Final Test Sociolinguistics 2009/2010

Please download the final test of Sociolinguistics on the link below! Good Luck.

FINAL  – TEST

SUBJECT            :        SOCIOLINGUISTICS

DAY / DATE       :        SATURDAY / JANUARY 9, 2010

LECTURER          :        FATCHUL MUIN/SIRAJUDDIN KAMAL

DUE : JANUARY 09, 2010

ESSAY : 500 Words for each number

Students should deliver Final – test assignment personally to the lecturer both the soft copy and the paper, or send it by email to muin_sihyar@yahoo.com or alsiyani@yahoo.com. In your email, please mention: both your name and the subject. The assignments should be submitted by 12 p.m local time on the due date. Remember, you are required to keep an up to date copy of all submitted assignments to safeguard against the loss of work through accident or error.

• Have a small observation in your campus or other places (hometown)
• You should have some references, discuss the theory and the implications or findings in your essays

1.  Write a report on the Observation conducted in Amuntai! Refer to the following theory and application: bilingualism, language variation, interference, taboo, euphemism, addresses and politeness.

2.  Khairiansyah is Banjarese. He lives in Banjarmasin. At home with his family and friends, mostly he uses Banjarese for a wide range of topics. When he goes to his campus, English department of FKIP Unlam, he usually speaks Indonesian or English. However, it is only with his lecturers that he uses English when they are talking about academic affairs.

What factors might account for these code choices?

Bilingualism and its Aspects

BILINGUALISM AND DIGLOSSIA

By Fatchul Mu’in

Introduction

A language is used by its speaker for the sake of communication and interaction. Initially, a newborn child tries to master one language used his immediate social environment such as: family (father and mother) and surrounding people. In the age of pre-elementary school, he may have a mastery of one language; or, he may have a mastery of his mother tongue or native language. In the age level, he can be said as being a monolingual speaker. For him, to be able to use one language is sufficient.

CODES AND CODE-SWITCING

By Fatchul Mu’in

Introduction

We may refer to a language or a variety of a language as code. This is useful because it is neutral. This is to say that such terms as language, standard language, dialect, style, speech level, register, pidgin, Creole, and the other variety of the language can be called as codes. In other words, the term code is meant to refer to one of the varieties in language hierarchy. If a language is a variety of human languages, we, for example, will know that English, Javanese, Banjarese, Arabic, and Indonesia languages respectively, are codes. In reality a language has a number of varieties, and its varieties (dialect, style, pidgin, Creole, speech level, register, etc) are also referred to as codes. In this relation, Fishman states that each language variety can be identified its sound systems, vocabularies, grammatical features, and meaning (Fishman, 1972:5).

INTERFERENCE AND INTEGRATION

By Fatchul Mu’in

Introduction

Discussion on interference must be related to the use of two or m ore languages by the same individuals. This is to say that the use of those languages (or the languages are in contact) may result in interference phenomenon. So, bilingualism and bilingual have a close relationship to the language phenomenon.

As stated above, the concept of bilingualism has become broader and broader. It was regarded as the equal mastery of two languages, as explicitly defined by Bloomfield as “the native-like control of two languages”. When a speaker has the mastery of two languages whose bilingualism is in line with the Bloomfield’s concept, it seems that he will not make a linguistic deviation known as interference. Who will make such a deviation?

Varieties of Language

By Fatchul Mu’in

Introduction

All languages exhibit a great deal of internal variation. That is to say each language exists in a number of varieties. Nevertheless, what is meant by a variety of a language?. Wardhaugh define it as “a specific set of linguistic items” or “human speech patterns (sounds, words, grammatical features) which can be associated with some external factor (geographical area or a social group) (Wardhaugh, 1986: 22). A language itself can be viewed as a variety of the human languages.

A member of a speech community need not have communicative competence in just one speech variety. He could be competent in a number of them. This claim does not seem so hard to accept when we consider that speech varieties, after all, need not mean what is generally interpreted as ‘language’. A speech variety could be a national language but it could also refer to a geographical or a social dialect (sociolect) or specialized varieties such as register, style, and speech levels, etc). The range of linguistic varieties which the speaker has at his disposal is referred to as a speech repertoire (John T. Plat and H.K. Plat, 1975: 33).

