2009 HSC Notes from the Marking Centre — Indonesian
Contents
Introduction
This document has been produced for the teachers and candidates of the Stage 6 courses in Indonesian. It contains comments on candidate responses to the 2009 Higher School Certificate examinations, 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 that have been developed by the Board of Studies to assist in the teaching and learning of Indonesian.
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 mark 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 may be used which are not included in the glossary, such as 'design', 'translate' or 'list'.
Beginners
Oral Examination
Candidates are reminded that the purpose of this examination is to assess their knowledge and skills in interacting in Indonesian. In five minutes, candidates are expected to be able to respond to questions about their personal world demonstrating knowledge of both relevant vocabulary and Indonesian syntax and structures. Slow communication restricts this. Candidates are also reminded that the answers should not contain information that identifies the student or the school.
In better responses, candidates answered both specific and open-ended questions confidently, with a high degree of accuracy of Indonesian, and with interesting and relevant information. Use of conjunctions, comparisons and sequencing expressions were also competently handled. Such candidates were able to elaborate on simple responses and did not rely on English syntax to convey meaning.
Written Examination
Section I – Listening
General Comments
Candidates should attempt to formulate a response in order to achieve some marks rather that leave questions unanswered. Candidates are strongly advised to use the Notes column provided on the examination paper to write down problematic vocabulary as it arises. Better responses indicated that the candidates had been able to concisely answer the questions without merely translating the content.
Specific Comments
Question 7
In the better responses, candidates linked Sri's tiredness to her anxiety about starting the new job and what contributed to her tiredness through the day.
Question 8
Most candidates listed the three ways of celebrating. However, only in the better responses did candidates link this with the music being sung by the singer who had released the new CD.
Question 9
Most candidates identified the change from detective novels to a comedy. However, in the better responses, candidates linked the change to the birth of the author's daughter.
Question 10
This question asked for the purpose of the speech and better responses drew conclusions from the information in order to answer the question, supported by relevant reference to the text.
Question 11
In the better responses, candidates linked the beautifying of the environment through the reduction of pollution and rubbish to the impact on the villagers' health as well as the increased tourism potential for the area. The government assistance in the areas of education and health were also mentioned.
Section II – Reading
General Comments
Better responses answered the specific questions directly and supported the response with evidence from the text.
Many candidates had difficulty with the questions that required synthesis of ideas or the understanding of inference in the texts. There was little evidence of dictionary use as many candidates did not use them to check meanings in the more demanding questions.
Candidates are reminded to:
- directly answer the questions asked
- read the whole of the stimulus text, as the information required to answer the questions may be found in different parts of the stimulus passage. It is good practice to read the questions before reading the text, including the heading, as important information about the text can be acquired
- make sure that their responses reflect the marks allocated
- read the questions carefully in order to avoid overlapping answers
- read through their responses to ensure that they make sense and are not contradictory.
Specific Comments
Question 13
This advertisement targeted school leavers as evidenced in the phrase Tamat sekolah?. Candidates were required to view the advertisement from the perspective of their parents and themselves. The better responses did this.
Question 14
In the better responses, candidates justified their opinion in part (b) with reference to the text.
Question 15
The better responses to part (a) demonstrated a clear understanding of the various people and events that motivated Miki. These were included throughout the passage. In the better responses to part (b), candidates deduced aspects of Miki's personality from childhood to the present day from the information presented.
Question 16
In the better responses to part (a), candidates provided a succinct synthesis of the problems raised in Dewi's letter. Part (b) was generally well answered with most candidates contrasting the content of the advice from Pak Dukun and Tante Sri. However, in the better responses, candidates also compared the way the advice was given. Most candidates contrasted the style of the two people responding to Dewi's letter.
Section III – Writing in Indonesian
General Comments
The better responses were well-planned and logical texts that addressed the requirements of the question and demonstrated use of a variety of vocabulary and structures. These also demonstrated a sound understanding of Indonesian structures and rarely replicated English syntax. Candidates are advised to familiarise themselves with the marking guidelines for this section.
