YAYASAN WIDYA MANDALA SURABAYA

UNIVERSITAS KATOLIK WIDYA MANDALA SURABAYA

SEKOLAH PASCASARJANA
Graha Widya Mandala Lt. 6, Jl. Dinoyo 48A Surabaya 60265
Telp. 031-5681377 ext. 202 Fax. 031-5610818

EXAMINATION DICTIONARY
Take Home Closed Book Open Book Allowed Not Allowed
√ √ √

UJIAN TENGAH SEMESTER GENAP 2017/2018

Mata Ujian : Sociolinguistics………………………
Semester : Gasal 2020-2021………………………
Hari, Tanggal : Dikumpulkan paling lambat 5 Desember 2020
pukul 23.59 WIB
Waktu : N/A………………………
Dosen : Dédé Oetomo, PhD………………………

Please answer the following questions in Word format (not PDF), and send your answers to
doetomo@gmail.com by 11:59 p.m. WIB on 5 December 2020. Your answer to each question
should be around 500 words in length, with examples, language data and citations if necessary.

1. Explain the reason we use the concept and term “variety” in sociolinguistics, given that
we have concepts and terms such as “language” and “dialect.” Please provide relevant
examples.

* Because, language is a means of communication between members of society in the form of a

sound or symbol issued by a human to convey the contents of his heart to other humans. As a
means of communication, language has systems and subsystems that all speakers of that language
must understand. Language and society will always be partners who fill each other, because of
social interactions that use language as a means of communication. Where, the communication is
established between one individual and another which is heterogeneous. The heterogeneity of
speakers and interlocutors supported by the nature of arbitrary language makes it possible to
produce variations in the language. Medium, language variations are caused by social interaction
activities carried out by very diverse communities or groups and due to the speakers who are not
homogeneous. Every activity requires or causes language diversity. This diversity will increase if
the language is used by a very large number of speakers, as well as over a very wide area. In
terms of language variation or language variation, there are two views. Such as the language
variation of the speaker :
First, idiolek is a variation of language that is individual. Everyone has their own idiolek. This
idiot deals with the color of the voice, choice of words, style of language, sentence structure, and
so on. The most dominant thing is the color of the voice, we can recognize the voice of someone
we know just by hearing the voice. Idiolek through writing can also, but here differentiating it is a
bit difficult. Second, dialect, which is a variation of the language of a relatively large group of
speakers who are in a certain place or area. The field of study that studies these language
variations is dialectology. Third, chronolek or temporal dialect, which is a variation of the
language used by social groups at certain times. For example, variations of the Indonesian
language in the thirties, fifties, or today. Fourth, sociolek or social dialect, namely the variation of
language with regard to the status, class and social class of the speakers. In sociolinguistics it is
this variation that concerns all the personal problems of the speakers, such as age, education,
socio-economic conditions, work, sex, and so on. In connection with language variations with
respect to the level, class, status, and social class of the speakers it is called a slogan.
Example:
In the Balinese language, for example, there are several dialects, Balinese, the Nusa Penida
dialect, the Balinese Klungkung dialect which is different from the Balinese Singaraja dialect or
the Tabanan dialect. Examples of pronouncing the word suba (Balinese) which can be
pronounced [sUbO] by the Tabanan people in the Tabanan dialect or pronounced [sUbɘ] by the
Klungkung people in the Klungkung dialect. Differences in dialect in terms of vocabulary, for
example, the word nani is used as a greeting to a close friend by the Singaraja community, but
this nani word is not used by the Klungkung people who live in Klungkung. Another example, the
dialect of the Madurese community is different from the dialect of the Balinese people. Madurese
when they say Where are you going? the accent will be different when said by the Balinese.
 YAYASAN WIDYA MANDALA SURABAYA
UNIVERSITAS KATOLIK WIDYA MANDALA SURABAYA
SEKOLAH PASCASARJANA
Graha Widya Mandala Lt. 6, Jl. Dinoyo 48A Surabaya 60265
Telp. 031-5681377 ext. 202 Fax. 031-5610818

