Indonesian Extension 2022 HSC exam pack

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:

• give a deep analysis and evaluation of the associated prescribed issues of Relationships and Impact of Change
• discuss how cultural traditions enrich societies rather than simply describing traditions and stating that they are important (Q1)
• sustain and develop a sophisticated argument through the exploration of societal issues rather than examples from their personal world
• manipulate language and effectively use relevant examples to respond to the question and support their argument as opposed to delivering a pre-prepared monologue
• rephrase the question when referring to it throughout their argument rather than repeating it verbatim
• use advanced vocabulary correctly that was appropriate to the prescribed issues and helped to link their ideas in a coherent manner, such as, walaupun begitu, sebagai contoh lain, di lain pihak, meskipun demikian, dalam kenyataan, bisa dikatakan bahwa, dalam kesimpulan.

Areas for students to improve include:

• using a wider range of sophisticated vocabulary in order to express their opinion clearly and avoid repetition
• demonstrating a higher level of accuracy in their use of vocabulary and grammar, for example, word order, using the correct word form (nouns and verbs) and affixations
• developing an appropriate conclusion that sums up their argument and convinces the audience of their opinion, for instance, not using the phrase sekian dulu
• making reference to specific cultural traditions (Q1) to support their argument
• delivering their argument with a consistent level of fluency throughout the monologue
• improving their pronunciation, especially the cognates, for example generasi / jenerasi
• avoiding overly lengthy introductions and conclusions which reduces the time available to develop an argument and fully address the question.

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:

• address all parts of the question
• demonstrate knowledge of the whole text, for example, that Gentar was a dedicated trainee teacher and a role model for other Rimba children (Q1a)
• draw a link from the extract to the themes of the text, for example, Gentar embodies Butet’s hopes that education will enable self-determination (Q1c) and commenting on the idea of identity and the impact of change through the discussion of educated city people being more infatuated with modern things than rural people (Q1d).

Areas for students to improve include:

• demonstrating knowledge of the main characters and their role in the overall context of the book (Q1c)
• identifying the relevant section of the extract for individual questions and not repeating the same information in other answers
• naming and discussing the purpose of language techniques rather than translating sentences. For example, comparing the imagery of Gentar riding a motorbike and holding a mobile phone while wearing a loin cloth to the honey tree surrounded by the palm oil plantations and explaining the symbolism behind these two different images (Q1e).

Response to Prescribed Text – Part B

Students should:

• address all parts of the question
• write in the text type specified in the question
• address 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 texts
• support the response with evidence from the text.

In better responses, students were able to:

• write in an appropriate language register for a conversation and within the context of the characters’ relationship
• demonstrate flair and authenticity in their language usage using a range of vocabulary, expressions, and grammatical structure, such as, object focus construction
• include Butet’s emotional responses with equal weighting to both being in the jungle and meeting the Orang Rimba for the first time
• demonstrate their knowledge of the extract and text by providing relevant supportive examples which include an understanding of correct time sequencing
• provide clear and well-structured responses which met the required word length.

Areas for students to improve include:

• planning for content, textual references and language
• demonstrating an 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 to the text by providing relevant supportive examples and not including irrelevant content
• moving beyond a recount of the events by reflecting on the characters emotional responses to the events.

Writing in Indonesian

Students should:

• address all aspects of the question
• write in the relevant text type
• use appropriate register consistently
• ensure the content of the response is relevant to the question
• plan and sequence the response
• 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
• proofread and edit their work.

In better responses, students were able to:

• demonstrate authenticity in their language by using a range of vocabulary, expressions, and grammatical structures, such as, object focus construction and sophisticated connectors
• construct a clear and convincing argument using relevant and appropriate supporting examples which directly linked back to the topic
• discuss different forms of ‘identity’ beyond appearance, for example, religious and cultural identity (Q3)
• discuss the wider purpose of ‘school’ other than academics, for example, life skills, values, interpersonal skills (Q4).

Areas for students to improve include:

• planning for content, supporting examples, and language
• using authentic phrasing rather than literal translations
• using shorter sentences and appropriate punctuation
• linking their content to the specific question rather than providing pre-learnt content that is irrelevant to the question
• supporting their arguments with specific examples, rather than making generalised statements, and linking these examples back to the question.