English For Sociology Students

27 14. A group of people organized for a particular purpose is known as A. community C. association B. society D. institution Exercise 4 Translate into English! 6. Apakah dia (lk) telah bekerja keras untuk sukses? ……………………………………………………………… 7. Berapa banyak buku yang telah kalian baca hari ini? ……………………………………………………………… 8. Bagaimana generasi muda telah menjaga negeri Indonesia ini? ……………………………………………………………… 9. Perbedaan suku bangsa, agama dan ras merupakan kbhinekaan.. ……………………………………………………………… 10. Kenapa banyak kejahatan terjadi di tengah masyarakat kita? ……………………………………………………………… Expresing Of Present Perfect Time They have moved into a new house. Have you ever visited Bali? I have already seen that movie. I have never gone to Yogyakarta. The present perfect expresses the idea that something happened (or never happened) before now at an unspecified time in the past. The exact time it happened is not important. If there is a specific mention of time, the simple past is used. I saw that movie last night I have been here since seven o’clock. We have been here for three weeks I have known him for many years I have liked comedy movies ever since I was a child The present perfect also, when used with for or since, expresses a situation that began in the past and continues to the present. In examples, notice the difference between since and for. We have had five test so far this semester I have written my wife a letter every other day for the last two weeks I have met many friends since I came here in May I have flown on an airplane many times. The present perfect also expresses the repetition of an activity before now. The exact time of repetition is not important. Present Perfect Tense Verbal Examples

28 (+) S + have/has + V-3 + O ( -) S + have/has + not + V-3 + O (?) have/has + S + V-3 + O? Notes: I,you,we,they………….have She, he, it, Ani ………...has (+) He has eaten rice (-) He hasn’t eaten rice (?) Has he eaten rice? You have studied English She has studied English. Nominal Examples (+) S + have/has + been + C (-) S + have/has + not + been + C (?) have/has + S + been + C? (+) She has been hungry (-) She hasn’t been hungry (?) has he been hungry? Usage Time Signal Menyatakan aktivitas yang pokoknya sudah terjadi tanpa diketahui waktunya dan biasanya berakibat sekarang. I have taken a bath so I feel fresh now. She ever fallen in love but she is lonely now. Already (sudah) ……… just (baru saja) ……… yet (belum) For (selama): for 2 hours Since (sejak): since 2 o’clock Question Words Examples (S) QWs + has + V-3 + O? (V) QWv + have/has + S + done? (O) Qwo + have/has + S + V-3? (A) Qwa + have/has + S + V-3? They have studied English in the class a b c d a. Who has studied English in the class? b. What have they studied in the class? c. What have they studied in the class? d. Where have they studied in the class?

29 UNIT 5 CULTURE Reading Text Culture The word 'culture' hails from the Latin word cultura which is derived from colere that means, 'to cultivate'. Our culture has a major share in cultivating our minds. The common traits and beliefs that form the mindset of a group, define their culture. Culture consists of the beliefs, behaviors, objects, and other characteristics common to the members of a particular group or society. Through culture, people and groups define themselves, conform to society's shared values, and contribute to society. Thus, culture includes many societal aspects: language, customs, values, norms, mores, rules, tools, technologies, products, organizations, and institutions. There are elements of cultures; 1. Language A group of words or ideas having common meaning and is shared to a social situation is called language. Language is the entrance to a culture. Language is a set of socially sound pattern, words, and sentences having specific meaning and terminology common to the same culture. Language is a source of communication and to transmit message from one person to another. It is the method to mold the behavior and experience of a person.

