RESUME INTRODUCTION

TO APPLIED LINGUISTIC
EMA LESTARI
1830104012
 S0CIOLINGUISTICS
1. DEFINITION
 sociolinguistics is the descriptive study of the effect of any and all aspects of society, including
cultural norms, expectations, and context, on the way language is used, and society's effect on language. It
differs from sociology of language, which focuses on the effect of language on society. Sociolinguistics overlaps
considerably with pragmatics and is closely related to linguistic anthropology.

2. Function
Every field of science certainly has uses in practical life, as does sociolinguistics. The practical use of
sociolinguistics is very much, because language as a human verbal communication tool which of course has
certain rules. In terms of use, sociolinguistics provides knowledge of how to use language. Sociolinguistics also
provides an explanation of how to use the language in certain social aspects or others aspects.
In general, the function of sociolinguistics is to study the variety of languages, choice of words, and the use
of words that are appropriate to the situation, conditions and various other factors possessed by the
interlocutor, so that inefficiencies and other problems do not occur.

3. Problems in sociolinguistics
a. Social identity of the speaker.
b. Social identity of listeners
c. The social environment in which the speech event occurs.
d. Diachronic and synchronic analysis of social dialects.
e. Different social judgments by speakers of forms of speech behavior.
f. Level of variation or linguistics.
g. Practical application of sociolinguistic research.
 Language And Society
1. Language and Speech
Ferdinand de Saussure, a linguist (1916) in Abdul Chaer (2010) distinguishes between the so-
called langage, language, and parole. The three terms that come from the French language, in
Indonesian are paired with one term, namely language. The term langage is used to refer to
language as a system of sound symbols used by humans to communicate and interact
verbally with each other, or langage is also called language in general. Example "Humans have
language, animals don't". So, the use of the term language in the sentence, as the equivalent of
langage, does not refer to one particular language but refers to the general language, as a
means of human communication, animals also communicate, but not using language.
The second term, namely langue, is a system of sound symbols used by a certain group of
community members to communicate, or langue is also called a language in particular or a
particular language. For example, "Nina learns Japanese, while Dika learns Arabic". same as
langage, langue is also abstract.
The third term parole, is concrete, because parole is an implementation of langue, in the
form of speech or speech, which has a characteristic. Everyone concretely has their own
peculiarities in language (speaking or writing). This peculiarity can recognize voice volume, word
choice, syntactic arrangement, and the use of other language elements. The characteristic of a
person's language is called an idiolect. So, if there are 1000 people there will be 1000 idiolects. Each
language as a langue can consist of a number of dialects, and each dialect consists of a number
of idiolects.
2. Speech Community
Fishman (1976:28) mentions "a speech community is a society whose members know at
least one language variation and the norms that are appropriate to its use". The word
community in terms of speech community is relative, can involve a wide community, and
can also only concern a small group of people.
The language of knowing the speech community is actually very diverse, which may
be somewhat difficult to reconcile with one another. Bloomfield (1933:29) limits it to "a group
of people who use the same sign system".
This Bloomfield limitation is considered too narrow by sociolinguists because,
especially in modern society, many people master more than one variety of language. In
society itself there is more than one language. The limitation given by Labov (1972: 158)
which says "a group of people who have the same norms regarding language". This view is
considered too broad and open.
Judging from the narrow and broad verbal repertoire, it can be distinguished that
there are two kinds of speech communities, namely (1) speech communities whose
repertoire is wider in use, and shows that each speaker's verbal repertoire is wider as
well, and (2) speech communities whose members have daily experiences and the same
life aspirations and show ownership of a narrower linguistic area, including differences in
variations. These two types of speech communities exist in both small and traditional
societies as well as large and modern societies.
3. language and social level
The social level in society can be seen from two aspects, namely:
a. In terms of nobility
b. In terms of social position, which is marked by the level of education and
economic conditions owned.
To see the relationship between nobility and language, we take the example of
the Javanese speaking community. Regarding this level of nobility, Kuntjaraningrat
(1967:245) divides Javanese society into 4 levels, namely:
little people
People merchant
Priyayi
Ndara
Meanwhile, according to Clifford Beerts (in Pride and Holmes, 1976), dividing
Javanese society into 3 levels, namely:
Priyayi
Not priyayi but educated and living in the city Farmers
Uneducated city people
Differences in language variations can also occur if those involved in the speech
have different social levels. For example, if the poor people talk to priyayi or ndara,
each one uses a different variation of the Javanese language. Those with a lower
social level use a higher level of language, namely krama and those with a higher social
level use a lower level of language, namely ngoko. This language variation whose use is
based on social levels is known in Javanese as undak usuk.
Dalam penerapannya, terdapat beragam model yang bisa diterapkan. Seperti
