Indonesian Extension 2018 HSC exam pack (archive)
2018 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
Monologue
Students should:
- state the question number they are attempting at the start of the examination
- speak for three 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
In better responses, students were able to:
- discuss the topic of moral education and academic and financial success
- clearly articulate the link between their argument and their supporting examples
- use examples that are relevant to the question
- structure their response clearly by using a succinct introduction and conclusion
- demonstrate excellent pronunciation, a range of sophisticated vocabulary and a consistently high level of grammatical accuracy.
Question 2
In better responses, students were able to:
- consider the context of 'contemporary society' when forming their argument
- clearly articulate the link between their argument and supporting examples
- use examples that were relevant to the question
- structure their response clearly by using a succinct introduction and conclusion
- demonstrate excellent pronunciation, a range of sophisticated vocabulary and a consistently high level of grammatical accuracy.
Areas for students to improve include:
- answering the question clearly and directly, instead of relying on prepared arguments
- linking examples clearly to the question to show their relevance and justify their argument
- demonstrating correct use of affixation and other grammatical structures.
Feedback on written examination
Response to Prescribed Text – Part A
Students should:
- ensure responses are complete and address all aspects of the question
- provide breadth and depth of information, ideas and opinions in their responses
- ensure responses are linked to the question
- explain any quotes in questions
- provide supporting evidence or examples.
In better responses, students were able to:
- demonstrate an understanding and analysis of the content of the texts
- provide well-referenced responses to demonstrate a comprehensive understanding
- provide explicit and correct examples from the film to support their answers
- explain film and language techniques, and their effect, relevant to the question
- show cultural understanding and insight regarding values, beliefs and traditions raised in the texts
- explain and/or translate any quotes as in (Q1c) and (Q1e)
- name language techniques, for example, duplication, contrast, as well as giving examples of these techniques
- link their answers to the question, for example, in explaining the effect of film and language techniques.
Response to Prescribed Text – Part B
In better responses, students were able to:
- show breadth of film knowledge by including Pak Harfan’s motivational lesson ‘313 tentara Islam’ which started the day, and the connection between this theme of never giving up and the events that followed throughout the day
- use the diary text type effectively and include language and content that showed a cultural sensitivity to Bu Mus’ character
- demonstrate flair, manipulation of grammar structures, and a range of vocabulary in language use
- show coherent structure and effective sequencing of information and ideas
- demonstrate cultural insight and understanding in their responses
- use quotes effectively to demonstrate sensitivity to the film’s issues and characters rather than simply retelling the story.
Areas for students to improve include:
- planning responses so that they are structured and balanced between the two parts of the question
- demonstrating both breadth and depth in the treatment of the topic as well as a variety of language structures
- writing to the requested word length.
Writing in Indonesian
Students should:
- read questions very carefully and ensure all relevant details
- write using the correct text type
- plan well before writing the response for greater breadth and depth.
In better responses, students were able to:
- show breadth and depth in their treatment of the topic and provide good supporting examples
- use language appropriate to audience, context and purpose
- competently manipulate language structures and use a range of vocabulary
- effectively use text type conventions.
Areas for students to improve include:
- planning their answer so their responses are structured and sequenced, and show breadth and depth
- using appropriate text type conventions
- aligning their language level to the required text type so that it is appropriate to audience, context and purpose.
Question 3 and 4
In better responses students were able to:
- structure and develop their arguments effectively due to good planning
- add depth to their arguments with clear and relevant supporting examples
- demonstrate flair, manipulation of grammar structures, and a range of vocabulary in language use.
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Indonesian Extension syllabus
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