30 Language differs from culture to culture and is transmitted from one generation to another. Language is like a vehicle through which we can carry out our complex social activities. Language is the foundation of a culture and ticket to the entrance of a social life. Animal have not culture because they have no specific language to transmit worlds to others. So, language is the key to open a social life of an individual with some special characteristics. 2. Symbols Culture is a system of symbols. Symbols are anything used to represent express and stand for an event situation. Symbols direct to guide our behavior. It is used to show an event of past, present or future. For example the heap of ash show that the something has been burnt or the wet street shows that it has rained. Bowing head, whistling, winkling of eyes situation, all are the symbols, which express a specific object idea about other. Baithullah is the symbol of God and we pray to it. American Shake their hand to answer for No. Other examples are flag, anthem, picture, statues are symbols. Symbols are the short expression for the identification of an object or situation. 3. Norms Norms as elements of culture are the rules and the guidelines which specify the behavior of an individual. Norms keep a person within the boundary of society and its culture. It gives us restriction about something which to do and which not to do. It molds our behavior and gives as knowledge about wrong and right. Norms can be divided into: a. Folkways. Folkways are the simple customary ways of the people. It is the normal and habitual action of people within a culture. Folkways are the recognized or accepted ways of behavior. These are the behavior pattern which a person use generally in his daily life. b. Mores. Mores is a Latin word and the plural of mos which means customs or beliefs accordance with a group customary expectation. It is the “must” behavior of a person. Mores refers to “what ought to be and what ought not to be.” Mores are serious norms but are informed like folkways. They have a serious binding on a group the violation of mores threats to social order. Punishment may be both formal and informal for the violation of mores. 4. Values Anything getting importance in our daily life becomes our values. The origin of values is not biological but it is social production while living in society the values develop. Values depend upon the culture. Culture varies from society to society and thus values are different in every social situation. Values are what we like and what we say will in our society values are the good idea and thinking of a person. Some values are hereditary which we gain from our elders, books and parents. The culture is full of values and can transmit from one generation to another. When a natural object get a meaning it becomes a value. 5. Beliefs Every sect within a culture having some beliefs for cultural refuge. These beliefs are responsible fro the spiritual fulfillment of needs and wants. Muslims

31 believe in God, Holly Prophet, The Day of Judgment, recitation of Holly Quran, Hajj etc. Sikh wear bangle in one hand, bear a long beard, keeping a dagger. Cross for Christians and a necklace or a cotton thread around nick, the water of ganga and are sacred for Hindus. 6. Cognitive Elements Cognitive elements of culture are those though which an individual know how to cope with an existing social situation. How to survive, how make shelter from storms and other natural calamities, how to travel and transport etc. are the practical knowledge which make a culture. Such knowledge is carefully thought to every generation. Culture is not biologically passed from older generations to the newer ones. It is learned through experience. The members of a culture share certain ideals which shape their lives. The future generations learn to follow the same ideals. Culture propagates through generations, which adopt their old customs and traditions as a part of their culture. The ideals they base their lives on, is a part of their culture. Cultural values are imparted from one generation to another, which is the reason why they continue. The language, the literature, and the art forms passed down from generation to generation. Culture is learned, understood, and adopted from what is taught by society and assimilated from the environment. No individual is born with a sense of culture. In the course of life, he learns it. Cultures undergo a gradual change. With passing time, some beliefs change, certain traditions or rituals are eliminated, language and mannerisms of people change, and thus their culture. Migration and globalization lead to a mixing of cultures. When people from different parts of the world come together, they influence each other and effectively, each other's cultures. These factors contribute to the formation of a multicultural society and sometimes, even new cultures develop. Over time, some traditions are dropped out of a culture because they are dangerous or due to their arduous nature. Due to education and increased awareness, newer generations become flexible to change and look at concepts like religion and culture with a broader perspective and have a liberal view about them. So some rituals or customs become less rigid, some are replaced by simpler ones and some are discontinued. Due to the exposure to various cultures across the globe, people adopt some aspects of other cultures. This affects what they teach their children, thus influencing the culture of their future generations and in a small way, leading to a cultural change. Social thinking undergoes a transition and so does culture. Gender roles change. For instance, traditionally, the males were meant to work and earn for their family, while women stayed at home and looked after the children. Today, these roles have changed. In many families, women work away from home, while men take care of the kids. All cultures change in time although their rate of change varies. It's often seen that the politically or economically stronger countries influence cultures in other parts of the world, and lead to social changes worldwide.

32 An example of this is the influence of American and European cultures on other countries. Exercise 2 Answer the Following Question! 5. Identify the changes of cultures in your environment! Then analyze the good and the bad effect for the young generation. 6. Technology is one of the source of cultural change. How does technology make the changes of values and norm in society today? 7. How does the music change the way of life of someone? 8. How does belief influence the culture? Exercise 3 Choose A, B, C, orD to find the Correct Answer! 1. Culture is ussualy assumed to be e. Fixed and static f. Mutually exclusive g. A subjective entity h. Always changing 2. Jumping up and down is an elevator would be a violation of a e. Mores f. Value g. Folkaway h. Cultural universal 3. Language is usually considered to be e. a cultural universal f. a key cultural maker g. a flexible system of symbol h. essential for cultural integration 16. The use of language to label people can lead to a ............ f. Sense of ethnocentrism g. Self-fulfilling prophecy h. Development of a subculture i. Cultural lag j. Cultural adaptation 17. Bringing music and movies into Indonesia from another country would be a good example of............diffusion e. Adapt f. Relativistic g. Indirect h. integrative 18. Immigration, tourism, and globalization all meant that e. Cultural relativism is now the norm f. Culture shock is increasing