Membacakan Cerita. Teks cerita pada umumnya disukai oleh semua orang di segala
usia.
Ada beberapa keuntungan membaca cerita bagi anak. Kegiatan mendongeng
bisa dijadikan sebagai cara yang sangat menarik untuk dilakukan. Pada saat cerita
disajikan dengan menarik, siswa bisa terdorong untuk mengajukan pertanyaan.
Pendongeng atau pembaca cerita bisa menggunakan trik agar pendengar merasa
penasaran untuk mendengarkan cerita selanjutnya. Ketika melihat gambar dan
mendengarkan cerita, anak-anak belajar untuk menghubungkan antara gambar dan
cerita dan kemudian imaginasi dan visual. Pada sisi lain, hal yang paling menonjol
manfaat mendongeng adalah peningkatan pengetahuan pada anak-anak. Mereka
bisa tahu tentang berbagai tempat, praktik dalam kehidupan, hubungan dll, melalui
cerita. Sebagian besar cerita menggambarkan karakter baik dan buruk. Cerita juga
dapat membantu anak-anak untuk mengetahui tentang akar budaya mereka sendiri.
Perbedaan antara budaya dan berbagai gaya hidup diperkenalkan kepada
anakanak melalui cerita. Semua cerita merupakan hal yang informatif untuk
anakanak, sebagai pendatang baru di dunia; mereka mungkin mengetahui hal-hal
yang sangat sedikit tentang kehidupan di dunia. Cerita membantu anak-anak untuk
memvisualisasikan plot dan karakter.
Story memperkenalkan banyak kosa kata baru kepada anak-anak. Di
rumah, orang berkomunikasi dengan sejumlahkata-kata. Tapi cerita akan
memiliki tingkat kosa-kata akademis dan banyak kata-kata yang lebih baru
untuk anak belajar. Sangat mudah untuk mengajarkan makna kata-kata
sebagaimana anak-anak belajar lebih cepat dari konteks cerita. Masa
bayi merupakan periode ketika anak-anak menyerap sebagian besar
kata-kata yang mereka gunakan di masa depan. Story telling juga
mendorong anakanak untuk berpartisipasi aktif dalam proses
pembelajaran.
Salah satu kegiatan yang dapat membangkitkan minat baca anak adalah
membacakan berbagai cerita sementara anak-anak menyimak dengan
seksama. Dengan cara membaca yang menarik ini diharapkan bisa
menghidupkan cerita atau informasi yang ada dalam buku/cerita.
Pengalaman menyimak ini bisa menunjukkan pada anak-anak bahwa di
dalam buku ada hal yang menarik atau penting. Kegitan ini penting sekali
terutama bagi anak-anak yang berasal dai keluarga yang belum memiliki
budaya membaca.
Beberapa hal yang perlu dilakukan dalam melaksanakan kegiatan multiple stories-reading berupa
tahap persiapan dan pelaksanaan.
Pada Tahap Persiapan, perlu diperhatikan bahwa Buku/cerita yang bermanfaat dan menarik dipilih
untuk dibacakan karena kandungan nilai moral, sastra, keindahan, relevansi dengan kondisi anak,, dll.
Dalam memilih bahan, guru bisa mempertimbangkan pilihan atau usul anak-anak. Dengan membaca
cerita/buku tersebut dengan bersuara terlebih dahulu dan menandai bagian-bagian yang perlu diberi
penekanan dan ilustrasi, tempat jeda untuk bertanya, dll.
Adapun pada tahap pelaksanaan, perlu diperhatikan, sebelum memulai diperlukan pengaktifan
pengetahuan latar belakang anak-anak tentang hal yang berhubungan dengan cerita yang akan
dibaca melalui tanya jawab singkat tentang pengarang, menerka isi buku dengan memperhatikan
cover dan judul buku, seting peristiwa, gambar, dll. Jangan membaca terlau cepat. Apabila
memungkinkan gunakan suara yang berbeda untuk pelaku yang berbedaJeda diperlukan untuk
membuat siswa yang sedang menyimak lebih terlibat. Mereka bisa ditanya komentarnya tentang
peristiwa dalam bacaan, atau menerka apa yang akan terjadi berdasarkan informas/bagian cerita
yang sudah diketahui, dsb. Perhatian anak juga bisa diarahkan pada keindahan/keuinikan ekspresi
yang digunakan pengarang.Selama proses membaca, perhatikan wajah siswa untuk melihat reaksi dan
keterlibatan anak. Untuk kegiatan pembiasaan budaya membaca, siswa bisa diarahkan untuk
membaca cerita menarik lain dihadapan teman sekelas ataupun diadakan kompetisi/lomba membaca
cerita bagi anak. Dengan memperhatikan berbagai sisi positif ataupun kekuatan pembacaan cerita
bagi perkembangan berbahasa anak, jelas bahwa kegiatan ini patut untuk diterapkan juga di sekolah-
sekolah. Feiltelson dan Goldstein (dalam Cullinan, 2000) menemukan bahwa bacaan ringan (komik,
cerita bersambung, cerpen dll) memberikan motivasi untuk membaca lebih banyak lagi.
 speech events and speech acts
1. Speech Event
speech events (Speech Event) is the occurrence or ongoing linguistic interaction in one form
of speech or more that involves two parties namely speakers and opponents of speech, with one
point of speech in a particular time, place and situation (Chaer and August 2010 : 47), based on the
explanation which was intended by the speech event was the ongoing interaction involving two
parties, namely the speaker and the opposing party.
Dell Hymes (1974) states that a communication through the usage of language must pay
attention to eight elements, which are synchronized into SPEAKING, namely:
(1) Settings and Scene, which is an element relating to the place and time of the conversation.
(2) Participants, that is the person involved in the conversation.
(3) Ends, refers to the purpose and results of a conversation.
(4) Act Sequence, namely things that refer to the form and content of a conversation,
(5) Key, which refers to the way or spirit in carrying out a conversation.
(6) Instrumentalities, which refers to the lines of conversation used, such as oral, written,
telephone or social media.
(7) Norms, that is, which refers to the norms of conversation participant behavior,
(8) Genres, which refers to the category or variety of languages used, types of delivery forms
such as: poetry, proverb, prayer, pantun(Chaer and Agustina ).
2. Speech act
Speech acts, speech while do something. In speech act, there is an action or event occurs.
Speech act also refers to actions performed via utterance.
For example:
The president open the national sport games by says “Dengan ini saya buka PON IV di Palembang”.
When the president speech, then there is an event occur on that time, which are the PON is open.
Speech act should supported by felicity condition.

