SOCIOLINGUISTIC'S BOOK
1. INTRODCUTION TO SOCIOLINGUISTIC (RONALD WARHAUGH)
Meeting-
|
The Students Competences
|
Material
|
Learning Method
|
The students’ Learning Process
|
Scores
|
Time
|
Sources
| ||||||
Indicators
|
Activities
|
Quality (%)
| |||||||||||
1
|
Class Orientation & Introduction to Syllabus
|
Collaborative
|
discussion, and assignment
|
4.6%
|
2 x 100 minutes
|
Syllabus
| |||||||
2
|
The students are expected to obtain sufficient understanding on the concepts and practices of Sociolinguistics
|
Introduction to Sociolinguistics
|
Collaborative
|
1. The students know the theory of Sociolinguistic
2. The students understand the concept of sociolinguistic
|
1. Introduction to Sociolinguistics
2. How sociolinguistic happened
|
Presentation, discussion, and assignment
|
4.6%
|
2 x 100 minutes
|
Wardhaugh Ronald (1986)
PP (1-21)
| ||||
3.
|
Language, Dialect and Varieties
|
Language and dialects, regional dialects, social dialect, style and register
|
Collaborative
|
1. The students know the theory of Language and dialects, regional dialects, social dialect, style and register
2. The students understanding the explanation, types and the example of Language and dialects, regional dialects, social dialect, style and register.
|
1. Understanding The theory of Language and dialects, regional dialects, social dialect, style and register
2. Understanding The explanation of Language and dialects, regional dialects, social dialect, style and register.
3. Understanding The types of Language and dialects, regional dialects, social dialect, style and register.
4. Understanding The example of Language and dialects, regional dialects, social dialect, style and register.
|
Presentation, discussion, and assignment
|
4.6%
|
2 x 100 minutes
|
Wardhaugh Ronald (1986)
PP (22-54)
| ||||
4.
|
Pidgin and Creole Language
|
Lingua Francas, Pidgin and Creole: Definitions-Geographical Distribution Geographical distribution and linguistic characteristics, Theories of origin
From pidgin to Creole and beyond
|
Collaborative
|
1. Analyzing all the concepts or theories discussed Pidgin and Creole Language
2. Presenting their comprehension on the concepts or theories in group and class presentation and discussion
3. Review material about Pidgin and Creole Language based on their critical thinking
|
1. Knowing The theory of Pidgin and Creole Language
2. Knowing The types of Pidgin and Creole Language
3. Knowing The example of Pidgin and Creole Language
|
Presentation, discussion, and assignment
|
4.6%
|
2 x 100 minutes
|
Wardhaugh Ronald
PP (25-86)
| ||||
5.
|
Choosing a code
|
Diglossia, Bilingualism and multilingualism, Code choice, Code switching, Code mixing
|
Collaborative
|
1. Observing all the concepts or theories discussed Choosing a code
2. Presenting their comprehension on the concepts or theories in group and class presentation and discussion
3. Analyzing about Choosing a code problems effectively.
|
1. Comprehending The theory of Choosing a code
2. Comprehending The types of Choosing a code
3. Comprehending The example of Choosing a code
4. Comprehending the problem of Choosing a code
|
Presentation, discussion, and assignment
|
4.6%
|
2 x 100 minutes
|
Wardhaugh Ronald
PP (87-112)
| ||||
6.
|
Speech communities
|
Speech communities, Definition, Interesting communities, Networks and repertoires
|
Collaborative
|
1. Analyzing all the concepts or theories discussed Speech communities
2. Presenting their comprehension on the concepts or theories in group and class presentation and discussion
3. Review material about Speech communities based on their critical thinking
|
1. Comprehending The theory of Choosing a code
2. Comprehending The types of Choosing a code
3. Comprehending The example of Choosing a code
4. Comprehending the problem of Choosing a code
|
Presentation, discussion, and assignment
|
4.6%
|
2 x 100 minutes
|
Wardhaugh Ronald
PP (113-126)
| ||||
7.
|
Regional variation and Social Variation
|
Regional variation, The linguistic varible, Relating linguistic, Variation to social variation, The collection and analysis of Data
|
Collaborative
|
1. Analyzing all the concepts or theories discussed Regional variation and Social Variation
2. Presenting their comprehension on the concepts or theories in group and class presentation and discussion
3. Review material about Regional variation and Social Variation based on their critical thinking
|
1. Knowing The theory of Regional variation and Social Variation
2. Knowing The types of Regional variation and Social Variation
3. Knowing The example of Regional variation and Social Variation
4. Knowing the problem of Regional variation and Social Variation
|
Presentation, discussion, and assignment
|
4.6%
|
2 x 100 minutes
|
Wardhaugh Ronald
PP (127-155)
| ||||
8
|
Mid Test
| ||||||||||||
9
|
Language Change
|
Language Change, The traditional view, Some changes in Progress, The mechanisms of change
|
Collaborative
|
1. Analyzing all the concepts or theories discussed Language Change
2. Presenting their comprehension on the concepts or theories in group and class presentation and discussion
3. Review material about Language Change based on their critical thinking
|
1. Understanding The theory of Language Change
2. Understanding The explanation of Language Change
3. Understanding The types of Language Change
4. Understanding The example of Language Change
|
Presentation, discussion, and assignment
|
4.6%
|
2 x 100 minutes
|
Wardhaugh Ronald
PP (187-210)
| ||||
10
|
Language and Culture
|
The Whorfian hypothesis, Kinship systems, Taxonomies, Color terminology, Prototype theory, Taboo and euphemism