In the weaker responses, there was little evidence of planning. Candidates are reminded of the importance of adhering to the word limit. A lengthy response can lead to an unstructured and repetitive answer, with a greater chance of unnecessary errors. It is better to spend time organising the response rather than rushing in to write a long and unplanned answer. Choosing interesting relevant vocabulary, writing accurately and using sophisticated structures are more impressive than length. Also, sequencing and structuring information in a logical well-formatted manner is critical.
Evidence of poor dictionary use was obvious with many candidates relying on the first word they found rather than selecting the most appropriate word for the context. Candidates are reminded to cross-reference words from the English–Indonesian dictionary with its complement in the Indonesian–English dictionary.
Candidates are also reminded not to identify themselves, their school, their teacher or area in written texts. It is suggested that candidates should keep referring to the question in order to ensure that they address the specific requirements and audience.
Specific Comments
Question 17
The better responses clearly considered the context, purpose and audience of the question. These responses included a description of the lost item, information as to how or when it was lost, why it was important and who to contact if the item was found. The use of hilang and kehilangan was problematic.
Question 18
The better responses demonstrated an understanding of the text type of a diary entry and included a date, a salutation and a sign off. In these responses, candidates included comments about the marks received, parental reactions, explanations for the marks – good or bad – and implications for future plans. Candidates are reminded to avoid, where possible, repeating the same vocabulary and structures.
Question 19
Candidates are reminded that the content of their response must relate to the question. Both options were quite open-ended and there were a great variety of responses. Candidates were given the text type and better responses included language appropriate to the given text type.
Continuers
Oral Examination
General Comments
Candidates are reminded that there are no 'set' questions and that the topic areas may be approached from a range of perspectives. Responses that provided depth in the treatment of a topic scored well. Better speakers incorporated an impressive array of senior language structures and showed considerable sophistication in the selection of vocabulary. Many candidates engaged the examiner by answering questions directly and naturally rather than simply responding with prepared answers. Accuracy in language use, pronunciation and intonation are of utmost importance, as is the close replication of an authentic Indonesian accent.
Specific Comments
Candidates should avoid disclosing information that identifies themselves or their school. Although the topics do require personal responses, candidates should be prepared to answer the questions without giving specific detail about the name of their suburb and school.
Candidates are advised to listen carefully to the question before formulating an answer, rather than isolating one word in the question and focusing on that element. For example, Siapa tinggal di rumah Anda? requires information about who lives in the house, not information about the house.
Candidates are also reminded to listen carefully to determine the perspective of the question, that is, whether the question refers to themselves (Anda) or someone else (dia).
The following areas of difficulty were noted:
- misuse of menikmati before a verb. Menikmati is to be followed by a noun
- misuse of mengganggu as an adjective. Mengganggu is to be followed by a noun
- misuse of adalah. Adalah should not be followed by a verb or an adjective
- misuse of berjalan. To travel is mengadakan perjalanan or bepergian
- me- verbs are to be followed by a noun, eg kakak mengunjungi saya
- overuse of one adjective, eg baik-hati. Candidates are advised to use a range of adjectives and a variety of language structures
- unnecessary duplication after plural expressions like banyak, eg banyak guru-guru instead of banyak guru
- confusion when translating 'in/at/on', eg di (in/at a place), pada (at/on a particular time, day or date)
- over usage and repetition of particular structures and conjuctions such as akibatnya, baik … maupun
- incorrect pronunciation and intonation of the words karena, kadang-kadang, bahwa/bawa, sekolah, membeli, tahun
- confusion between usage of menikmati and menyenangkan
- misuse of the words mereka or dia to refer to inanimate objects
- not using Indonesian pronunciation for countries/regions, eg Cina, Inggris, Perancis, Asia
- mispronunciation of the ng sound in the middle of a word like lapangan, dengan, ingin, mendengarkan
- confusion between the use of sukar (difficult) and suka (to like)
- confusion between the use of menikmati and menyenangkan.