Pragmatics is relevance to speech act

Locutionary Act (Lokusi): Statement with menanig but without any aim
Illocutionary Act (Ilokusi): Statement with meaning and also aims, statement with asking question.
Perlocutionary Act (Perlukosi) : Influences of Illocutionary act to the listeners.
For example:
A: “Let’s go”
B: “I am cooking” (Locutionary Act /Lokusi)

A: “I want to have a permission to go home back”

B: “I cooking right know” (Illocutionary Act / Ilokusi)
A: “Oh, then, I will wait here” or “Sorry, I am in rush”  (Perlocutionary Act /Perlukosi)
Speech Act Classification
a. Declaration: Change the world via their utterance
b. Representative: State what the speaker believes to be the case or not
c. Expressive: State the speaker feels
d. Directive: Speaker use to get someone else to do something.
e. Commissives: showing future action of the speaker, such as promising, threating, refusals, or
 language variations and language types
1. Language Variations
According to Mustakim (1994: 18 in Rokhman, 2013: 15) language variations or what is referred to as
"variety in this context are variations in the use of different languages". From the expert's opinion, it can
be concluded that language variations are language variants that have a general pattern of the parent
language and can occur because of the use by the community in a wide scope.
Chaer and Agustina (2014: 62) distinguish language variations into 4, namely variations in terms of
speakers, variations in terms of usage, variations in terms of formality, and variations in terms of facilities.
In this thesis, two types of variations will be used, including:
A. Variations in terms of speakers
1) Idiolect According to Aslinda and Syahyafya (2010: 17-18) idiolect is an individual variation
of language.
2) Dialect According to Chaer and Agustina (2014: 62) dialect is "a language variation from a
group of speakers who are relatively in number, residing in one particular place, region, or
area".
3) Kronolek According to Sumarsono (2010: 27) kronolek is "a variety of languages ​based
on differences (sequence) of time, for example the variety of Indonesian in 1945-1950
which is different from Indonesian in 1970-1980.
4) Sociolect Sociolect or social dialect is "a variation of language with regard to the
status, class, and social class of the speakers" (Chaer and Agustina, 2014: 64). Chaer and Agustina
(2014: 66) distinguish language variations with respect to the level of class, status, and social
class of the speakers into several language variations called acrolect, basilek, vulgar,
slang, colloquial, jargon, argot, and ken.
B. Variasi Bahasa dari Segi Penutur
1) Frozen/Frozen Style or Variety According to Chaer and Agustina (2014: 70) "frozen variety is the
most formal variation of language, which is used in solemn situations and official ceremonies".
2) Official/Formal Style or Variety The official or formal variety is “a variation of the language used in
state speeches, official meetings, official correspondence, religious lectures, textbooks, and so on.
3) Business/Consultative Style or Variety Business variety or consultative variety is "a variety of
language commonly used in ordinary conversation at school, and results or production-oriented meetings or
talks" (Chaer and Agustina, 2014: 71).
4) Casual style or variety Casual or casual style is "the variety of language used in relaxed situations"
(Aslinda and Syafyahya, 2010: 20).

