YAYASAN SASMITA JAYA

UNIVERSITAS PAMULANG
PROGRAM STUDI SASTRA INGGRIS S-1
Jl. Raya Puspiptek No.46 Buaran, Serpong, Tangerang Selatan - Banten
Telp. (021) 7412566 / 74709855, Email: sastrainggris@unpam.ac.id

UJIAN TENGAH SEMESTER (UTS)

TAHUN AKADEMIK GENAP
2021/2022

Mata Kuliah : Introduction to Linguistics Tanggal : 19 April 2022

Program Studi : Sastra Inggris Waktu : 90 Menit
Kode Kelas : 03SIGM001 Jam : 18.20-20.00
Dosen : Rizky Tazkiyatul Ummami S.S., M.Hum Shift :M

Name : RIZKY MUBARAK MUKLIS

Student Number : 181010600210

Answer the questions below based on our discussion and the module reference.
1. Explain with your own words. What is language as:
a. A system
b. Communication
c. Vocal
2. Create the example from your own experience of:
a. Arbitrariness
b. Duality
c. Semanticity
3. What is non-lingustics human communication? Give the examples of:
a. Paralanguage
b. Kinesics
c. Proxemics
4. How is the relationship between:
a. Linguistics and Teaching
b. Linguistics and Psychology
c. Linguistics and Philosophy
5. Describe the differences of alphabetic and sound and give the example of each.
6. Explain 3 dimension of consonant:
a. Place of articulation
b. Manner of articulation
c. Voicing
7. Find out the example of initial and ended consonant cluster of:
a. VVC
b. CCVC
c. CCVCC

*Good Luck*
 Answer

1. Explain with your own words. What is language as:

a. Language as a system means that language is formed by a number of components that
are patterned regularly and can be ruled out.
b. Language as a communication means that language is a series of systematic sounds, in
the form of symbols, arbitrary, meaningful, conventional, unique, universal, productive,
varied, dynamic, human, and a means of social interaction that replaces individuals in
stating something or expressing to the interlocutor. in a social group as a means of
communication and the identity of the speaker.
c. Language as a vocal sound means something that is produced by the human speech
apparatus in the form of sound which is a vibration that stimulates the hearing
apparatus.

2. Create the example from your own experience of:

a. Arbitrariness: The concept of a four-legged animal that is usually kept for riding or
transportation in Indonesian symbols is written as the word buffalo and sounds like
[buffalo]. Meanwhile, in other languages, such as Minang, it is called [kabau], Betawi
language [kebo], and English [buffalo]. Although the animals are the same, they are
represented (written or verbally) differently. If there is a mandatory relationship, then of
course the name of the animal is written and called with the same word in all languages.
b. Duality: The sounds /l/, /e/, /m/, /o/, /n/ will not be meaningful if they stand alone.
However, once the sound is combined into one unit, /lemon/, the meaning is very clear,
namely a kind of fruit.
c. Semanticity: The word "run" has many meanings-physically running, depart or go (I
have to run), spent (it has run its course), or even a snag in a pair of hose (a run in my
hose).

3. What is non-lingustics human communication?

Nonlinguistic communication is the imparting of information without using language. Or in
other words, sending and receiving messages without using a communication system that has the
characteristic features of a language as identified by linguists. Gestures, written symbols, or
voice sounds don't constitute "language" unless they take place within a language framework.
Give the examples of:
a. Paralanguage: An audible gasp indicates surprise, An audible sigh indicates frustration or
listlessness, The tokens "mm-hm" (to indicate agreement) or "mm-mm" (to indicate
disagreement)
b. Kinesics: in North American culture, we move our heads up and down to agree and
 sideways to disagree. In Japan, people bow their shoulders to respect someone or when
they meet someone, and in Indonesia, when people meet someone, they kiss the right and
left cheek. In short, posture, gesture, and facial expression are other ways to
communicate with other people.
c. Proxemics: Those distances can be public, social, personal, and intimate distance. Public
distance takes about twenty-five feet even more; for instance, the interactions are taking
stroll in the mall or passing someone in the grocery store. Social space takes about 5-10
feet away from you; for instance, the interactions are meeting someone new or someone
who is not well known to you. Personal space can be occurred among people who have
known well and your good personal friends. The interaction takes about 5-8 feet away
from you the last, intimate space, the interaction becomes closer, and it can be kissing,
hugging, whispering, and closing conversation.