Written Examination
Section I – Listening and Responding
General Comments
In the better responses, candidates identified relevant, specific, detailed information from the texts. The weaker responses included some relevant information but did not provide specific examples from the text or sufficient detail. Some salient vocabulary items that were recognised in better responses include:
Question 2: yang harus saya lakukan
Question 3: rendah lemak, zat pewarna
Question 5: harimau putih, sesudah tiga tahun menunggu, disambut dengan bahagia, terancam punah, penghasilan
Question 7: hubungan cinta antara dua remaja, agama lain, memilih karir, berpakaian yang bergaya tapi ekonomis
Question 8: dampak jangka panjang, sangat terasa sekarang, tidak dapat disangkal.
For questions that required higher-order thinking, the better responses provided examples that demonstrated evaluation or understanding of inference. For Question 7, for example, better responses correctly evaluated the program's appeal to teenagers by including details such as the significance of successful inter-religious relationships for Indonesian youth, the relevance for teenagers to choose an appropriate career and the need for teenagers to buy clothes on a budget as they don't have much money. Weaker responses provided some examples but did not indicate why these would appeal to teenagers. In these weaker responses, the word sukses was often incorrectly linked to the word karir, rather than correctly linking it to relationships. The word ekonomis also led some students to the incorrect conclusion that the editor would be discussing the economy. In Question 8, better responses correctly synthesised the information presented by Professor Sahid, ranked the three issues in order – that is, poverty followed by health and then climate change – and justified why he ranked them that way. These better responses understood the idea that solving poverty would help overcome the other issues. Weaker responses did not rank the issues or incorrectly identified climate change as being the most important issue.
Longer texts containing complex vocabulary caused some misunderstandings. For Question 5, many candidates did not refer to the significance of the time factor, sesudah tiga tahun menunggu, for the birth of the white tigers. Also, the word penghasilan was sometimes interpreted as meaning 'success' rather than 'revenue'.
In the better responses, candidates demonstrated an understanding of complex syntax. For example a series of ke–an nouns in Question 8, kemiskinan, kesehatan, kekurangan, kebersihan, kemungkinan and object focus construction in Question 2, bisa dikerjakan sesudah kembali and Question 8, belum diketahui, diatasi lebih dulu, ditangani secara lebih efektif.
Section II – Reading and Responding
Part A
Candidates are encouraged to read the questions prior to reading the texts as an aid to identifying the meaning of unfamiliar words and to formulate their understanding of texts. This will also help them to determine which information is required in their responses and to avoid overlapping information in their responses. Candidates are advised to use reading time to look up the meanings of any unfamiliar words in multiple-choice questions where the alternatives have been written in Indonesian.
Information required to answer a question may be found in different parts of the text, so candidates are advised to read the whole text, including the heading, to gain a global understanding of it. Candidates are reminded to provide specific textual references to support their response.
Time should not be wasted quoting in Indonesian and English. If candidates include quotations in their responses, they should do so in English to ensure they show an understanding of the text's meaning.
Candidates are reminded to provide the meaning of phrases and sentences in the context of the text rather than giving a direct or word-for-word translation.
Questions that required candidates to identify and extract information – 9 (a), (b) and 10 (a), (b), (c) – were generally well answered. The better responses to these questions included relevant detail. For example, for Question 9 (b), the better responses identified that part of Santi's income was spent on daily necessities of food and rent, some was set aside for entertainment purposes while some was saved for returning home and assisting with younger sibling's school fees. The better responses for 10 (a) identified that Sri and Eddy's first meeting was unintentional and the result of a collision.
In Question 9, the better responses demonstrated recognition of vocabulary items such as ditabung, pilihan hiburan lebih terbatas, senang-senang, tapi suasananya sepi, lebih ramai tapi polusi, sumber air. Words and phrases in Question 10 that were recognised in the better responses included tidak sengaja, sedang asyik, taman, patah hati, bukan cowok romantis, aku kehilangan Eddy, seperti, ditelan, menampar and tamparan. In particular, the understanding of the phrase bukan cowok romantis was crucial to a correct response in 10 (c).
