Indonesian Extension 2017 HSC exam pack (archive)
2017 Indonesian Extension HSC paper (archived)
Marking guidelines
Marking guidelines are developed with the examination paper and are used by markers to guide their marking of a student's response. The table shows the criteria with each mark or mark range.
Sample answers may also be developed and included in the guidelines to make sure questions assess a student's knowledge and skills, and guide the Supervisor of Marking on the expected nature and scope of a student's response. They are not intended to be exemplary or even complete answers or responses.
Marking feedback
Select from the link(s) below to view feedback about how students performed in this year’s examination.
Use the feedback to guide preparation for future examinations. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.
Feedback on practical examination
Students should:
- state the question number they are attempting at the start of the examination
- speak for 3 minutes on the required topic
- use the seven minutes of preparation time to plan their response and select the most appropriate examples to support their response.
Question 1
No students attempted Question 1.
Question 2
In better responses, students were able to:
- consider the topic of ‘success’, from a personal perspective, or some discuss the idea of ‘success’ from a more global perspective, referring to the success of the community or country as a whole
- show evidence of the ability to develop a clear, coherent and logical argument
- show depth in their argument through the use of detailed, relevant supporting examples
- clearly articulate the link between their argument and supporting examples
- combine their argument with a succinct conclusion
- demonstrate excellent pronunciation, a range of sophisticated vocabulary and a consistently high level of grammatical accuracy.
Feedback on written examination
Students should:
- begin a response to a question that contains a quote, with a translation/explanation of that quote, before providing supporting evidence or examples
- name the language techniques used and explain their effect as well as giving examples of them
- actively address and include features of the specified text type in writing skills questions.
In better responses, students were able to:
- demonstrate their language skills through correct use of affixation and other grammatical structures, and by using a broad range of vocabulary, sentence starters and expressions
- show cultural sensitivity in their content as well as their use of language, that is, in the terms of address and language register used. They also address all parts of the question, discussing not only the events of the day but also the potential impacts on the children of both the prejudice shown and the competition win (Q2)
- discuss the issue in breadth and depth, providing good supporting examples (Q3 and Q4)
- write in the correct text type (for example, an article for Q3 and Q4), making use of devices such as a heading, rhetorical questions, and addressing readers directly using ‘para pembaca’.
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Indonesian Extension syllabus
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