2013 Notes from the Marking Centre – Indonesian Background Speakers
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Indonesian Background Speakers course. It contains comments on candidate responses to the 2013 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with:
- the Indonesian Background Speakers Stage 6 Syllabus
- the 2013 Higher School Certificate Indonesian Background Speakers examination
- the marking guidelines
- Advice for students attempting HSC languages examinations, and HSC Languages oral examinations – advice to students
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of Indonesian in Stage 6.
Section I – Listening and Responding: Part A
Characteristics of better responses:
- answers were well expressed in English
- answers were supported with relevant references to the text
- understanding of the text was demonstrated by paraphrasing not just translating.
Characteristics of weaker responses:
- use of pronouns was incorrect (ie by using both he and she to refer to the female speaker)
- there was limited understanding of language features used
- candidates were unable to link identified language techniques to their use by the speaker
- English was difficult to understand
- answers were not supported by reference to the text.
Section I – Listening and Responding: Part B
Characteristics of better responses:
- made close reference to both texts
- indicated the text type
- demonstrated the ability to compare and contrast the issues raised in both texts, covering all aspects.
Characteristics of weaker responses:
- responses were not written as a report
- responses focused on only one of the texts
- both texts were referenced but not in detail.
Section II – Reading and Responding: Part A
Characteristics of better responses:
- showed a thorough knowledge of the prescribed text (Q.3 and Q.4)
- analysed the language and literary techniques used and related them back to the question (Q.3 and Q.4)
- displayed individual flair and imagination in the answer with close reference to the text (Q.4).
Characteristics of weaker responses:
- little or no knowledge of either text (Q.4)
- little or no support from the text in their answers (Q.4)
- language and techniques were incorrectly identified
- answer did not relate to the question.
Section II – Reading and Responding: Part B
Characteristics of better responses:
- the issues raised in the stimulus text were addressed
- answer was supported with relevant facts
- ideas were elaborated when addressing the issues
- own ideas and vision of Indonesia were provided.
Characteristics of weaker responses:
- only addressed some issues in a superficial manner
- provided little or no elaboration of their ideas
- the ideas put forward were clichéd and written repetitively
- an emotional response to the issues raised in the stimulus text was provided that did not relate to the question.
Section III – Writing in Indonesian
Characteristics of better responses:
- responses were written in the correct text type, context and for the indicated audience
- original ideas were used to answer the question (Q.6)
- interpreted the word ‘price’ correctly (ie idiomatically as well as literally) (Q.6)
- showed understanding of the contemporary issue indicated in the question (Q.6)
- biased answers were supported with good examples (Q.7).
Characteristics of weaker responses:
- the text type, context and audience indicated were not addressed
- showed clichéd and superficial understanding of the contemporary issue indicated in the question
- there was little or no elaboration of ideas and statements.
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