FORMULIRSOAL UJIAN TENGAH SEMESTER, AKHIR SEMESTER, DAN UJIAN SUSULAN No.Dokumen No. Revisi Tanggal Berlaku Halaman FM-01-AKD-19 00 01 Maret 2010 1 dari 6 UNIVERSITAS NEGERI SEMARANG SOAL UJIAN TENGAH SEMESTER Mata Kuliah Kode Matakuliah Jur/Prodi /Semester : Sociolinguistics : BIS 314 : Pend Bhs. Inggris S2 NAME NIM CLASS Hari/Tanggal /Jam Waktu Dosen Pengampu : Jumat, 17 Mei 2013 : 13.00 – 15.00 : Dr. Yan Mujiyanto : MUHAMMAD LUTHFI : 2003512156 : ROMBEL VIII / KHUSUS TEGAL. Test Items 1. Describe some aspects of your own speech which show how it varies from the speech of certain other people you know. Do you pronounce words differently, use different word forms, choose different words, or use different grammatical structures? How do you view, i.e., judge, the speech of those who speak differently from you? Answer, Some aspects of speech which show how it varies from the speech of certain other people are languages, dialects, accents, registers, styles or other sociolinguistic variation, as well as the standard variety itself. "Variety" stay away the terms language, which many people associate only with the standard language, and dialect, which is associated with non-standard varieties thought of as less prestigious or "correct" than the standard. Linguists speak of both standard and nonstandard varieties. Yes, pronounce words differently i.e. ‘acquire’; ‘vehicle’; ‘celebrate / officiate at nuptials’; ‘micturate’; ‘your honor’; ‘attorney’. 2. If men and women speak differently, is it because the common language they share has a gender bias, because boys and girls are brought up differently, or because part of ‘gender marking’ is the linguistic choices one can – indeed, must – make? Answer, Women tend to use more standard language features than man it cause women feel secure and morel comfort to use it. Different than men, they feel have power and they want to diverge than the other, so they more comfort if they use casual language (vernacular form) in their speech. 3. For Labov and other sociolinguists the vernacular is very important. What do you understand by this term? When do you use such a variety? How easy or difficult is self-observation of that variety? Answer The forms ain’t and in’t may be derived (1) from variation in the Early Modern English pronunciation of the negative form of the verb have. the British variety of English is based. The Ramayana. For example.’ ‘I ain’t done it yet. the Malay language or 'Bahasa Melayu' was the lingua franca for Malays in Singapore prior to the introduction of English as a working and instructional language. 5.’ ‘It was me what told her’? Who uses each variant? On what occasions? Answer. Malay is used mostly in Malaysia (officially called Bahasa Malaysia) and Brunei.’ ‘He be farmer. there are many difficulties that I found on variety for standardization among them. and to a lesser extent in Singapore and various parts of Sumatra. one of Hinduism's sacred epics in Sanskrit had vernacular versions so the work was available to more people. 4. What can you find out about the difficulties of choosing a variety for standardization in Indonesia. and East Timor? Answer. Works written in the native language of the people were said to be in the vernacular. I love Indonesia. From the 1100s onwards. So. Arabic. vernacular refers to the native language of a country or a locality as opposed to "official" languages. a language based on traditional Malay. Roman Catholics masses were said in Latin rather than in local vernacular language. areas that are home to over 700 indigenous languages. serves as a lingua franca throughout Indonesia and East Timor (where it is considered a working language). religious works started being written in the many. Singapore. which meant that the "masses" of people (excuse the pun) could not understand what was being said. many other Indian languages throughout the different regions of India. Standard languages are usually based on an existing dialect of the language. Indonesian. traditionally religious or scholarly works were written in Sanskrit long after its use as a spoken language. but also influenced by various languages such as Dutch. For example. Nowadays.’ ‘Give it me. historically at least. and (2) from the negative form isn’t. most scholarly work had been written in Latin. According 2 . and Portuguese. and Indonesia is a country which has “Bahasa” as language to communicate and Bahasa is perfect language which has many vocabularies than Malaya. Another example is that. What are some other variants you are aware of for each of the following sentences: ‘I haven’t any money. The reforms of the Second Vatican Council permitted the use of vernacular liturgies in Roman Catholicism which allowed the regular folks to understand what was being said. which meant regular folks couldn't read the work. Another example: in Hindu culture. One of Singapore's four official languages. and remains so for the elder generation.The importance of using the vernacular is so that all people (regardless of their education) can understand what is being said. on the dialect of the area surrounding London. In Western Europe up until the 17th century. until the 