UAS - Sociolinguistics SAMID SARIPI

Document #: 03 UAS
FORM SHEET Rev #: 03
Number of Page: 2
TAKE HOME UAS (FINAL TEST) Issues on :
20-01-2024
Course : Sociolinguistics and Language Teaching

SEMESTER :1
Name : Samid Saripi
https://journal.unilak.ac.id/index.php/elsya/article/view/2538/1629
Sociolinguistic Influence in the Use of English as a Second Language (ESL) Classroom:

Seeing from OGO’s Perspective
Answers:
1. To answer this instruction, you need to consider these following questions:

A. What is the author trying to achieve with this text? (Mention on
what page(s), which paragraphs that you find the answer).
the failure of a student in English between high school students is not
due to gender, age, religion, age or anything, but because these failures
occur because of other factors such as 'parents of students' in terms
of work and their socio-economic background. Therefore, it is very
important for all parents to help their environment by providing
learning materials, time and other resources that can help their
children's language skills in learning English. Page 31 Paragraph 9
B. What is the main purpose of the article? (Mention on what page(s),

which paragraphs that you find the answer)
This review-based study aims to obtain data on the most significant effects
of the five hypotheses in Nigeria. This article also tries to see the
strengths and weaknesses of the research with the aim of contributing
ideas to academia. The findings of this study will also provide an
overview of whether the article "Sociolinguistics Inputs and English as
Second Language Classrooms" published by Canadian Center of
Science and Education written by Ofodu Graceful Onovughe can be
replicated in the same field or merely as a reference reading in the field
sociolinguistics. Page 30 Paragraph 3
C. Who is the intended audience?
- 240 high school students selected from 6 schools randomly
D. How does the language and content reflect this audience.
(Identify the language by finding the sentences/paragraph that reflect
to the audience).
- OGO‘s hook‘is his smooth delivery of ideas to the audience. OGU
mentioned that his study was conducted ―to claim the influence
of sociolinguist, which had the most significant influence in the use
of English as a second language in the classroom with several
hypotheses, namely the work of parents, gender, students' social
class, ages, and religion‖ which this study sees as its main purpose in
his article. Page 29 Paragraph 10
2. Identify the main ideas and arguments.

Determine the main ideas and arguments presented in the text. Look for explicit
statements of the main point or thesis, as well as supporting ideas and evidence.
Analyze how the author develops and presents these ideas throughout the text.
To answer this instruction, you need to consider these following
questions:
a. What are the main ideas presented in the article? Is there a clear
thesis statement?
- That's why English has become a language that determines student
progress that can be done to obtain higher education and prestigious
work. Therefore English has the advantage of all languages in the
country this present study believe his main message that can be
found in the article. Page 29 Paragraph 2
b. How does the author develop and support these ideas throughout the
article?
- The sociolinguistic background of a child influences the use of
children's language in their daily lives—likewise, children's
understanding of English in the classroom and the school
environment. Page 29 Paragraph 4
c. What evidence or examples are provided?
- For example, a child from a high social class whose parents often
use English to interact does not have a problem in using English as
a second language in the classroomcompared to children from
low social classes whose parents are rarely or never using English
in interacting makes using English as a second language in the classroom
the biggest problem for the child, because the child has never or
rarely heard the foreign language in his family environment. Page
29 Paragraph 4
3. Evaluate the evidence.
Assess the evidence presented in the text to support the main ideas and
arguments. Analyze whether the evidence is based on credible sources, logical
reasoning, or empirical data.
To answer this instruction, you need to consider these following questions:
a. What types of evidence does the author use to support their arguments?
find out whether they are based on research, experiment, or theoretical
analysis.
- This article review uses a qualitative approach to explain
articles entitled "Sociolinguistics Inputs and English as Second
Language Classrooms" Published by Canadian Center of Science
and Education which consists of 7 pages and is reinforced with
26 references in Vol. 5 No. 8; 2012 in Journal of English Language
Teaching. Page 30 Paragraph 1
b. Are the evidences reliable? (Elaborate your reason).
- Evidence that can use 5 hypotheses, namely parents' occupation,
gender, and social class of students, age, and religion and by taking a
sample of 240 students who were randomly selected from several
schools.
c. If there any evidence relevant to the argument?
- The findings revealed that parents‘ occupation is asignificant
sociolinguistic influenceon the use of English among middle school
students, followed by gender, age, religion, and classes. This current
paper evaluated how OGO‘s research is represented in his article.
Results reveal the strengeths, weaknesses, and the flaws of the article.
4. Do you find any limitations or biases to be considered? (Mention on what

page(s), which paragraphs provide that limitations).
- This review-based study aims to obtain data on the most significant
effects of the five hypotheses in Nigeria. This article also tries to
see the strengths and weaknesses of the research with the aim of
contributing ideas to academia. The findings of this study will also
provide an overview of whether the article "Sociolinguistics Inputs
and English as Second Language Classrooms" published by
Canadian Center of Science and Education written by Ofodu Graceful
Onovughe can be replicated in the same field or merely as a reference
reading in the field sociolinguistics. Page 30 Paragraph 2

UAS - Sociolinguistics SAMID SARIPI

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Document #: 03 UAS

FORM SHEET Rev #: 03

Course : Sociolinguistics and Language Teaching

Sociolinguistic Influence in the Use of English as a Second Language (ESL) Classroom:

1. To answer this instruction, you need to consider these following questions:

B. What is the main purpose of the article? (Mention on what page(s),

2. Identify the main ideas and arguments.

4. Do you find any limitations or biases to be considered? (Mention on what

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