4. How is the relationship between:

a. The relationship of linguistics and teaching can be seen from the interaction of teachers
and students. In teaching learning process, teachers can use particular language to
emphasize the rules of grammar, structures, the development of vocabulary, and the
sound of language. Also, teachers can focus on teaching how to communicate fluently by
using appropriate expression in different situation. Besides, linguistics can be directly
implemented in teaching, such as in the teaching program or in the preparation of the
teaching material that will be used in a classroom.
b. The relationship of linguistics and psychology can see from humans uses language to
communicate with others to deliver anything they want including emotionally or
mentally; for instance, someone is able to share his/her sadness through their facial
expression like the eyes or their mimicry. Moreover, someone is able to share his/her
happiness through his/her smile. Therefore, it is necessary for psychologist to learn about
what language it is and its use in language users; behaviour in their daily activities
Basically we can see someone's feeling or emotion through their language; it can be seen
when someone is having an interview session or the daily conversation with others.
c. The relationship of linguistics and philosophy it focuses on issues related to structure and
meaning in natural language, as addressed in the semantics, philosophy of language,
pragmatics and related disciplines, in particular the following areas:
• philosophical theories of meaning and truth, reference, description, entailment,
presupposition, implicatures, context-dependence, and speech acts linguistic theories
of semantic interpretation in relation to syntactic structure and prosody, of discourse
structure, lexcial semantics and semantic change
• psycholinguistic theories of semantic interpretation and issues of the processing and
acquisition of natural language, and the relation of semantic interpretation to other
cognitive faculties
 • mathematical and logical properties of natural language and general aspects of
computational linguistics
• philosophical questions raised by linguistics as a science.
It publishes articles, replies, and review articles.

5. Describe the differences of alphabetic and sound and give the example of each.
Alphabet are written, and sounds are spoken. It is important that these functions are not
confused. When we write in normal spelling, we are using alphabet to convey sounds. In English
this relationship is only ever a rough guide to pronunciation, and it is certainly not reliable. In
man and many, the letter a has two different pronunciations, and we can add three more in
banana and bather. Then consider wasp, clasp, and asp. Among the more notorious examples of
English spelling are cough, enough, thorough, through, bough. There are also words that sound
identical but are written in different ways:
• you
• yew
• ewe
• sent
• scent
• cent
• won
• one
• bare
• bear
In Indonesia alphabet, we have only five vowel letters - A, E, I, O, U - but there are twenty
different vowel sounds in English. This can be very inconvenient when we want to discuss
sounds.
The ideal solution could be to adopt a method of spelling that is completely consistent, where a
reader would know that a certain symbol would always refer to the same sound. We will keep
our use of technical symbols to a minimum. However, in cases where our alphabet is inadequate
(as with the two th sounds, as in thin and then, or the sound at the end of sing) we will need to
use phonemic symbols.

6. Explain 3 dimension of consonant:

a. Place of Articulation
For any articulation corresponding to one of these contoids in English, the vocal tract is
constricted at one of the following points.
• Bilabial (from bi “two” + labial “lips”). The primary constriction is at the lips
 (/p,b,m,w/). The initial sounds in the words pat, bat, and mat are all bilabial.
▪ Labiodental (from labio “lip” + dental “teeth”). The primary constriction is
between the lower lip and upper teeth (/f,v/). The initial sounds of the words fat
and vat and the final sounds in the world safe and save are labiodentals
▪ Interdental (from inter “between” + dental “teeth”). The primary constriction is
between the tongue and the upper teeth (/0 is theta and ð is eth/). The initial sound
of thin and the final sound of bath are both voiceless interdentals.
▪ Alveolar (from alveolar ridge). The primary constriction is between the tongue
and the alveolar ridge (/t,d,s,z,n,l/) which is rough. The initial sounds in top, dip,
sit, zoo, and nut are all alveolars.
▪ Palatal (from palate). The primary constriction is between the tongue and the
palate (/S, Z, tS, J, r, y/). The palate is the hard part in the roof of your mouth. For
example, the words shout, child, push, and wash are voiceless.
▪ Velar (from velum). The primary constriction is between the tongue and the
velum (/k, g, G/). Velum is located in the roof of the mouth, beyond the hard
palate. Sounds produced with the back of the tongue against the velum are called
velars. There is a voiceless velar sound represented by the symbol /k/.
b. Manner of Articulation
For any articulation corresponding to one of these contoids, the vocal tract is
constricted in one of the following ways.
• Stops. Two articulators (lips, tongue, teeth, etc.) are brought together such that the
flow of air through the vocal tract is completely blocked (/p, b, t, d, g, k/)
• Fricatives. Two articulators are brought near each other such that the flow of air is
impeded but not completely blocked. The air through the narrow opening creates
friction, hence the term fricative (/f, v, 0, ð, s, z, S, Z, h/).
• Affricates. Articulations corresponding to affricates are those that begin like stops
and end like fricatives (/tS, J/).
• Nasals. A nasal articulation is one in which the air flow through the mouth is
completely blocked but the velum is lowered, forcing the air through the nose (/m,
n, G/).
• Liquids and Glides. Both of these terms describe articulations that are mid-way
between true consonants (i.e., stops, fricatives, affricates, and nasals) and vowels,
although they are both generally classified as consonants. Liquid is a cover term
for all l-like and r like articulations (/l, r/). The term glide refers to an articulation
in which the vocal tract is constricted, but not enough to block or impede the
airflow (/w, y/).
 c. Voicing
A contoid is labeled as voiced, when there is noise, and vibration of the vocal cords. While
it is labeled as voiceless, when there is no such vibration of the vocal cords. Table 2-1
below represents three part description of the English contoids. The contoids on the left
side are voiceless; on the right, voiced. The left column represents manners of articulation.
The upper row represents places of articulation.

7. Find out the example of initial and ended consonant cluster of:
a. VVC = EAT
b. CCVC = THIN
c. CCVCC = THINK