The better responses provided relevant examples whereas the weaker responses provided irrelevant detail. For example in Question 9 (a) when asked to give an overview of Santi's week, the better responses recognised the key word kadang-kadang and did not refer to leisure activities that Santi only sometimes did. In the weaker responses, candidates did not provide a brief overview but rather included irrelevant detail of what Santi sometimes did. In Question 9 (b), the better responses included detailed examples of how Santi spent her money, whereas the weaker responses included lengthy irrelevant examples of what Santi could not afford.
Candidates found questions that demanded higher-order thinking – 9 (c), 10 (d) and 10 (e) – more challenging. The better responses to Questions 9 (c) and 10 (e) demonstrated a global understanding of the texts and showed skills of summarising, analysing and inferring. In addition, they provided accurate and detailed textual examples. Thus in Question 9 (c), the better responses provided a comprehensive and well-argued explanation drawing on a wide range of detail weighing up the positive and negative aspects of village and city life. The weaker responses did not include textual references but outlined generalisations and pre-conceived notions, for example they indicated that Santi missed the quiet village life, making an assumption that quietness is a positive attribute whereas the text stated that she actually preferred the liveliness of the city. In 10 (e) the better responses provided a cohesive evidence-based argument speculating on whether Sri' would go with Eddy. These better responses took either side of the argument. The weaker responses did not draw on examples from the whole text or attempt to synthesise the information presented.
The better responses recognised the meaning of metaphors and idioms and understood complex syntax. For example the better responses demonstrated their understanding of dia seperti hilang ditelan malam ('it was if he was swallowed up by the night') whereas the weaker responses indicated that Eddy liked getting lost at night time. The better responses understood the idiom makan waktu lama ('takes a long time') whereas in the weaker responses it was mistranslated as 'taking a long time to get food'. The better responses made reference to the comparative seramah dulu dan selembut dulu ('as friendly as before' and 'as soft as before'), demonstrating familiarity of the comparative se structure.
Part B
General Comments
In the better responses, candidates demonstrated an excellent global understanding, empathised with the writer, offered a range of suggestions and advice about finding work and made reference to Toni's starting and finishing school at a young age. Many referred to their personal circumstances and offered to help him find work.
Successful responses demonstrated an understanding that Toni had already finished high school and offered suggestions to find work. The suggestions were then linked to Toni's educational aspirations.
Specific Comments
The following areas of difficulty were noted:
- inappropriate abbreviation of kamu as the subject of the sentence, eg memang mu muda instead of memang kamu muda
- word-for-word translation from English, eg kamu akan pergi ke jauh di dunia
- use of the imperative, eg Menerima tawaran mereka instead of Terimalah tawaran mereka and Tidak kuatir! instead of Jangan kuatir!
- misuse of the object focus construction, eg Aku tahu bahwa kamu harus dihadapi banyak masalah instead of Aku tahu bahwa kamu harus menghadapi banyak masalah
- use of bukan and tidak
- misspelling of bahwa, muda/mudah
- affixation, eg alami ini bagus rather than pengalaman ini bagus; mudah-mudahan membantu saya berguna instead of mudah-mudahan bantuan saya berguna; kamu cari bekerja instead of kamu cari pekerjaan
- misuse of yang, eg tahun yang depan instead of tahun depan
- misuse of adalah, eg kamu adalah pandai instead of kamu pandai
- unnecessary use of bukan main, eg Bukan main kamu terlalu mudah untuk bekerja di pabrik.
Section III - Writing in Indonesian
General Comments
Candidates are advised when using a dictionary to cross-reference words to ensure that the most appropriate word has been selected from the alternatives.
Specific Comments
Question 12
In the better responses, candidates demonstrated a good understanding of the language commonly used in a postcard and realised the differences between a postcard and a letter. They showed creativity and flair, often using truncated sentences.
In the better responses for option (a), candidates included a description of the atmosphere of the market and related their experiences of bargaining with the sellers.
For option (b) most candidates gave a brief description of their accommodation and an outline of their activities for the day, covering one or two of them in more detail.
Candidates are reminded to pay attention to the text type required and to be aware that a long response is not necessary to attain full marks for this question.
