Indonesian Extension 2020 HSC exam pack

Extension – Monologue

Students should:

• use the seven minutes preparation time to prepare points which can be used to deliver a logical and coherent monologue
• state the question to which they are responding
• speak for approximately three minutes
• address all parts of the question
• adopt a point of view or stance and provide appropriate examples that link their argument to the question
• avoid solely recounting their own experiences in order to answer the question
• avoid using pre-prepared material that may be irrelevant to the question
• use a variety of vocabulary, sentence structures and expressions which are suitable to the issue addressed in the question
• provide a conclusion that is not a repetition of the introduction.

In better responses, students were able to:

• link the question to the prescribed issue of Impact of Change (Q1)Relationships (Q2)
• present information that was relevant to the key ideas of the question
• use sophisticated vocabulary and conjunctions to create a coherent argument, such as walaupun begitu, di lain pihak, meskipun demikian, dalam kenyataan, bisa dikatakan bahwa, dalam kesimpulan.

Areas for students to improve include:

• making references to wider cultural and societal examples such as gender and cultural identities, rather than relying solely on examples from their own personal life
• expanding on and supporting their ideas with relevant examples.
• using correct pronunciation, particularly when using cognates, such as identitas
• expanding on and supporting their ideas with relevant examples.
• using object focus construction correctly.

Response to Prescribed Text – Part A

Students should:

• read the whole extract before attempting to answer the questions
• read the questions carefully and address all aspects in their response
• explain the quotes given in Indonesian and their significance in the relevant context rather than just translating them
• demonstrate knowledge of all the extracts for study and the whole prescribed text where required
• respond in English using their own words
• use the lines given as an indication of length of response required.

In better responses, students were able to:

• demonstrate their understanding of the language and content of the excerpts rather than relying on their general knowledge of the English translation of the book
• link the disinterested attitudes of the authorities to their ongoing inaction in managing and monitoring the park’s rainforest (Q1b)
• identify the role the outsiders played as a bridge to the outside world, rather than just citing examples (Q1c)
• discuss the use of questioning as a language technique rather than translating or interpreting some of the questions in the excerpts (Q1d)
• contrast Butet’s ideas with TWO other groups, and provide accurate and detailed supporting examples.

Areas for students to improve include:

• avoiding generalisations about the book to answer specific questions
• providing reasons when asked to explain, rather than just listing examples.

Section I – Response to Prescribed Text – Part B

Students should:

• address all parts of the question fully
• write in the type of text as specified in the question
• address the specified purpose, context and audience of the question
• write from a particular perspective as required by the question
• demonstrate their knowledge of the chosen extract and other relevant parts of the text when responding to the question
• support their response with evidence from the text
• use their own words and avoid translating the text as part of their response.

In better responses, students were able to:

• write from Butet’s point of view, authentically representing her character
• provide a response detailing examples from the specific time of the excerpt
• provide examples of the traditions of the Orang Rimba and link these to their views on education
• show Butet’s admiration for the Orang Rimba’s traditions and her dilemma in wanting to provide them with an education, while at the same time accepting their opposition to it
• use appropriate language register for a letter to a mother, for example, Ibunda yang tersayang
• use a range of sophisticated vocabulary and authentic language structures such as object focus sentences.

Areas for students to improve include:

• using consistent language register
• using the correct conventions of the letter text type, especially the beginning and closing paragraphs
• using authentic phrasing, for example, sekian dulu, rather than literal word by word translations  
• using correct word forms and affixations.

Writing in Language

Students should:

• address all aspects of the question
• write in the relevant text type required by the question
• use appropriate register throughout the response
• ensure that the content of their response is relevant to the question
• plan and sequence their response to ensure that their response is coherent
• demonstrate knowledge of vocabulary, expressions and where relevant, idiomatic language related to the issues prescribed for study
• support their argument, point of view or opinion with relevant ideas and information
• manipulate the language authentically and creatively with correct use of grammar and syntax to meet the requirements of the task
• use the dictionary to choose appropriate word, expression or phrase for the context, purpose and audience of the question
• ensure there is enough time to edit their work.

In better responses, students were able to:

• provide global examples of environmental issues such as climate change (Q3)
• provide examples of the benefits of advocacy outweighing (or not) the benefits of individual contribution (Q4)
• use a wide range of vocabulary relevant to the topics, for example, perubahan iklim, kesadaran pentingnya, mencegah rasisme, memperdayakan semua orang
• adhere to the correct structure of an essay
• compose a coherent argument
• compose a succinct response addressing both breadth and depth, and providing compelling points supported by relevant examples.

Areas for students to improve include:

• linking their content to the specific question
• using affixations accurately
• avoiding literal translations, for example, kalah rather than kehilangan
• making effective use of conjunctions to link their ideas, for example, walaupun demikian, berkaitan dengan itu.