1960s. It must be clearly understood that we cannot teach English to our learners on the style followed for British or American or Australian or Canadian children whose mother tongue happens to be English and therefore they would understand everything a teacher says. 3 . and the forms i’n’t and i’nt (OED i’n’t. it i’n’t worth while (Richardson Pamela IV. In the 18th century the form was i’n’t. ain’t (for am not. e’n’t). In some dialects ain't is also used as a contraction of "do not". The fact that Standard English can be spoken with a variety of accents often poses certain difficulties for the teaching of English in non-English speaking countries. burning your finger? Answer.I. 7. and "have not" in the common English language vernacular. I usually use codemixing to explain material lesson.g. writing an essay for a professor. The form i’n’t can be illustrated with the example No indeed. A. so. I cannot use code-mixing as our language. i’nt) as obscure abbreviations of isn’t. playing a board game with a close friend. and found in most dictionaries.116. "has not". for be in the present tense might be derived from isn’t. or improper. "does not". found in dramatists and novels since the 17th century. nonstandard.v. 1742). only with a lot more emphasis. and the related in’t. talking to yourself. Ain't is a colloquialism and contraction for "am not". getting stopped for speeding. "is not". The ain’t. and "did not".its use is often considered by prescriptionists to be informal. Widely used by many people. The usage of ain't is a perennial subject of controversy in English. attending a funeral.1) lists the forms èn’t. The spelling ain’t (h is dropped) occurred as a vulgarism. Would it be the same with regard to Indonesian children? If anything they would see stars. one with a short vowel and the other one with a long vowel. as a result of the dropping of s [z]. the English language had two pronunciations for have.to Jespersen (1940: 431-433). fifty present Indonesian and fifty present English. sundanish and both of them. is not. we need a new method for them and do class room action research (PTK) to know their difficulties in English lesson. I recently spoke with some exchange students and they all spoke two or three languages (javanish. The OED (be. is not. so I think other countries have a major emphasis on languages. "are not".n’t became [heɪnt]. What are some of the problems you might encounter and how might you try to solve them? Answer. So. What stylistic characteristics do you associate with each of the following activities: talking to a young child. 6. whereas the latter with . am not) as colloquial and vulgar. a’n’t (for are not. some of the problem is when they couldn’t understand well about my explanation. the former prevailed as [hæv] in positive sentences. approaching a stranger on the street to ask for directions. are not) and ar’n’t. Most countries treat English like a foreign language class. although there was variation in the initial vowel (e. critical discourse analysis and literary criticism. such as socialization. 8. We should be know when we use formal and informal language. the skill of being able to interact freely with the speakers of other languages with whom regular contact is made in the ordinary business of living. pidgins are generally characterized by an absence of complex grammatical structures and a limited vocabulary. and language transfer (language interference). and rudimentary conversational skills all the way to excellent command of the grammar and vocabulary and specialized register and styles 10.’ initially attractive but ultimately fatal. In my view. it has even been referred to as a ‘Trojan horse. pidgins and creoles. Code-switching and borrowing are different phenomena. Borrowing 4 . Pidgins and creoles have been said to have ‘the grammar of one language and the vocabulary of another. Because in many parts of the world an ability to speak more than one language is not at all remarkable. However it has been pointed out that pidgins do not simplify the grammars of their supersaturate and substrate languages. the production and reception of meaning. formulaic expressions such as greetings. lacking an important skill in society. loan translation (calques). a monolingual individual would be regarded as a misfit. but also restructure them to produce a new linguistic system (Mc Mahon 1994: 254) Many theories describing the process of creolisation are similar to those used to describe pidginization. 9. Try to distinguish between the two. such as borrowing. Some communities regard bilingualism as a serious threat. Getting stopped for speeding someone. or a bit of both? Answer: Pidgins are used in contact situations and therefore have restricted functions. the differences in competence in the various languages (bilingualism) might range from command of a few lexical items. In fact. Why might this be so? (Consider the experience of migration and also the sorry state of many minority languages in the world. therefore theories overlap as well.’ In what sense is such a statement true. So if we are talking to a young child is different than if we talk with professor. although both processes are usually distinguished it should be taken into account that pidgins and creoles are developing systems and as such may overlap in terms of structural complexity depending on their functions.Stylistics attempts to establish principles capable of explaining the particular choices made by individuals and social groups in their use of language. Pidgin and Creole are bit of both (grammar of one language and vocabulary of other). false. it has different way to say when we play a board game with a close friend. Answer Code-switching is distinct from other language contact phenomena. Thus. Not only that.) Answer. 13. Which linguistic variables might be usefully investigated in the part of the world in which you live. The current state of disarray in phonological theory. for instance.There are major problems which make pronunciation variables harder to study than might be expected. third language. but the usage of the terms code-switching and code-mixing varies. while others apply code-mixing to denote the formal linguistic properties of said language-contact phenomena. Try to specify some of these abilities that you yourself seem to lack. words like singing and fishing are sometimes pronounced as singin’ and fishin’. that is.affects the lexicon. 11. 12. The variables might be usefully investigated in the part of the world in which my live are using (ing) than (in) For example. gives rise to one such problem. where. in what ways do you identify with people who show the same range of linguistic abilities? Answer. for example. and how might you characterize the variation using the concept of the ‘linguistic variable’? Answer. what kinds of variation have you noticed around you. but sometimes ‘drop’ it. Is one justified. On the other hand. Some scholars use either term to denote the same practice. the status of phonemes and the nature of underlying forms of words is still in doubt. and code-switching to denote the actual. Describe the linguistic uses of some bilinguals with whom you are familiar. Why does the other have these abilities and you do not? Answer. in treating the [r] sound in cart as an instance of the same ‘phoneme as that in car? Could one use the difference which Labov found in his New York study as evidence that they are different phonemes (assuming that ‘phonemes’ is a meaningful term)? Is it justifiable to postulate phonemes such as /h/ in the underlying forms of words like house when speakers nearly always leave the sound out in ordinary speech? If not. Most of us know someone who has a repertoire of linguistic abilities that we admire. 5 . When do they use each of the languages? If you are bilingual yourself. Code mixing is a thematically related term. the words that make up a language. by what right do we assume that such speakers are illustrating the same variable in choosing between house with and without [h] as others speakers who normally have the [h]. spoken usages by multilingual persons. while code-switching takes place in individual utterances. Speakers form and establish a pidgin language when two or more speakers who do not speak a common language form an intermediate. speakers practice code-switching when they are each fluent in both languages. possibly envy. 85 in Macy’s and $ 23 in Klein). c. Klein) b. The city is referred to as New York City or the City of New York to distinguish it from the State of New York.Because the villager wish to achieve the next higher level of status. technology. fashion.coy”. The number of pages of advertising in the New York Times and in the Daily news. An example of using Hypercorrect in my country is when a villager comes to capital city (Jakarta). finance.g. he/she will try to imitate how language that used the Jakarta people.’ Try to assess this claim. media. The home of the United Nations Headquarters. 6 . New York is an important center for international diplomacy and has been described as the cultural capital of the world. for example. The reasons why William labov’s major study of New York City are classified by: a. and on what occasions? Answer. but they go too far. What examples do you know of? Who gives evidence of such behavior. Answer. they attempt to talk like members of the next higher class. Hypercorrect linguistic behavior is not at all unusual. Labov’s major study of New York City is based on a sample from the Lower East Side.14. research. Their location (Saks Fifth Avenue. education. villagers sometimes use prestige features at a greater rate than townsman speakers . and S. $79. New York exerts a significant impact upon commerce. Labov (1966) claims that this area ‘exemplifies the complexity of New York City as a whole with all its variability and apparent inconsistencies. one of the most populous urban agglomerations in the world. “Aku arep teng pasar” will be changed “Gue mau ke pasar. New York is the most populous city in the United States and the center of the New York Metropolitan Area. The size and layout of the store. d. Macy’s. in 1962 women’s coat averaged $90 in sacks. and entertainment. A global power city. 15. The prices of comparable items (e. of which it is a part. art.
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