2. Language Types
A variety of terms distinguish the kinds of languages and vocabularies that exist outside the mainstream of
standard, formal language. Here are twelve words and phrases that denote specific ideas of language usage.
1. Argot
2. Cant
3. Colloquial Language
4. Creole
5. Dialect
6. Jargon
7. Lingo
8. Lingua Franca
9. Patois
10. Pidgin
11. Slang
12. Vernacular
 BILINGUALISME AND DIGLOSIA

Bilingualism (English: bilingualism) in Indonesian is also called bilingualism. In

general, bilingualism means the use of two different languages ​by a speaker in his
interactions with other people in turn (Fishman 1975:73). Furthermore, the word
diglossia comes from the French 'diglossie', by Marcais, a French linguist and
popularized by C.A. Ferguson in an article. Ferguson uses the term diglossia to
describe the state of a society in which two variations of one language coexist and
each has a specific role. In this paper, the relationship between bilingualism and
diglossia will be presented. However, it is necessary to briefly explain bilingualism
and diglossia before discussing their relationship.
Bilingualism occurs usually for the purpose of connecting with people when the
situation is different. Acceptance with a new society is a factor in the occurrence of
bilingualism. Beginning conversations with new people who come regardless of their
background, tend to use unifying language. Furthermore, the delivery media in the
world of education in our country also uses Indonesian.
 A bilingual (bilingual) who is diglossy is someone who masters two languages ​
that are used interchangeably. However, each language has its own role. This
bilingual is an individual who has adequate sociolinguistic experience. A person who
has the same ability to use two different languages ​and is able to use both
languages ​in the right situation is included in the diglosic bilingual status.
Bilingual but not diglossy is someone who masters two languages ​alternately,
but each language has the same role. A good person's bilinguality must also be
seen from whether or not someone uses both languages ​according to their role.
Usually this person has inadequate sociolinguistic experience. Individuals like this
are not good at placing the social rules of their language.
A person who is not bilingual but is diglossy is someone who because of his
national ties consists of two groups, each of which is a monolingual (can only speak
one language), and when communicating requires the presence of an interpreter.
The desire of someone who is a monolingual to communicate with people of
different languages ​will be created if he brings a translator. This kind of situation is
described by the status of not bilingual but diglossic. Furthermore, if someone is not
bilingual and is not diglossy, it is a picture of a pure bilingual person without any
variation in language use.
 CODE SWITCHING AND CODE MIXING
Linguists refer to this use of two or more languages concurrently in a conversation
as code-switching. Thought to be a natural outgrowth of multilingual usage, code-
switching is considered to be distinct from other linguistic practices, including language
transfer, and language borrowing. In addition to the use of language, code-switching
also involves switching between dialects, styles of speech, gestures, body language, and
vocal registers.
Code-Mixing refers to “the embedding of linguistic units such as phrases, words,
and morphemes of one language into an utterance of another language.”
Here’s an example that illustrates the phenomenon of Code-Mixing:
Main kal movie dekhne jaa rahi thi and raaste me I met Sudha.
Translation — I was going for a movie yesterday and on the way, I met Sudha.
Simply, Code mixing is mixing of two or more languages while communicating. Now, it is
often common for a speaker who knows two or more languages to take one word or
more than one word from one language and introduce it while speaking another
language.
If I know French as well as English, for example, there will be times when I will mix
some English words in my French sentences. That’s, in fact, very common. Languages
have this kind of effect on other languages. It is also very rare for Bilinguals to utter
sentences that belong to purely one language.
 Code-Switching is simply a “juxtaposition within the same
conversation of speech belonging to two different grammatical systems
or sub-systems.”
Here’s an example that illustrates the phenomenon of Code-Switching;
I was going to a movie yesterday. raaste men mujhe Sudha mil gayi.
Translation — I was going for a movie yesterday; I met Sudha on the way.
Note: We see that Code-switching is being misinterpreted to Code-
mixing(in fact, many use the two terms interchangeably), as similar as they
appear to be since they refer to a combination of two languages, there is
a small difference. In a single conversation, if a language speaker who is
speaking, for example, English switches to French (and again to English,
maybe), it will be code-switching. Here, the speaker is not mixing just a
few words of one language in between the other language. He is speaking
one language and then switching to another language. One sentence is
spoken in one language and the second in another and so on.
Thanks!
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