2009 HSC Notes from the Marking Centre – Indonesian Background Speakers
Contents
- 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 2009 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 syllabuses, the 2009 Higher School Certificate examinations, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of Indonesian Background Speakers.
Teachers and students are advised that, in December 2008, the Board of Studies approved changes to the examination specifications and assessment requirements for a number of courses. These changes will be implemented for the 2010 HSC cohort. Information on a course-by-course basis is available on the Board’s website.
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 a guide 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 may be used which are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.
In the better responses, candidates showed their ability to understand the stimulus text(s) and combine this with their opinion. They expressed this idea in a new form, being aware of the purpose, context and audience for which they were writing. Better responses also demonstrated a thorough knowledge of the prescribed texts and an ability to link them to the theme in their analysis. In addition, they were able to analyse how language is used to convey the ideas contained in the texts. In the writing section, many responses demonstrated the ability to write for a specific context, purpose and audience, demonstrating originality, creativity and an excellent control of the Indonesian language.
Section I – Listening and Responding
Part A
Question 1
General Comments
Candidates are reminded that responses to Question 1 must be in English. Better responses demonstrated an awareness of mark allocation and mentioned all points, rather than developing one point at the expense of mentioning other relevant ones.
Specific Comments
- In the better responses, candidates identified and explained the irony of Cangkring, a former rice-producing village, being reduced to being a rice importer. They explained that economic development, while beneficial to the economic welfare of the people, resulted in a ruined environment and rice fields replaced by buildings.
- Multiple-choice questions generally test knowledge of the whole of a listening text. The phrase serta Saudara Kepala Desa mentioned at the beginning of the speech eliminated (A), a head of the village, as an option which left (B) as the correct answer.
- In the better responses, candidates identified the attitude of the speaker to the environmental problem facing the village as ‘concern’ or ‘the need to re-orient goals so that preserving the environment is prioritised.’ Various relevant language techniques such as the use of very negative words to describe the effect on the environment eg rusak, dilalap habis, evocative images such as kemana burung-burung bangkau yang biasanya mencari makanan cacing di sawah pada pagi hari or use of focus and rhetorical questions were then used to explain how they conveyed the speakers message. Candidates are reminded that all comments must be supported by examples from the text. This is often more effective in Indonesian; however, in order to demonstrate an ability to identify main points and detailed items of specific information, the Indonesian should not form part of the answer and require the marker to translate it.
Question 2
Candidates demonstrated a sound understanding of the material in the two broadcasts. Candidates are reminded to read the question carefully to make sure that they take on the appropriate identity, in this case an ex-student referred to in Text 2.
Most candidates wrote a coherent, well-structured letter and used the appropriate register. Writing in a more relaxed style was acceptable as the question assumes that the writer is now an adult.
Better responses compared and contrasted several of the ideas from both texts in detail, such as their perception of Bu Wati as a teacher then and now. Some discussed the strictness of Bu Wati and her good intentions or compared her style of teaching and effectiveness with other teachers at the time and compared her treatment of boys and girls in the class. In the more perceptive responses, candidates mentioned their current success, such as studying at Trisakti University and attributed this to her teaching.
Section II – Reading and Responding
Part A
Question 3
General Comments
Candidates are reminded that responses should address the specific requirements of questions – that is to identify items of specific information and the themes presented in Wajah and, when asked, to explain how language is used to convey meaning.
Specific Comments
- In the better responses, candidates identified and described the different attitudes of Aku and his wife towards pergantian wajah: for example, Aku saw the changing face as something that was not natural and made him uncomfortable, but his wife was very enthusiastic about the practice as she saw it as commonplace and something that could not be avoided. Candidates are reminded of the difference in meaning between describing an attitude to something and describing a character in a story.
- Better responses fully explained how the wife got Aku to keep changing his face through the use of adjectives or verbs to indicate a gradual escalation from persuasion to threat to abuse. This was accompanied by evidence from the text.
- In the better responses, candidates first of all identified the message as this gave them the ability to then choose the most appropriate techniques and language features to elaborate. The message could have been stated in many ways but basically encompassed the question of whether to stay true to oneself or follow what the community dictates. Examples of the techniques and language most appropriate to discuss included the inner monologue of Aku where the language he uses evokes sympathy, for example, by using the simile Seakan menanggalkan keasingan yang belum kumengerti dengan keasingan baru, and the emotive dialogue of his wife who makes him the subject of abuse, for example, Kamu akan jadi orang udik. Also important was the use of the changing of wajah as a symbol of the pressures of society to conform. In the better responses, candidates explained the link between the message and techniques and language and gave appropriate textual reference.
- This question focused on the candidate’s ability to write a thorough explanation of the inner conflict faced by Aku supported by references to the extract and if possible the rest of the story.
Question 4
In the better responses, candidates demonstrated their extensive knowledge of the poem by addressing the three aspects of the question: that is, how each individual sees their circumstances differently, responds differently and how the author used language – including techniques – to convey these differences. To present a coherent, sophisticated argument, the better responses dealt with each character as they appeared in the poem, described their point of view and response and referred to the language and techniques used by the author to convey the views and responses. Providing textual reference is important in backing up any argument.
Candidates are reminded of the importance of knowing their set texts thoroughly so that they address the specifics of the question asked and support their response with appropriate references to the text.
Part B
Question 5
The stimulus text taken from an autobiography set in a rural community in the past provided a springboard for many different responses in the form of a diary entry. In the better responses, candidates responded emotionally by expressing surprise at the demands made upon little children or admiration for the keenness of the students to learn despite their difficult circumstances or shock at the ignorance and prejudice of the inspector. They then reflected on the wider issues such as the social gap between city and village, rich and poor or access to relevant education.
Candidates are reminded that they are assessed on how well they structure their response and support their argument with reference to the stimulus text. Just restating or rephrasing the ideas in the original article is not fulfilling the demands of the question. Candidates are also reminded of the importance of re-reading the question on the previous page before commencing writing to make sure that they are writing from the correct point of view.
Section III – Writing in Indonesian
General Comments
In the better responses, candidates demonstrated control of the Indonesian language, originality in their response and the ability to select and develop relevant ideas that addressed the context purpose and audience specified in the question.
Successful responses demonstrated an understanding of how both tourists and locals can learn from each other’s cultures, and did not just focus on what tourists can learn from the local culture.
One of the criteria for this task is sequencing and structuring information and ideas, so it is recommended that candidates plan their response carefully before they commence writing.
Specific Comments
In the better responses to Question 6, candidates not only used effective persuasive language but also presented a convincing argument to win over the locals. They also wrote of specific benefits to the tourists in experiencing another culture.
In the better responses to Question 7, candidates wrote effectively by engaging the audience of young people through the style of language and the inclusion of theoretical or practical examples which explained how tourism presented opportunities for both tourists and locals to learn from each other’s cultures.
In better responses to Question 8, candidates wrote a short introduction to demonstrate their understanding of the concept of the mutual benefits of tourism and then developed an interesting discussion using the interview text type.
2009969
NSW Government