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2012 HSC Notes from the Marking Centre – Indonesian Background Speakers

Contents

• Introduction
• General comments
• Section I – Listening and Responding
• Section II – Reading and Responding
• Section III – Writing in Indonesian

Introduction

This document has been produced for the teachers and candidates of the Stage 6 course in Indonesian Background Speakers. It contains comments on candidate responses to the 2012 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 relevant syllabus, the 2012 Higher School Certificate examination, the marking guidelines and other support documents developed by the Board of Studies to assist in the teaching and learning of Indonesian Background Speakers.

General comments

Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course.

Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing far beyond the indicated space may reduce the time available for answering other questions.

Candidates need to be familiar with the Board’s Glossary of Key Words, which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked, or verbs that are not included in the glossary may be used, such as ‘design’, ‘translate’ or ‘list’.

In better responses, candidates combined their understanding of stimulus text(s) with their opinion. They expressed ideas in a new form, being aware of the purpose, context and audience for whom they were writing. These candidates also demonstrated a thorough knowledge of the prescribed texts by linking them to the theme in their analysis. In addition, they analysed how language is used to convey the ideas contained in the texts.

Section I – Listening and Responding

Part A

Question 1

1. In better responses, candidates correctly identified the two aspects of the film that the reviewers agreed on, namely that the acting was good and that the conflict depicted was realistic.
2. In better responses, candidates identified that despite disagreeing about the film, the two reviewers were obviously still close. In better responses, candidates supported this with examples from the text including informal language used, the friendly joking and teasing, as well as the fact that they seemed to know about each other’s personal lives indicating they have known each other for some time. In weaker responses, candidates focused on the differing point of views of the reviewers and gave several examples of how their opinions differ, as opposed to discussing their relationship.
3. In better responses, candidates gave their opinion and justified it with specific examples from the text. Those candidates who argued that it would be well received gave examples of the rating given by the reviewers, the popular genre of romance, the realistic conflict and the rural setting highlighting the natural beauty of Indonesia. Other candidates who argued it would not be well received gave the examples of the movie jumping around and the sensitive issue raised that would not be well received by some Indonesians.

Part B

Question 2

In better responses, candidates manipulated the language of the original text for a changed audience. They wrote in the appropriate context and used appropriate language – bahasa gaul, to make their article stand out.

In better responses, candidates synthesised the information and ideas in both texts and demonstrated a comprehensive understanding of the issue. They sustained their argument using examples from both texts. Within Text 1, they contrasted the example of pembantu with the idea of slavery, and in Text 2, they contrasted the idea of individualism with selfishness. In these responses, candidates compared the similar experiences of Jack and Ika, and wrote a convincing conclusion – although one’s perception is often influenced by one’s culture and prejudices, it can be altered by living in another culture.

Section II – Reading and Responding

Part A

Question 3

1. In better responses, candidates identified the effects of the relocations on the lives of Alit and his family. They inferred meaning from the paragraph about nenek and noticed the metaphor used to compare nenek with serigala.
2. In better responses, candidates explained and gave evidence for the reason why the bulldozer is described as setan jahat. The bulldozer cannot be stopped and is continuously causing problems for Alit and his family just like setan.
3. In most successful responses, candidates chose a variety of language techniques to discuss the changes in Ayah’s attitude as seen in the extract, from being hopeful to despairing. They gave accurate examples from the extract of the short story to support their answers. In weaker responses, candidates identified the changes, but sometimes without evidence from the extract, and sometimes referring to incorrect literary techniques.
4. In better responses, candidates fully explained the significance of the appearance of Ayah in the dreams of Alit and his wife, and not in the dreams of Alit’s siblings. Candidates recognised the implication of the close relationship between Alit and his father. Most candidates recognised the dream as an omen that something terrible was going to happen to Ayah even though he is already dead. They wrote about the fact that Ayah’s grave was about to be destroyed, and Alit and his wife needed to visit Alit’s younger siblings.

Question 4

In better responses, candidates demonstrated a comprehensive knowledge of the short story Wajah and successfully discussed the issues raised in the story. They analysed the content and the literary techniques used to present the theme. Wajah symbolises the image that is acceptable in the society. Frequent changes of wajah become the norm and Aku has to keep changing his wajah to fit in. This creates an inner conflict as Aku’s own identity is lost and buried every time he puts on a new wajah.

In weaker responses, candidates revealed a lack of accurate knowledge of the characters and events in the story, and a misuse of literary terminology. Penokohan Aku sebagai protagonist dan istrinya sebagai antagonist, kilas balik dan alur cerita maju, and tema are not literary techniques.

Part B

Question 5

Most candidates answered this question with varying levels of depth and understanding. In better responses, candidates thoughtfully considered all the ideas expressed in the stimulus text and elaborated on their point of view, either for or against. Examples relevant to Indonesia and, in particular, Bali were used, although Bali was not mentioned in the text.

In weaker responses, candidates elaborated on only one or two ideas expressed in the stimulus text. Some candidates incorporated prescribed texts that they have studied but which had no relevance to the question.

Candidates are reminded that just restating or rephrasing the ideas in the original article will not fulfil the demands of the question.

Section III – Writing in Indonesian

In the writing section, many candidates wrote for a specific context, purpose and audience, demonstrating originality, creativity and an excellent control of the Indonesian language. Question 6 was the more popular option.

Question 6

Many candidates spoke from personal experience in responding to this question. In better responses, candidates explained why they were writing a letter to their friend and not just posting an entry on Facebook. They gave detailed, interesting and original reflections on how dependent they were on electronics and how this had usually, but not always, been a positive experience and a ‘wake-up call’.

In weaker responses, candidates confused electronics with electrical devices and concentrated on ‘outbound’ experiences rather than reflecting on their personal feelings and impressions, although using the experience in the ‘wild’ was often used effectively as a springboard for reflection.

Question 7

In better responses, candidates described a range of cultural and historical icons in the Jogyakarta area such as Borobudur, Prambanan, Kota Gede, the kraton and batik making among others, and reflected on what the presence and preservation of these icons meant for Indonesian society and them personally.