|
Collaborative
|
1. Observing all the concepts or theories discussed Language and Culture
2. Presenting their comprehension on the concepts or theories in group and class presentation and discussion
3. Analyzing about Language and Culture problems effectively.
|
1. Understanding The theory of Language and Culture
2. Understanding The explanation of Language and Culture
3. Understanding The types of Language and Culture
4. Understanding The example of Language and Culture
|
Presentation, discussion, and assignment
|
4.6%
|
2 x 100 minutes
|
Wardhaugh Ronald
PP (211-232)
| ||||
11.
|
Ethnography and Ethno methodology
|
Varieties of talk, The ethnography of communication, ethno methodology
|
Collaborative
|
1. Analyzing all the concepts or theories discussed Language Change
2. Presenting their comprehension on the concepts or theories in group and class presentation and discussion
3. Review material about Language Change based on their critical thinking
|
1. Comprehending The theory of Choosing a code
2. Comprehending The types of Choosing a code
3. Comprehending The example of Choosing a code
4. Comprehending the problem of Choosing a code
|
Presentation, discussion, and assignment
|
4.6%
|
2 x 100 minutes
|
Wardhaugh Ronald
PP (211-232)
| ||||
10
|
Solidarity and politeness
|
Tu and Vous, Address terms, Politeness
|
Collaborative
|
1. Presenting their comprehension on the concepts or theories in group and class presentation and discussion
2. Putting relevant concepts or theories for solving case studies or problems in Sociolinguistics in Solidarity and politeness
3. Review material about Language Change based on their critical thinking
|
1. Understanding The theory of Solidarity and politeness
2. Understanding The explanation of Solidarity and politeness
3. Understanding The types of Solidarity and politeness
4. Understanding The example of Solidarity and politeness
|
Presentation, discussion, and assignment
|
4.6%
|
2 x 100 minutes
|
Wardhaugh Ronald
PP (251-273)
| ||||
11
|
Acting and Conversing
|
1. Speech acts: Austin and Searle
2. Cooperation and face : grice and goffman
3. Some features of conversation
|
Collaborative
|
1. Presenting their comprehension on the concepts or theories in group and class presentation and discussion
2. Putting relevant concepts or theories for solving case studies or problems in Sociolinguistics in Acting and Conversing
3. Review material about Acting and Conversing based on their critical thinking
|
1. Knowing The theory of Acting and Conversing
2. Knowing The types of Acting and Conversing
3. Knowing The example of Acting and Conversing
4. Knowing the problem of Acting and Conversing
|
Presentation, discussion, and assignment
|
4.6%
|
2 x 100 minutes
|
Wardhaugh Ronald
PP (274-301)
| ||||
12.
|
Language and sex
|
Male, Female differences, Some possible explanations
|
Collaborative
|
1. Presenting their comprehension on the concepts or theories in group and class presentation and discussion
2. Putting relevant concepts or theories for solving case studies or problems in Sociolinguistics in Language and sex
3. Review material about Language and sex based on their critical thinking
|
1. Knowing The theory of Language and sex
2. Knowing The types of Language and sex
3. Knowing The example of Language and sex
4. Knowing the problem of Language and sex
|
Presentation, discussion, and assignment
|
4.6%
|
2 x 100 minutes
|
Wardhaugh Ronald
PP (302-314)
| ||||
13.
|
Language and disadvantage
|
Bernstein and “codes’, Black English, Some consequences for education
|
Collaborative
|
1. Presenting their comprehension on the concepts or theories in group and class presentation and discussion
2. Putting relevant concepts or theories for solving case studies or problems in Sociolinguistics in Language and disadvantage
3. Review material Language and disadvantage based on their critical thinking
|
1. Knowing The theory of Language and disadvantage
2. Knowing The types of Language and disadvantage
3. Knowing The example of Language and disadvantage
4. Knowing the problem of Language and disadvantage
|
Presentation, discussion, and assignment
|
4.6%
|
2 x 100 minutes
|
Wardhaugh Ronald
PP (315-334)
| ||||
14.
|
Language Planning
|
Some basic issues, A variety of situations
|
Collaborative
|
1. Presenting their comprehension on the concepts or theories in group and class presentation and discussion
2. Putting relevant concepts or theories for solving case studies or problems in Sociolinguistics in Language Planning
3. Review material Language Planning based on their critical thinking
|
1. Knowing The theory of Language Planning
2. Knowing The types of Language Planning
3. Knowing The example of Language Planning
4. Knowing the problem of Language Planning
|
Presentation, discussion, and assignment
|
4.6%
|
2 x 100 minutes
|
Wardhaugh Ronald
PP (335-360)
| ||||
15.
|
FINAL TEST
| ||||||||||||
Penetapan Nilai Akhir:
NA = Total bobot nilai per subcapaian pembelajaran mata kuliah = 100.
a. Activity/ attitude : 40%
b. Assignments: 20%
- Persentation :
- Other :
c. UTS : 20%
d. UAS: 20%
| |||||||||||||
Tidak ada komentar:
Posting Komentar
If you have question, please written in comment column