2. In Hebrew there is the concept or term shibboleth. How would you explain shibboleth in
terms of communities of practice and social identities in the contemporary world. Provide
concrete examples. How would you apply the understanding to the success of learning
English?
* Since the Shibboleth test of biblical times, language tests have been used as instruments of
social policy. While there is an ongoing tradition of using language tests for purposes of
identification of insiders and outsiders in situations of inflamed intergroup conflict, language
proficiency tests are not normally thought of in this light. This paper explores the possibility of
seeing such proficiency tests as weapons in the tradition of the Shibboleth test, and considers
examples of tests designed to control the flow of immigrants and refugees and to determine
access to education and employment in settings of intergroup competition. This is good if the
institution do this test. Because, as we know that in a sociolinguistics, the word “shibboleth”
means :

1) something that is difficult for pronunciation and which may reveal foreign accent;
2) certain trait of linguistic or nonverbal behaviour which reveals a person who belongs to a
certain social group or profession (the second meaning makes it practically synonymous to a
jargon or slang).

In case, most of institution when they do an activities are using an idiom in a part of the
sentences. In other point of view,this is used in aformal dan on formal situation.

Examples :
Well known in the literary tradition can bementioned in passing: The ciceri of “I vespri Siciliani”
(30 March, 1282), which were pronounced improperly (and to their disadvantage) by the French
as /'siseri/ or /'ʃiʃεri/ rather than /'tʃitʃεri/. The Dutch words schilde and vriend, again articulated
improperly by the French, are similarly well-known examples. The German counter-espionage in
the Second World War is said to have used the German word Eichhörnchen (‘squirrel’) in the
native German
articulation. Remarkably enough, the American counter-espionage is said to have used the word
with the same denotative meaning (‘squirrel’) in the one-syllable US east coast articulation
(equally difficult for nonnatives) as a code word.

3. What are the implications of using the concept “community of practice” to language
teaching? Provide relevant examples.

* As we know, when viewed from the substance of education, the development of education is
quite encouraging where various language skills are taught to target groups, for example related
to information and computer technology, crafts, agriculture, fashion, fisheries, and so on.
Although in practice, this education is influenced by factors that have a negative effect on
achieving goals including resource supply, natural geography, management, social relations, and
the behavior of actors. Community of practice is defined as a group of people who share their
concern and desire for something they do and learn how to do it well as they interact regularly
(Wenger, 2002). Community of Practice is formed by individuals in a group or network between
people, developing activities and discussions together, sharing information, helping each other,
and carrying out various kinds of activities related to hobbies, interests, problem solving in
overcoming life problems, coordination and synergy, share experiences, and so on. Community of
practice contains a dimension of lifelong learning (life long learning) which allows all individuals
to become more competent and character. The community of practice allows everyone to learn
from anyone and anywhere according to their learning needs. However, it is unfortunate that in
the reality of educational practice, the formation of community of practice is still not a serious
concern and has not been used optimally due to various factors, such as low motivation of the
target group and lack of facilitation support from other parties. Therefore, efforts should be made
to establish community of practice and be utilized to further empower the education target group.
Regarding the above, it is deemed necessary to undertake research and development efforts for
community-based social capital practices in language education where people have a positive
contribution to the success of education and in order to produce greater effectiveness of
community entrepreneurship education programs by utilizing the existing social capital in society.
 YAYASAN WIDYA MANDALA SURABAYA
UNIVERSITAS KATOLIK WIDYA MANDALA SURABAYA
SEKOLAH PASCASARJANA
Graha Widya Mandala Lt. 6, Jl. Dinoyo 48A Surabaya 60265
Telp. 031-5681377 ext. 202 Fax. 031-5610818
This research was conducted to fulfill and enrich the availability of various models of community
entrepreneurship education that can make a positive contribution to community development.

The purpose of the community of practice itself is to (1) build awareness, attitudes, and behavior
of the language education program target group through the community towards a learning
culture that supports collective learning productivity, (2) build awareness, attitudes and behavior
to work together, coordinate and synergize in carrying out their productive activities, and (3)
increase the active participation of the target group in managing joint language learning activities
so that they remain continuous and useful. 