The following areas of difficulty were noted:
- attempted literal translations from English, eg Saya mempunyai kesenangan instead of saya bersenang-senang
- errors in word order particularly with adjectives and nouns, eg besar rumah instead of rumah besar
- misuse of hal instead of barang
- incorrect use of mampu where bisa or dapat was more appropriate
- misuse of berbelanja/membeli/membayar
- misuse of prepositions di and ke
- misuse of bahwa and siapa instead of the relative pronoun yang
- affixation errors, eg beringat instead of ingat
- overuse of object focus construction leading to a lack of authenticity.
Question 13
In the better responses for option (a), candidates gave several reasons for their opinion of whether the film was suitable or not suitable for viewing by their cousin.
In option (b) most candidates were able to reflect on the issues that influenced their own subject choices. Better responses also gave advice based on this reflection and used a formal speech register appropriately.
The following areas of difficulty were noted:
- inappropriate use of dictionary, selecting the wrong word without cross-checking for meaning, eg using adil instead of baru to mean 'just', or gergaji instead of menonton to mean 'saw'.
- mixing of register from slang to formal language in the one sentence, eg Pendapat gue dipengaruhi oleh tiga factor yang berikut
- unnecessary use of colloquialisms
- expression of 'don't', eg using tidak instead of jangan
- misuse of supaya and sehingga
- misuse of begitu and jadi
- poor knowledge of affixation and when to use noun and verb forms, eg pilihan instead of memilih, mutusan instead of keputusan
- attempted literal translations of English expressions.
Extension
Oral Examination
General Comments
Successful responses directly answered the specifics of each question, presented a well-structured and coherent argument showing breadth and/or depth, and supported an opinion with sophisticated and relevant examples. Candidates are reminded that the information and ideas given must be relevant to the question. In the weaker responses, candidates simply used the question as a starting point for a discussion of an aspect of any issue often related more to pre-learned material than to the task. Candidates are advised to read the questions carefully and ensure they address the focal point of the selected questions.
Specific Comments
It is not necessary for candidates to read the question aloud before commencing. Candidates are also advised to avoid re-stating or reading the question in their introduction and conclusion. Rephrasing or paraphrasing the question by using synonyms would be more impressive.
Question 1
In the better responses, candidates took a stand either agreeing or disagreeing with the premise that young people experience greater difficulties than their parents did when they were young, and supported their argument strongly. Many referred to the difficulties young people experience in forming relationships because of an increasing dependency on electronic means of communication. Others saw this as beneficial, as communication can be more spontaneous and there is access to a wider audience.
Question 2
Again, in the better responses, candidates argued strongly in support of or against the statement that traditional values are not compatible with modern life. These candidates were able to define some 'traditional values' and to argue how and why these values are or are not able to be maintained within the context of a modern lifestyle. These candidates made reference to humanitarian values, relationships and religious practices and beliefs.
Question 3
In the better responses, candidates developed a strong argument about the developmental nature of dealing with adverse situations in one's growth as a human being. In these responses, candidates provided examples from personal experience of dealing with adversity, or examples of others dealing with adversity. Many contrasted the attitudes and coping skills of those who have faced and overcome adversity with those who have not experienced such setbacks, especially referring to young people who have been 'protected' or distanced from adversity.
Written Examination
Section I – Response to Prescribed Text
Specific Comments
Part A
Question 1
In the better responses, candidates responded perceptively to the text and related the film to the prescribed issues. In these responses, candidates were able to address the demands of the question specifically, without expanding their answers to include a lot of irrelevant material.
- Candidates were generally able to link Rena's emotional outburst in this scene with Yudha's statement immediately beforehand ‘this is your Dad’.
- In the best responses, candidates first paraphrased or translated Rena's reference to Bu Rosi's cupboard. They explained its significance by describing how Rena had access to the cupboard when she cleaned the room after Bu Rosi's death three years ago. In the cupboard she found the newspaper clippings and discovered that her father had survived the accident.
- In better responses, candidates identified a range of different film techniques and also analysed how these techniques were used to enhance the dramatic effect.