Language in Social Context

By Fatchul Mu’in

Introduction

A discussion of language in social context is focussed on a language acquisition and language learning, significance of language in a community, and relation of language and society. The language acquisition is differentiated from the language learning. The former is unconsciously conducted by a language user, whereas the latter is consciously conducted by a language user. The significance of language in a community is viewed from the viewpoint of its importance in a community; and it is discussed in relation to the three inseparable elements in a community: human being, community, and language.

Language Acquisition and Language Learning

Sociolinguistics and Its Scope

By Fatchul Mu’in

Introduction

A language is not only studied from the internal viewpoint but also from the external one. Internally, it is studied based on its internal structures; whereas, externally, it is based on the linguistic factors in relation to the factors beyond the language.

A study of internal language structures (or, it is based on the sub-systems of a language) will result sub-discipline of linguistics such as phonetics, phonology, morphology, syntax and semantics. It is conducted through theories and procedures belonging to the discipline of linguistics; it is not related to the problems beyond the language.

PORNOGRAFI

SEMESTINYA PORNO PERFORMANSI JUGA DILARANG!

Oleh : Fatchul Mu’in

Dalam kehidupan keseharian di lingkungan sekitar kita, lingkungan perumahan, jalanan, pasar, mall, bahkan di kampus-kampus, bayak kita jumpai pemandangan yang kontras. Sebagian kaum wanita menggunakan busana yang menutup tubuhnya secara longgar dan rapat; sebagian yang lain menggunakan busana yang ketat, mini.

Sastra dalam Pandangan Interdisipliner (Sebuah Contoh Telaah Singkat)

Oleh : Fatchul Mu’in

Jika dikatakan bahwa karya sastra merupakan fenomena kehidupan manusia, yang secara garis besar menyangkut: (a) persoalan manusia dengan dirinya sendiri, (b) hubungan manusia dengan manusia lain dalam lingkup sosial termasuk dalam hubungannya dengan lingkungan alam, dan (c) hubungan manusia dengan Tuhannya (Nurgiyantoro, l998:323), maka banyak sisi kehidupan manusia yang (dapat) dicakup oleh karya sastra, misalnya, kesedihan, kegelisahan, kekecewaan, kemarahan, keheranan, protes, dan pikiran atau opini. dan lingkungan, tatanan sosial, tatanan politik dan sejenisnya. Dengan demikian, karya sastra identik (walau tidak persis sama) dengan berita di koran, laporan penelitian antropologi, sosiologi, psikologi dan sejarah. Sebab, karya sastra dan karya non sastra tersebut berbicara tentang manusia, kehidupan manusia, peristiwa-peristiwa yang berhubungan dengannya, tempat dan waktunya. Hal yang membedakan adalah cara menyatakannya dan asumsi pembaca terhadap jenis tulisan tersebut.

PENULISAN KREATIF

PELATIHAN PENULISAN KREATIF, TAK ADA ARTINYA?

(Catatan dari Pelatihan Penulisan Kreatif di FKIP Unlam)

Oleh: Fatchul Mu’in*)

Pelatihan Penulisan Kreatif yang kami gelar di FKIP Unlam memang diperuntukan kepada mahasiswa sejumlah mahasiswa Jurusan Pendidikan Bahasa FKIP Unlam. Para dosen tak diundang secara khusus, termasuk Kaprodi PBSID dan Bahasa Inggris serta Ersis Warmansayah Abbas (EWA). Tentu kasihan dan sayang bila EWA diundang untuk jadi peserta. Kendati tak hadir dalam acara yang kami gelar, Ersis Warmansayah Abbas (EWA) tampaknya punya kepedulian. Dia kirim Short Message Service kepada saya: “Gimana Pelatihan Penulisan Kreatifnya. Pian suka banar maulu-ulu ulun”?”. Katanya lagi; “Pelatihan menulis itu tak penting; yang penting menulisnya”.SMS saya balas: “Maaf Pak Ersis, pian saya jadikan contoh. Ini bukan maulu-ulu. Bujur, ulun salut sama pian”. Banyak pembaca memberikan komentar: “Pak Ersis itu produktif, banyak sentilan”. Pian “mirip” Mahbub, Hari Rusli atau Emha..