Language Attitude in Sociolinguistics

 Language attitude is an important concept in sociolinguistics because it influences how individuals perceive, learn, and use language in society. Sociolinguists argue that people’s attitudes toward a language can affect their motivation in language learning and their interaction with speakers of other languages. One of the most influential theories concerning language attitude was developed by Robert C. Gardner and Wallace E. Lambert, who classified language attitudes into integrative and instrumental orientations. These two orientations explain the social and psychological reasons why people choose to learn a second language (Gardner & Lambert, 1972).

Integrative orientation refers to a learner’s desire to communicate with and become part of the target language community. Learners with integrative motivation are usually interested in the culture, traditions, and social life of native speakers. They learn the language not only for academic purposes but also to build social relationships and cultural understanding. According to Gardner and Lambert (1972), learners who possess strong integrative attitudes often achieve higher levels of language proficiency because they have a personal and emotional connection to the language. In multilingual societies, integrative attitudes can also promote tolerance, intercultural communication, and social harmony among different ethnic groups.

On the other hand, instrumental orientation emphasizes the practical benefits of language learning. Individuals with instrumental motivation study a language to gain advantages such as better employment opportunities, higher salaries, academic success, or social mobility. In many countries, English is learned primarily for instrumental reasons because it is considered an international language used in business, education, science, and technology. Ronald Wardhaugh explains that language often functions as a social resource that can improve an individual’s economic and professional status (Wardhaugh & Fuller, 2015). Therefore, instrumental attitudes are closely related to pragmatic and career-oriented goals.

9 alasan maju dan eksisnya warung madura di seluruh Indonesia

 

9 Alasan utama warung kelontong Madura bisa berkembang pesat dan punya banyak cabang di Indonesia adalah kombinasi antara etos kerja tinggi, jam operasional ekstrem, jaringan keluarga/perantau yang kuat, dan kemampuan menyesuaikan diri dengan kebutuhan masyarakat kecil.

Berikut faktor-faktor utamanya:

1. Buka sangat lama, bahkan 24 jam

   Ini adalah keunggulan paling terkenal. Saat minimarket modern tutup malam hari, warung Madura tetap buka dan melayani kebutuhan mendadak seperti rokok, mi instan, gas, kopi, atau token listrik.

2. Dekat dengan permukiman warga

   Warung Madura biasanya berada di gang, pinggir kos, kontrakan, atau dekat kampung sehingga lebih praktis dibanding harus pergi ke minimarket besar. Faktor kedekatan fisik membuat pelanggan loyal.

3. Budaya merantau orang Madura

   Banyak orang Madura merantau ke berbagai kota di Indonesia dan membuka usaha kelontong secara turun-temurun. Mereka saling membantu dalam modal, tempat usaha, hingga distribusi barang.

4. Etos kerja dan kerja keluarga

   Banyak warung dijaga bergantian oleh anggota keluarga sehingga biaya pegawai lebih rendah dan toko bisa buka terus. Sistem keluarga ini membuat operasional lebih efisien.

5. Fleksibel terhadap kondisi ekonomi pelanggan

   Warung Madura melayani pembelian eceran atau satuan, bahkan kadang memberi utang kecil kepada pelanggan tetap. Ini membuat masyarakat menengah bawah merasa lebih terbantu dibanding belanja di ritel modern.

6. Modal usaha relatif kecil tetapi mudah diperbanyak

   Model bisnisnya sederhana: sewa kios kecil, stok kebutuhan harian cepat laku, lalu keuntungan diputar untuk membuka cabang baru atau membantu keluarga lain membuka warung.

The morpho-phonemic processes

The morpho-phonemic processes with simple definitions and examples:

1) Assimilation

A sound becomes more like a neighboring sound in one or more features such as voicing, place, or manner of articulation.
Example: in- + possible → impossible. The /n/ changes to /m/ before the bilabial /p/.

2) Sandhi

A sound change that happens at a word boundary when words are pronounced together. It often involves linking, blending, or adjustment between neighboring words.
Example: in some English varieties, law and order may be pronounced with an extra linking sound, like lawr and order.

3) Dissimilation

One sound becomes less like another nearby sound, usually to avoid repetition or make pronunciation easier.
Example: library is often pronounced like li-bry in casual speech, where one /r/ is reduced or weakened to make the sounds less similar.

4) Haplology

A syllable or sound sequence is lost because two similar syllables occur next to each other.
Example: library is sometimes pronounced as libry. Another common textbook example is interestingly sometimes becoming intrestingly in rapid speech.

5) Metathesis

Two sounds switch position.
Example: ask pronounced as aks in some dialects. The /s/ and /k/ change order.

6) Addition

A sound is inserted into a word or form. This is also called epenthesis when a segment is added.
Example: athlete sometimes pronounced with an extra vowel sound, like ath-e-lete in careful or nonstandard speech.

7) Deletion

A sound is removed from a word. This is also called elision in many contexts.
Example: friendship may be spoken as frenship in fast speech, with /d/ deleted.

Simple comparison

• Assimilation: sounds become more alike.

• Dissimilation: sounds become less alike.

• Haplology: one of two similar syllables is dropped.

• Metathesis: sounds change order.

• Addition: a sound is inserted.

• Deletion: a sound is removed.

• Sandhi: sound change at word boundaries.

GUESSING WORDS GAMES

 

https://docs.google.com/document/d/1M_BtHojNt2vFq6wIHfaB2HYxWL6HfuP_/edit?usp=sharing&ouid=114000742223423553730&rtpof=true&sd=true

IMAGERY KIA HAI?

 

IMAGERY

In poetry, imagery refers to the use of descriptive language that appeals to the reader’s senses in order to create vivid mental pictures and emotional experiences. Although the word image is often associated with visual pictures, imagery also includes sounds, smells, tastes, and physical sensations. Through imagery, poets are able to make readers not only understand an idea intellectually but also experience it emotionally and sensorially. Effective imagery allows readers to imagine scenes clearly, feel emotions deeply, and connect personally with the poem.

Imagery is one of the most important literary devices because it enriches the meaning of a poem and makes abstract emotions more concrete and memorable. By using imagery, poets can transform ordinary experiences into powerful artistic expressions that stimulate the imagination of the reader.

VISUAL IMAGERY

Visual imagery refers to descriptions that appeal to the sense of sight. This type of imagery creates vivid pictures in the reader’s mind, making scenes, objects, or characters appear realistic and alive. Visual imagery is commonly used to describe colors, shapes, movements, landscapes, and appearances in detail.

An example of visual imagery can be found in Elizabeth Bishop’s poem The Fish:

Here and there
His brown skin hung in strips
Like ancient wall-paper,
And its pattern of darker brown
Was like wall-paper:
Shapes like full-blown roses
Strained and lost through age.
He was speckled with barnacles,
Fine rosettes of lime,
And infested
With tiny white sea-lice,
And underneath two or three
Rags of green weed hung down. (9–21)