Indonesian and Literature 2024 HSC exam pack

Part A

Students should:

• make notes in the Candidate’s Notes column on the right-hand side of the page
• transcribe their response onto the lines, using the space allocated beneath the question
• respond in English required by the question
• use their own words and not translate segments of the text as part of their response
• refer to content and language if required by the question, and give examples from the text to support their response
• focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’ and provide relevant responses
• have knowledge of the prescribed themes and the related issues as well as the prescribed texts for study.

In better responses, students were able to:

• understand the implied obligation sebagai duta Indonesia (as an Indonesian ambassador) and explain the reason why Mira is feeling confused
• explain Mira’s statement as it relates to the particular section of the listening text
• make reference to aspects of Indonesian culture such as oleh-oleh and gotong-royong and explain how Rudi uses these examples to help Mira.

Areas for students to improve include:

• listening for specific details to support their answers
• providing comprehensive responses with relevant and accurate details
• ensuring they are familiar with various language techniques and their effects, for example, the use of the proverb berat sama dipikul, ringan sama diijnjing (if it is heavy, we carry it together).

Part B

Students should:

• respond in Indonesian as required by the question
• use their own words and not translate segments of the text as part of their response
• demonstrate a comprehensive understanding of the prescribed themes and the related issues raised in the texts
• support their response with appropriate examples and textual references
• ensure their response provides all the relevant information to fully answer the question
• manipulate the language authentically according to the context, purpose and audience of the question
• 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 information from both texts
• compare and contrast the issues raised in both texts
• write in the correct text type, for example, a blog post which included an engaging introduction to appeal to the audience.

Areas for students to improve include:

• listening for details from both texts
• ensuring they are familiar with the different text types, for example, an essay is different to a blog post
• using correct language structures and a variety of vocabulary to compare and contrast, for example, di pihak lain, kalau dibandingkan.

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) and provide examples to substantiate their response 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 their 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:

• identify the news about Palinggam that has been hidden from the mother (Q3a)
• explain aku’s question and give the relevant examples from the short story as a whole (Q3b)
• explain how the author uses language features and techniques to build tension (Q3c)
• explain how the author has portrayed the character of the mother in the short story, supporting the answer with relevant examples (Q3d)
• explain how conflict is depicted in the prescribed texts Nama and Sajak Potret Keluarga (Q4)
• identify and analyse the language features and techniques used in the prescribed texts Nama and Sajak Potret Keluarga (Q4).

Areas for students to improve include:

• understanding the short story Lampu Ibu as a whole
• providing comprehensive responses supported with relevant details from the short story Lampu Ibu
• understanding the characterisation of the mother as portrayed in the short story Lampu Ibu (Q3d)
• understanding the main plot and the theme of conflict depicted in the prescribed texts Nama and Sajak Potret Keluarga (Q4)
• using appropriate and relevant textual references to support their analysis of the prescribed texts Nama and Sajak Potret Keluarga (Q4).

Part B

Students should:

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

In better responses, students were able to:

• demonstrate a comprehensive understanding of the family issues raised in the text
• provide plausible solutions to the family issues raised in the text using language such as sebaiknya, usahakanlah, cobalah
• demonstrate an excellent control of vocabulary and language structures
• use features and language appropriate for the text type and the audience, for example, an Indonesian local magazine.

Areas for students to improve include:

• addressing the issues raised in the stimulus text
• providing real examples to support the argument
• using correct language structures and a variety of vocabulary to express ideas.

Students should:

• apply the conventions of the type of text required by the question
• maintain appropriate register
• write on the issue(s) addressed in the question
• demonstrate originality in the development and sequence of information and ideas
• demonstrate control of vocabulary and language structures suitable to the issue(s) discussed in their response
• adhere to the word and/or character limit of the question.

In better responses, students were able to:

• demonstrate a perceptive understanding of the contemporary issue(s) contained in the questions (Q6, Q7)
• discuss the use of bahasa tubuh (body language) in relation to preserving one’s mother tongue (Q6)
• express their point of view clearly and convincingly (Q6, Q7), for example, pada pendapat saya, bayangkanlah
• use features and language appropriate for a letter to the editor (Q6, Q7).
• Areas for students to improve include:
• using correct language structures and varied vocabulary to express their point of view
• using language features and techniques, for example, rhetorical questions, to convince the audience of their point of view
• avoiding the use of colloquial language in the text type of a letter to the editor.