Indonesian Extension 2021 HSC exam pack

In 2021, due to COVID-19, the HSC examinations for some courses were cancelled or the requirements adjusted, and no HSC feedback is available.

Please refer to marking feedback previously published for this component.

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 the response
• explain the quotes given in Indonesian and the 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:

• address all parts of the question
• demonstrate knowledge of the whole prescribed text
• identify and discuss the purpose of the various language techniques used
• provide succinct and clear explanations and arguments, supported by relevant textual examples. 

Areas for students to improve include:

• providing reasons when asked to explain (Q1c,d,e) rather than listing examples
• reading each question carefully to ensure responses match the requirements of the question, for example, in 2 mark questions (a and b) two separate points required; in 3 mark questions (c and d) three points required
• ensuring the response relates to the overall context of the book, for example, the differing agendas of the various parties such as Inhutani and WARSI
• identifying and discussing language techniques, rather than language usage or content (c).

Response to Prescribed Text – Part B

Students should:

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

In better responses, students were able to:

• provide the appropriate text type conventions in the introduction and ending
• write in an appropriate language register in the context of the characters’ relationship
• demonstrate flair and authenticity in language by using a range of vocabulary, expressions, and grammatical structures, such as object construction
• provide relevant supportive examples in the response including an understanding of correct time sequencing
• provide clear, concise, well-structured responses.

Areas for students to improve include:

• planning the response beforehand for content, textual references, and language
• using the appropriate text type conventions in the introduction and conclusion
• consistently writing in an appropriate language register and level of formality, demonstrating an understanding of the relationship between Butet and Helen
• demonstrating the ability to manipulate language by using a range of word forms and affixations, as well as a variety of language such as sentence beginners, expressions and vocabulary
• using authentic phrasing rather than literal translations
• linking the response to the text by providing sufficient supportive examples, rather than making generalised statements
• ensuring they address all parts of the question as required.

Writing in Language

Students should:

• address all aspects of the question
• write in the relevant text type specified in the question
• use appropriate register consistently throughout the response
• ensure the response is relevant to the question
• plan and sequence the response to ensure it is coherent
• demonstrate knowledge of vocabulary, expressions and where relevant, idiomatic language related to the issues prescribed for study
• support the 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 proofread and edit their work.

In better responses, students were able to:

• provide appropriate text type conventions of a letter to an editor in the introduction and conclusion
• write in the context of a letter to an editor using an appropriate language register
• demonstrate a range of vocabulary, expressions, and grammatical structures, such as object construction
• provide clear, concise, and well-structured responses
• support arguments with relevant examples, for example, explaining the different ways in which young people bring a sense of optimism to the future of our environment (Q3).

Areas for students to improve include:

• planning responses beforehand for content, supporting examples, and language
• using appropriate text type conventions in the introduction and conclusion
• writing consistently in an appropriate language register and level of formality to suit the context and audience
• demonstrating manipulating language using a range of word forms and affixations, as well as a variety of language such as sentence beginners, expressions, and vocabulary
• using authentic phrasing rather than literal translations
• linking content to the specific question rather than providing pre-learnt content on the general topic
• supporting arguments with relevant examples, rather than making generalised statements
• ensuring they address all parts of the question as required.