- In the best responses to this question, candidates provided a clear contrast between Rena's behaviour in this scene where she is emotional and uncontrolled, and her usual restrained behaviour. These candidates identified one or more examples of adverse situations that Rena had previously faced.
Part B
Question 2
In the better responses, candidates provided perceptive insights into the character of Rena and her feelings, rather than simply recounting events. These candidates raised other issues, based on the film, apart from just the obvious one of 'I will miss Nana'. In the best responses, candidates demonstrated a clear understanding of the diary text type and sustained an informal, colloquial register consistent with that used by the children in the film.
The following were noted as areas of difficulty:
- attempts at literal translation from English and using English syntax, eg bagaimana, tentang, mempunyai, berangkat
- incorrect word order, eg kami perjalanan
- failure to cross-reference the meaning of words found in the dictionary, eg incorrect use of the noun cuti (leave you take from work), mistaking it for the verb 'to leave'
- difficulty translating the word 'to leave' and confusion between meninggal (to die) and meninggalkan (to leave)
- inconsistency in maintaining an informal register through mixing colloquialisms with formal vocabulary or expressions.
Section II – Writing in Indonesian
General Comments
In the better responses, candidates structured their responses coherently, provided a clear line of argument and demonstrated evidence of wider reading and current knowledge. These candidates also employed a wide variety of language, vocabulary and sentence structures. Candidates are reminded that it is possible to gain high marks within the prescribed word limit and that, in writing very long responses, candidates often lose marks because of a tendency to become repetitive or to include irrelevant detail.
Specific Comments
Question 3
In the better responses, candidates demonstrated an understanding of the required text type and gave their article a catchy heading that stimulated the reader's interest, and an interesting layout that allowed them to organise their ideas effectively. In better responses, candidates examined issues such as doing charity work/volunteering/helping others, and saving the planet in addition to the simpler concepts of having a healthy, balanced lifestyle, a satisfying career, and strong relationships with family and friends. Some candidates struggled with the concept of 'potential' and were not sure what angle their argument should take. In the better responses, candidates explored the relationship between the question and the related prescribed issue 'The search for personal fulfilment'.
Question 4
In the best responses, candidates wrote appropriately for the text type, maintained a formal register, and used a range of vocabulary and a variety of formal language structures. In the better responses, candidates demonstrated an understanding of how young people are changing the face of Australian society. Many mentioned how the use of technology is changing the way people communicate, get and transmit information and entertain themselves. These candidates identified the impact on more traditional methods such as post, libraries and cinema. In other good responses, candidates argued that young people are developing different values, being more accepting and tolerant of difference in a multicultural environment. These candidates supported their argument with reference to the increase in inter-racial and inter-faith marriages. Some also compared positive and negative images of teenagers, some arguing that aspects of their behavior have tarnished or damaged Australia's image.
The following were noted as areas of difficulty:
- inconsistency in maintaining a formal register
- confusion with word forms/affixation, eg bekerja (to work)/pekerjaan (job,work); membantu (to help)/bantuan (assistance, help)
- incorrect word order especially with possessives and adjectives, eg itu pertambahan instead of pertambahan itu, penting masalah instead of masalah penting
- incorrect use of duplication after a plural, eg banyak orang-orang instead of banyak orang
- direct translation of English expressions and ideas, especially of idioms, eg rumput selalu lebih hijau
- misuse of pun in isolation instead of dan
- misuse of the word unsur to describe an issue, eg Kemiskinan adalah unsur yang penting instead of Kemiskinan adalah hal yang penting
- misuse of adalah with an adjective, eg Dia adalah pandai instead of Dia pandai
- misuse of the question word siapa instead of yang, eg seorang siapa pandai instead of seorang yang pandai
- Misuse of bahwa instead of yang, eg hal bahwa paling penting instead of hal yang paling penting
- difficulty with common expressions, eg 'have to/must' = harus; 'interested in' = tertarik akan/pada
- misuse of dictionaries and failure to cross-reference meaning
- inability to use object focus correctly, especially in first or second person.
2009972
NSW Government