Indonesian and Literature 2021 HSC exam pack

Part A

Students should:

• make notes in the Candidate’s Notes column and transcribe the response onto the allocated lines
• respond in English
• avoid translate segments of the text as part of the response, using own words
• refer to content and language where required by the question, giving examples from the text to support the response
• address the key words in the question, for example ‘how’, ‘why’, ‘justify’, ‘analyse’ and provide relevant responses
• have knowledge of prescribed themes and related issues as well as the prescribed texts for study.

In better responses, students were able to:

• ensure the response addresses all parts of the question
• give a clear and concise response, demonstrating an understanding of the text
• communicate relevant information and ideas in comprehensible English
• discuss content, style of presentation and language techniques used, supported by relevant examples and an explanation of their purpose and effect (c).

Areas for students to improve include:

• checking all parts of questions have been addressed
• pre-planning content to avoid unnecessary repetition
• providing responses in comprehensible English as required by the question
• using the Indonesian words from the text in inverted commas, for example ‘air hujan’, ‘keliru’, and provide a translation
• avoiding inserting long quotes from the stimulus texts in Indonesian.

Part B

Students should:

• respond in Indonesian as the question indicates
• use own words in the response and avoid translating segments of the text
• demonstrate an understanding of the prescribed themes and related issues raised in the texts
• support the response with appropriate examples and textual references
• ensure the response provides all the relevant information to answer the question
• manipulate the language authentically according to the context, purpose and audience
• apply the conventions of the type of text required by the question
• adhere to the suggested number of words and/or characters.

In better responses, students were able to:

• synthesise the stimulus texts, with relevant examples and detail to support the response
• present arguments in their own words, showing flair, creativity and sophistication in their language usage
• demonstrate an understanding of the two texts by providing a range of textual references
• apply the convention of the text type using the appropriate language register for the context and audience
• write the required word length.

Areas for students to improve include:

• demonstrating their understanding of both stimulus texts
• responding in their own words rather than copying sections or listing words and phrases from the texts
• adhering to the required word length
• planning the content and language to be used in the response
• providing the correct text type, introduction and conclusion and maintaining a consistent language register appropriate to context and audience.

Part A

Students should:

• respond in either English or Indonesian as required by the question
• address all parts of the question
• identify the key issue(s) raised in the question and provide examples when asked to analyse or evaluate information
• demonstrate an understanding of the relationship between the prescribed texts, themes and prescribed issues
• use appropriate textual references to support ideas and point(s) of view
• structure and sequence information and ideas in a coherent and logical manner
• demonstrate control of vocabulary and appropriate language structures
• avoid giving a literal translation of text(s) as part of the response
• use only the lines allocated for the question.

In better responses, students were able to:

• demonstrate an understanding of the key issues and character interrelationships in the short story ‘Nama’
• address all parts of the questions
• support the response with textual references and clear structure
• analyse the theme of finding harmony between their own culture and other cultures through a discussion of content, language use and literary techniques
• draw the two levels of the story together by discussing symbolism and parallelism
• compose a coherent, succinct and clear explanation of themes and language
• support points of view with relevant supporting textual references.

Areas for students to improve include:

• understanding the key issues, plots, characters and interrelationships preseted in the short story
• responding to all parts of the questions
• demonstrating an understanding of the issues, plot and characterisation
• planning the response using a range of vocabulary and grammatical structures
• demonstrating knowledge and understanding of the short story by providing sufficient textual references and appropriate quotes.

Part B

Students should:

• respond in Indonesian only
• apply the conventions of the type of text required by the question
• substantiate a point of view on the issue(s) raised in the text with evidence
• demonstrate an understanding of the text
• demonstrate control of vocabulary and appropriate language structures.

In better responses, students were able to:

• address both parts of the questions, for example, responding to Dita’s concerns and giving suggestions on how the situation could be improved
• plan a clear, coherent, well-structured response
• provide the appropriate text type, introduction and conclusion
• maintain an appropriate language register or level of formality to suit the audience and context
• demonstrate creative and sophisticated language use.

Areas for students to improve include:

• providing a text type, introduction and conclusion appropriate for a letter to the editor of a magazine
• writing approximately 300 words, the prescribed length
• demonstrating understanding by referring to the text
• planning logical, well-organised responses
• planning language first to demonstrate knowledge of language structures and vocabulary to avoid repetitions.

Students should:

• apply the conventions of the type of text required by the question
• maintain appropriate register throughout the script
• address issue(s) raised in the question
• demonstrate originality in the development and sequence of information and ideas
• demonstrate control of vocabulary and language structures
• adhere to word and/or character limits.

In better responses, students were able to:

• provide a range of examples to support arguments
• explain the role of building a better future world
• provide clear, concise and well-structured arguments
• show flair in language use.

Areas for students to improve include:

• focusing arguments on positive and negative aspects of modern technology(Q7) and/or the importance of the traditional cultures(Q6)
• using language expressions to avoid repetitions.