WACE Indonesian Second Language common mistakes
WACE Indonesian Second Language · Understand the traps and how to avoid them.
In the oral examination, the candidate answers the examiner's questions in very short phrases (two or three words) and never expands into full sentences or connected speech.
Candidates treat the conversation section like a rapid-fire quiz and are anxious about making grammatical errors, so they give minimal answers that feel 'safe'. This happens because they have practised vocabulary lists rather than sustained talk, and they have not internalised that the oral mark rewards range and fluency, not just accuracy.
What to do instead
Practise with a timer: every answer must contain at least two full sentences, one of which adds a reason, example, or personal opinion. Build a bank of discourse extenders ('Selain itu...', 'Sebenarnya...', 'Yang paling penting bagi saya...') and drill them until they are automatic. Record yourself and count how many answers fall under ten words, then redo them.
The candidate memorises a scripted monologue for the oral discussion and delivers it regardless of the question asked, or freezes when the examiner departs from the prepared topic.
Schools often drill a handful of predictable topics, so candidates rehearse polished paragraphs and rely on them as a safety net. When the examiner probes or changes direction, the candidate has no spontaneous language to fall back on and either ignores the question or repeats the script.
What to do instead
Prepare topic 'kits' rather than scripts: for each topic, hold five key ideas, three personal examples, and ten core verbs/adjectives that can be recombined. Practise with a partner who deliberately asks unexpected follow-ups (opinion, comparison, past experience, future plan) so the candidate learns to pivot. Aim to answer the actual question first, then link to prepared material.
The candidate uses English fillers, code-switches mid-sentence, or pronounces Indonesian with a heavy English accent that obscures meaning (for example flattening vowels, stressing the wrong syllable, or pronouncing 'ng' as two separate sounds).
Under time pressure and limited vocabulary, the fastest route is the English word, and candidates are rarely corrected on pronunciation once past the early years. Many also read Indonesian as if it were English, which distorts its regular syllable-timed rhythm and clear vowel system.
What to do instead
Run a 'no English' rule in all practice, substituting circumlocution ('alat untuk...', 'orang yang...') instead of switching. Drill the five pure vowels and the 'ng' and 'ny' digraphs with minimal-pair reading aloud. Record and compare against a model, focusing on even syllable timing and clear final consonants.
In the written examination, the candidate writes a script that is grammatically accurate but off-task: wrong text type (a letter where an article was required), missing required elements, or ignoring the specified audience and purpose.
Candidates focus on producing correct Indonesian and skim the prompt, assuming all writing tasks are similar. They also plan in English and translate, so structural conventions of the required text type (e.g. an Indonesian formal letter's opening and closing, or an opinion piece's thesis and support) are never consciously applied.
What to do instead
Before writing, underline the task's text type, audience, purpose, and every bullet requirement, then make a one-minute plan mapping each bullet to a paragraph. Learn the skeleton of each common text type (surat resmi, surat pribadi, artikel, ulasan, laporan) and rehearse openings and closings. After writing, tick each bullet off against the plan.
The candidate relies on direct translation from English, producing calques and word-order errors such as placing adjectives after nouns, using 'adalah' with adjectives, or rendering 'I am boring' as 'Saya membosankan' instead of 'Saya bosan'.
Translation feels efficient and lets candidates express complex ideas beyond their Indonesian range, so it becomes a habit. They have not internalised the differences between the two languages' morphology (meN- verbs, ber- and -kan/-i suffixes) and syntax, so English structures leak through.
What to do instead
Build contrastive awareness: keep a personal error log of calques and rewrite each into idiomatic Indonesian. Practise sentence transformation drills (active to passive 'di-', adjective to 'meN-...-kan' verb, noun to 'ber-' verb). When stuck, paraphrase within known Indonesian structures rather than translating word for word.
The candidate uses only simple sentences and a narrow, high-frequency vocabulary (bagus, senang, banyak, sangat) throughout the writing tasks, with little variation in verb forms or connectors.
Under exam pressure, candidates revert to what they can control and avoid risk, and their revision has focused on comprehension rather than productive range. They may not have a systematic record of synonyms, affixed verb forms, or cohesive devices to draw on.
What to do instead
Maintain a personal 'upgrade' list: for each overused word, record two or three precise alternatives (bagus to bermanfaat, memuaskan, mengesankan) and practise inserting them in sentences. Deliberately include at least one complex sentence per paragraph using connectors (walaupun, meskipun, sehingga, oleh karena itu, sementara itu) and at least two affixed verb forms.
The candidate misreads the listening or reading texts by seizing on a single familiar word and answering from background knowledge rather than from what the text actually says, especially on inference and attitude questions.
Candidates process the second language word by word and lose the overall message, so they latch onto a keyword and guess. They also confuse literal meaning with the speaker's or writer's implied stance, a skill rarely practised explicitly.
What to do instead
Practise gist-first listening and reading: summarise the main idea in one sentence before answering any question, then locate the specific evidence and quote it. For inference items, ask 'What words show the attitude?' and distinguish fact from opinion. Build a glossary of stance markers (sebenarnya, justru, tampaknya, sayangnya, seolah-olah).
The candidate runs out of time in the written examination because they draft at length, write a full rough copy, and then recopy it, leaving the final task or the review unfinished.
Candidates believe a long first draft equals a better answer and are not used to timed conditions. They underestimate how long handwriting in Indonesian takes and do not allocate time across sections before starting.
What to do instead
Rehearse full papers under strict timing and set a written budget before beginning (e.g. minutes per section plus ten minutes for checking). Plan briefly, write directly onto the answer sheet with light cross-outs rather than recopying, and practise leaving the hardest item until last so no task is left blank.
The candidate neglects the conventions of Indonesian formal register in writing tasks, mixing informal spoken forms (nggak, banget, udah, gue) into a formal letter or article, or failing to use appropriate salutations and closing formulae.
Candidates learn much of their Indonesian from social media, songs, and peer talk, so colloquial forms feel natural and 'fluent'. They have not been taught to map register to audience systematically, so they do not notice the mismatch.
What to do instead
Build a two-column register table (informal versus formal equivalents: nggak/tidak, banget/sangat, udah/sudah, gue/saya) and apply it consciously. Memorise the frame of a surat resmi (pembuka, isi, penutup, salam) and check the finished text for any colloquial item before submitting.
The candidate treats the oral examination's stimulus or discussion topic superficially, giving generic opinions without supporting evidence, comparison, or reference to Indonesian contexts, and does not ask for clarification when a question is unclear.
Limited content knowledge about Indonesian society and culture leaves candidates with little to say beyond clichés, and fear of appearing ignorant stops them from seeking clarification. They also confuse fluency with filling silence, so they repeat the question or pad with vague statements.
What to do instead
Prepare a small set of contemporary Indonesian contexts (education, transport, food, family roles, technology, environment) with two facts or examples each, plus a personal comparison to Australia. Train a clarification routine ('Maaf, boleh Bapak/Ibu ulangi pertanyaannya?' or 'Maksudnya apakah...?') and practise structuring answers as claim plus reason plus example plus link back.