At the learning level, it is possible for social capital to be formed and developed in order to
achieve greater effectiveness in language learning organizations / institutions. For this, in
language institutions it is necessary to establish Community of Practice or community of practice,
which is interpreted as groups of people who share a concern or a passion for something they do
and learn how to do it better as they interact regularly (Wenger, 2006) or groups of people who
share a concern and desire for something to be done and learn how to do it well as well as interact
regularly. Community of Practice is formed by individuals in a group or network between people,
developing activities and discussions together, sharing information, helping each other, and
carrying out various kinds of activities related to hobbies, interests, problem solving in solving
life problems, coordination and synergy, sharing experience, and so on. In other words,
Community of Practice contains a dimension of lifelong learning (life long learning) which
enables all individuals to be more competent and have more character. Wenger stated more
clearly that: "We all have our own theories and ways of understanding the world, and our
communities of practice are places where we develop, negotiate, and share them" (48). Through
these communities, participants develop a “shared repertoire” (82) of practice, exchanges where
there exists no “dichotomy between the practical and the theoretical, ideals and reality, or talking
and doing” (48) ”. (Gellen, Anne L., et. Al., 2007)

Example:

When we give assignments to students in class, what we always do is inseparable from the
learning system through groups. Because, in this case, it can make students prioritize how they
socialize, negotiate, respond, and reject. With this process students can explore new vocabulary
more and be more able to criticize a problem or even an understanding of the material that has
been obtained.

4. Critique Chomsky’s competence vs performance dichotomy from a sociolinguistic point

of view. How does communicative competence come into play in the critique. What are
the implications for language teaching. Provide examples.

*  As we know, when viewed from the substance of education, the development of
education is quite encouraging where various language skills are taught to target groups,
for example related to information and computer technology, crafts, agriculture, fashion,
fisheries, and so on. Although in practice, this education is influenced by factors that have
a negative effect on achieving goals including resource supply, natural geography,
management, social relations, and the behavior of actors. Community of practice is
defined as a group of people who share their concern and desire for something they do
and learn how to do it well as they interact regularly (Wenger, 2002). Community of
Practice is formed by individuals in a group or network between people, developing
activities and discussions together, sharing information, helping each other, and carrying
out various kinds of activities related to hobbies, interests, problem solving in
overcoming life problems, coordination and synergy, share experiences, and so on.
Community of practice contains a dimension of lifelong learning (life long learning)
which allows all individuals to become more competent and character. The community of
practice allows everyone to learn from anyone and anywhere according to their learning
needs. However, it is unfortunate that in the reality of educational practice, the formation
of community of practice is still not a serious concern and has not been used optimally
 YAYASAN WIDYA MANDALA SURABAYA
UNIVERSITAS KATOLIK WIDYA MANDALA SURABAYA
SEKOLAH PASCASARJANA
Graha Widya Mandala Lt. 6, Jl. Dinoyo 48A Surabaya 60265
Telp. 031-5681377 ext. 202 Fax. 031-5610818

due to various factors, such as low motivation of the target group and lack of facilitation
support from other parties. Therefore, efforts should be made to establish community of
practice and be utilized to further empower the education target group. Regarding the
above, it is deemed necessary to undertake research and development efforts for
community-based social capital practices in language education where people have a
positive contribution to the success of education and in order to produce greater
effectiveness of community entrepreneurship education programs by utilizing the existing
social capital in society. This research was conducted to fulfill and enrich the availability
of various models of community entrepreneurship education that can make a positive
contribution to community development.

The purpose of the community of practice itself is to (1) build awareness, attitudes, and
behavior of the language education program target group through the community towards
a learning culture that supports collective learning productivity, (2) build awareness,
attitudes and behavior to work together, coordinate and synergize in carrying out their
productive activities, and (3) increase the active participation of the target group in
managing joint language learning activities so that they remain continuous and useful. 

