Indonesian Extension 2023 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:

• communicate ideas and information confidently and fluently, using authentic language features, pronunciation, and intonation, and providing appropriate pauses in lieu of commas
• develop logical and well-structured arguments with a clear introduction and conclusion, maintaining a logical flow of ideas
• provide a concise summary of their main argument(s) in the conclusion, without re-stating the question. For example, Dalam kesimpulan, saya sangat setuju dengan pernyataan itu/nya
• provide both analysis and relevant examples in their response rather than just listing opinions and ideas
• provide different types of evidence to support their point of view, such as statistics, comparison, and anecdotes
• express complex ideas with a range of sophisticated vocabulary and sentence structures. For example, the use of sentence beginners such as Seperti sudah saya katakan tadi, Walaupun demikian, Lagi pula
• demonstrate a high level of grammatical accuracy and an active use of word forms/ affixes. For example, rasa hormat/kehormatan vs menghormati orang lain and dihormati orang lain
• use a variety of relevant vocabulary and expressions, such as semakin, baik…maupun.

Areas for students to improve include:

• ensuring that their arguments are on topic and relate back to the Prescribed Issues, in this case Advocacy and Relationships-prejudice.
• refraining from filling their response by repeating the question in their introduction and conclusion
• concentrating more on giving breadth and depth in their supporting arguments of why they agree or disagree
• actively showcasing their ability to manipulate language by using a variety of word forms/affixes and me-vs di- verb forms
• avoiding repetition of content and language.

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:

• provide more than one reason for (Q1a,c)
• focus on the explanation of the change in Butet’s acceptance of some of WARSI’s policies (Q1d)
• draw a link from the extract to the themes of the text and that Penyuruk’s actions also embody the hope of literacy equating with self-empowerment and capacity building (Q1c)
• name and discuss the purpose of the various language techniques used, supported with relevant textual examples.

Areas for students to improve include:

• ensuring that answers are complete and considering the mark value when answering the question
• discussing events which only occur within the extract when it is stipulated in the question (Q1d)
• not repeating the same information in different answers
• naming and discussing the purpose of language techniques rather than translating sentences (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:

• include the text type conventions for a diary entry and use an appropriate language register
• demonstrate flair and authenticity in their language by showcasing a range of vocabulary, expressions, and grammatical structures for example, object construction and affixes
• address both parts of the question by discussing Butet’s experiences of traditional Rimba life and her developing relationships with the Rimba people
• demonstrate a thorough knowledge of the extract, and of the text up to this point, by providing a range of relevant supporting examples
• provide clear and well-structured responses which adhere to the required word length.

Areas for students to improve include:

• planning answers for content, textual references, and language
• demonstrating an ability to manipulate language by actively using a range of word forms and affixations
• incorporating a variety of language such as sentence beginners, expressions, and vocabulary
• using authentic phrasing rather than literal translations
• linking their answers to the text by providing relevant supportive examples, and not including irrelevant content
• ensuring that both parts of the question are addressed.

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:

• use the correct text type conventions of a speech and an appropriate register
• demonstrate flair and authenticity in language by showcasing a range of high-level vocabulary, expressions, and grammatical structures
• provide clear, concise, and well-structured responses which were continually linked back to the question
• construct a convincing argument using relevant and contemporary supporting examples.

Areas for students to improve include:

• planning answers beforehand for content, supporting examples and language
• consistently writing in an appropriate language register to suit the context and audience
• demonstrating ability to manipulate language by using a range of word forms and affixations
• incorporating a variety of sentence beginners, expressions, and vocabulary
• using authentic phrasing rather than literal translations
• using shorter sentences and appropriate punctuation
• linking content to the specific question rather than providing pre-prepared content
• supporting their arguments with relevant and contemporary examples, rather than making generalised statements
• ensuring that they address all parts of the question as required.