulary and a consistently high level of grammatical accuracy.

Characteristics of weaker responses:

• the link between the argument and the supporting examples was not always clearly articulated
• the argument lacked depth.

Response to Prescribed Text - Part A

Characteristics of better responses:

• the use of the monologue to give commentary on the extract as well as being used at the beginning to introduce the historical/ socio-political context of the film was identified and was explained (Q1a)
• the language used in the letter was identified in the description of Lintang’s character, for example, acceptance of his fate; respect and affection for Bu Mus/the other students/the school (Q1b)
• Lintang’s current situation was identified and both the themes of education and the pursuit of dreams were discussed as the conclusion to Lintang’s part of the story (Q1c)
• techniques such as irony, contrast/juxtaposition were named and the techniques used were illustrated by providing relevant quotes from the text, for example, ‘Orang yang ingin…, orang yang…, lebih dulu meninggalkan…’ as well as an explanation of how these accentuated the unfairness of Lintang’s situation (Q1d)
• a range of relevant camera techniques was discussed and examples of their use in this scene were given and the emotions that were heightened by their usage were identified (Q1e).

Characteristics of weaker responses:

• only one aspect of the monologue was discussed (Q1a)
• Lintang's character was identified but without reference to how this was revealed by the letter (Q1b)
• the ending of the film was not addressed or only partial answers were given (Q1c)
• examples of language rather than language techniques and attributed audience response were given
• limited explanation how language techniques accentuated the unfairness of Lintang’s situation was provided (Q1d)
• limited examples of film techniques, other than camera use were given (Q1e).

Response to Prescribed Text - Part B

Characteristics of better responses:

• breadth and depth in knowledge of the film was shown by discussing both the events of that day and the broader lessons learnt at SD Muhammadiyah, linking the events to the themes and issues of the film as a whole
• Kucai was appropriately imagined as an adult
• flair in language usage was demonstrated
• authentic language manipulation and phrasing, and a wide range of grammatical structures and vocabulary was demonstrated
• correct letter conventions were used and cultural sensitivity was shown, for example, by using the appropriate terms of address and language register.

Characteristics of weaker responses:

• some of the day’s events at the school were recounted but without reflection upon the wider lessons of the school or of any lasting impact upon Kucai
• only Kucai wishing to give up being class captain was discussed without any reference to Pak Harfan and the story of Nabi Nuh
• little authenticity in language usage was demonstrated, for example, literal translation was given and poor grammar manipulation was evident
• the letter text type conventions, register and forms of address were incorrectly or poorly used, for example, kamu was used for Bu Mus.

Writing in Indonesian

Characteristics of better responses:

• a structured argument that was clear and coherent in addressing the topic chosen, supported with relevant examples and/or evidence, was presented
• breadth and depth in the treatment of the topic was shown and repetition of ideas and statements was avoided
• speech text type conventions were used, including the correct register for addressing audience, and attempts were made to engage the audience through the use of literary functions
• authentic language usage was demonstrated, including a range of vocabulary and grammatical constructions such as the object-focus.

Characteristics of weaker responses:

• only one aspect of the topic was discussed, for example, discussing social media without providing any argument as to whether it is effective or not in building a sense of community
• little structure in argument or cohesion of ideas was demonstrated, often resulting in confusing or repeated content
• only one idea was provided and irrelevant points and information were included
• ideas were not supported with relevant examples
• little regard for speech text type conventions and for correct register were shown, for example, colloquial language and phrases were mixed with more formal vocabulary resulting in an inconsistent register
• frequent errors with affixation, object-focus construction and word order were demonstrated.