At the learning level, it is possible for social capital to be formed and developed in order
to achieve greater effectiveness in language learning organizations / institutions. For this,
in language institutions it is necessary to establish Community of Practice or community
of practice, which is interpreted as groups of people who share a concern or a passion for
something they do and learn how to do it better as they interact regularly (Wenger, 2006)
or groups of people who share a concern and desire for something to be done and learn
how to do it well as well as interact regularly. Community of Practice is formed by
individuals in a group or network between people, developing activities and discussions
together, sharing information, helping each other, and carrying out various kinds of
activities related to hobbies, interests, problem solving in solving life problems,
coordination and synergy, sharing experience, and so on. In other words, Community of
Practice contains a dimension of lifelong learning (life long learning) which enables all
individuals to be more competent and have more character. Wenger stated more clearly
that: "We all have our own theories and ways of understanding the world, and our
communities of practice are places where we develop, negotiate, and share them" (48).
Through these communities, participants develop a “shared repertoire” (82) of practice,
exchanges where there exists no “dichotomy between the practical and the theoretical,
ideals and reality, or talking and doing” (48) ”. (Gellen, Anne L., et. Al., 2007)

Example 1
When we give assignments to students in class, what we always do is inseparable from
the learning system through groups. Because, in this case, it can make students prioritize
how they socialize, negotiate, respond, and reject. With this process students can explore
new vocabulary more and be more able to criticize a problem or even an understanding of
the material that has been obtained.

Example 2 : 
According to (Suryani et al. 2013)
That the application of a communicative approach in learning Indonesian for class XI
students of SMK Negeri 1 Denpasar in the second semester of the 2012/2013 academic
year is that the teacher has implemented a communicative approach appropriately in
Indonesian language learning with an emphasis on student activities. The role of the
teacher as a facilitator, which only explains lessons when needed. Students are given the
freedom to explore the material by themselves by referring to the principles of the
communicative approach, namely: (1) the material consists of language as a means of
communication, (2) the material design must emphasize more on the process of teaching
 YAYASAN WIDYA MANDALA SURABAYA
UNIVERSITAS KATOLIK WIDYA MANDALA SURABAYA
SEKOLAH PASCASARJANA
Graha Widya Mandala Lt. 6, Jl. Dinoyo 48A Surabaya 60265
Telp. 031-5681377 ext. 202 Fax. 031-5610818

and learning not the subject, and (3) the material must provide encouragement to students
communicate naturally. So learning activities are carried out interactively, inspiring, fun,
challenging, motivating students to actively participate, and providing sufficient space for
initiative, creativity, and independence according to the talents, interests, and physical
and psychological development of students. teachers carry out their duties supported by
pedagogical competence which is one of the requirements for a teacher to be said to be
professional. This competency is the ability for a teacher to manage student learning
which includes understanding of students, designing, implementing learning, evaluating
learning outcomes, and developing students to actualize their various potentials.
However, the efforts made by the teacher in providing opportunities for students to
communicate, were mostly dominated by students who dared to have an opinion so that
students who were less brave remained silent as listeners only.

RUBRICS FOR EVALUATING SOCIOLINGUISTICS EXAM:

Each correct answer scores 25 points when there are 4 test problems

25 : the answer describes and explains clearly with clear examples provided.
All the points in the answer support what is asked in the test problem.
The language is grammatically structured and easily understood with
very minor mistakes.

15 -- <25 : the answer describes and explains most main points (70% – 85%) with
examples. Some grammatical mistakes are found and sometimes ideas
are not clearly put across.

10 -- <15 : 50% up to 70% of the main points are found in the answer with more
grammatical mistakes, and meanings are often difficult to understand.
However, the ideas that want to be put across can be understood as
supported by some examples.

5 -- <10 : less than 50% of the main points are found in the answer with many
grammatical mistakes which sometimes confound the ideas put across.
The examples given may not support the ideas.

0 -- <5 : The answer is not enough to be evaluated. Examples do not support the
expected ideas. No main points or very few points are found in the answer.
Sentence constructions are hard to understand and meanings are hard to
understand.