Indonesian Extension 2024 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, intonation and appropriate pauses
• develop logical and well-structured arguments with a clear introduction and conclusion, maintaining a flow of ideas
• provide a concise summary of their main argument(s) in the conclusion. 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
• manipulate language and effectively use relevant examples to respond to the question and support their argument, as opposed to delivering a pre-prepared monologue
• demonstrate a high level of grammatical accuracy
• use a variety of relevant vocabulary that was appropriate to the questions and prescribed issues, for example, membentuk, mempengaruhi, mencerminkan, memperkuat, berperan, berubah, tukar-menukar (Q1, Q2)
• explain how membership or participation in a specific community can shape a person’s identity, for example, impact on lifestyle, beliefs, values, and customs and traditions (Q1).

Areas for students to improve include:

• using a wide variety of sophisticated vocabulary to express their opinion clearly and avoid repetition
• demonstrating a high level of accuracy in their use of vocabulary and grammar, for example, word order, word choice, correct word form (nouns and verbs), affixations and object focus constructions such as berbentuk/membentuk, berdampak/dampaknya, ada/adalah, yang/bahwa, betapa/bagaimana
• delivering their argument with a consistent level of fluency
• rephrasing the question when referring to it throughout their argument rather than repeating it verbatim
• forming strong links between their ideas and their argument, particularly before moving to the next point or beginning their conclusion
• pronouncing words correctly, especially multisyllabic words, for example, mewariskan/diwariskan, mempengaruhi/dipengaruhi
• ensuring the accuracy of facts and ideas presented, for example, the meaning of Pancasila and gotong-royong,and Raden Ajeng Kartini’s biography (Q1)
• ensuring that adequate attention is paid to the impact of technology on the relationships of young people, rather than only on young people or relationships in general (Q2).

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 providing a translation
• 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:

• include relevant detail to comprehensively respond to the question
• clearly explain the meaning or relevance of the quote within the context of the text (Q1c,d)
• concisely link and explain the use of language to highlight the old man’s cultural expectations regarding his education in (Q1e), including his choice of teachers as a reflection of his elderly male status, and his fears of losing his dignity and being perceived as ‘stupid’ if he makes a mistake.

Areas for students to improve include:

• providing sufficient and appropriate concise content in their answers
• ensuring that their answers relate to the time and context of the extract provided unless otherwise stipulated, as in (Q1b)
• not repeating the same information in different answers
• explaining the link between language and cultural expectations with supporting examples in (Q1e) rather than providing or translating slabs of the extract.

Response to Prescribed Text – Part B

Students should:

• read the question carefully and address all parts in their response
• write in the type of text as specified in the question
• address the specified context, purpose and audience of the question
• 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 the question
• support their response with evidence from the text
• use their own words in the response.

In better responses, students were able to:

• use the text type conventions for a letter and an appropriate language register for the intended recipient, a former university lecturer
• 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 the impacts of deforestation on the culture and the environment of the Orang Rimba
• demonstrate a thorough understanding of the extract, and knowledge of the text up to this point, by providing a range of relevant supporting examples
• provide clear and well-structured responses which met the required word length.

Areas for students to improve include:

• planning answers beforehand in terms of content, textual references, and language
• demonstrating an ability to manipulate language by actively using a range of word forms and affixations
• varying language use, for example, in sentence starters, expressions, and vocabulary
• using authentic phrasing and sentence structure rather than literal translations and long descriptive sentences
• demonstrating knowledge and understanding of the text by providing supporting examples relevant to the time frame
• ensuring that they address both parts of the question as required.

Writing in Indonesian

Students should:

• address all aspects of the question
• write in the relevant text type as specified in the question
• use appropriate register consistently throughout the response
• ensure that the content of 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 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 the appropriate word, expression or phrase for the context, purpose, and audience of the question
• ensure enough time to proofread and edit work.

In better responses, students were able to:

• use the correct text type conventions for an online article and an appropriate register for the expected audience
• demonstrate flair and authenticity in language by showcasing a range of high-level vocabulary, expressions, and grammatical structures, such as sentence starters and passive (object-focus construction)
• develop a convincing argument using relevant and contemporary supporting examples and points that were linked to the questions, and made use of phrases such as yang pertama, sebagai contoh, dalam kesimpulan, di pihak lain, tidak bisa disangkal.

Areas for students to improve include:

• planning the content, supporting examples, and language for their answers beforehand
• consistently writing in an appropriate language register to suit the context and audience
• demonstrating the ability to manipulate language by using a range of word forms and affixations
• using authentic phrasing and sentence structure rather than literal translations and long, descriptive sentences
• linking content to the specific question rather than providing pre-learnt content.