33 g. Cultures are becoming more stable h. Cultural diversity is increasing 19. Which sosiologist theory emphasizes the role of language and literacy in fighting againts cultural subordination e. Functionalism f. Conflict g. Feminism h. Symbolic interactionism 20. The process that enables a culture to maintain equilibrium despite fluctuation in their culture is known as e. Enculturation f. Adaptation g. Cultural integration h. ethnocentrism 21. The global economy and the concept of global independence is often accused of having .......... e. A disregard for cultural assimilation f. A positive influence on multicultural development g. Too many rules and regulation that progress down h. Too much concern for non material culture 22. Personal distance and gestures are examples of form of ......... e. Non-verbal communication f. Cultural integration g. Material culture h. Folkways 23. According to Conflict theory, culture is maintained through the ......... of society e. Popular culture f. Proletariat g. Dominant ideology h. Cultural universal 24. Cultural change can also occur through.. e. Diffusion and technology f. Invention and discovery g. Multiculturalism and assimilation h. Mass media and adaptation. 25. Multiculturalism involves e. Discriminating practices f. Making judgments g. Embracing the uniqueness of disparate groups h. Adopting dominant traits 26. Cultural universals include: c. Music c. movies d. Literature d. all of the above

34 27. Ethnocentrism refers to: e. The tendency to judge other cultures using the standards of one’s own culture f. The view that some societies are superior to one’s own g. The coexistence of diverse cultures with equal standing in a society h. Judging another culture by its own standard

35 Exercise 4 Based on the following statements which one True/ False 6. Culture is learned 7. High culture would include things that appeal to the upper class such as the opera or ballet. 8. All cultures have the same values and norms. 9. Values can change in a society over time. 10. Most sociologists believe that both nature and nurture play a role in our development of behaviors, beliefs and cultures. Exercise 5 Match the word in the left to the right! 8. Social Organization a. Teach values through product of human imagination 9. Customs and Traditions b. The cornerstone of culture 10. Language c. Using limited resources to satisfy wants and needs 11. Arts & Literature d. Helps people answer questions about life 12. Religion e. Teaches rules of behavior, like holidays & birthdays 13. Forms of Government f. Provides for the needs of the people 14. Economic Systems g. Basic unit is the family

36 UNIT 6 SOCIAL INTERACTION Conversation Joko : How was your weekend? Agus : It was pretty borring, actually. I visited my parents on Saturday and I studied all day yesterday. Last nigt I was tired so I went to bed early. How about you? What did you do? Joko : It was same with you. I took Sunday class. Therefore, from morning until afternoon I studied at class. Agus : Oh my God……How many courses did you learn last week? Joko : There were six courses in a day. Agus : Did all the lecturer always come to the class? Joko : Sometimes, there was one lecturer that couldn’t come but he gave us some assignments. Agus : Why don’t you take another class? Joko : I have to work to pay my study. Agus : That’s great. You are awesome. Exercise 1 Fill in the blank the dialogue below using the word in the bracket! A : What …….. you do on the weekend? B : I …………… (go) to a movie. I ………….. (see) Ketika Cinta Bertasbih. It ………….…(be) great! A : What ….(do) you do on Saturday night? B : It ………(was) great! I……… (have) friends over and I ……..…(cook) dinner for them. The we ………(watch) a video. And How ……..…(be) your weekend? A : Oh, I just …..(stay) home and ….. (study) Reading Text SOCIAL INTERACTION In sociology, social interaction is a dynamic sequence of social actions between individuals (or groups) who modify their actions and reactions due to actions by their interaction partner(s). Social interactions can be differentiated into

37 accidental, repeated, regular and regulated. In another term, a social interaction is a social exchange between two or more individuals. These interactions form the basis for social structure and therefore are a key object of basic social inquiry and analysis. Social interaction can be studied between groups of two (dyads), three (triads) or larger social groups. Social structures and cultures are founded upon social interactions. By interacting with one another, people design rules, institutions and systems within which they seek to live. Symbols are used to communicate the expectations of a given society to those new to it, either children or outsiders. Through this broad schema of social development, one sees how social interaction lies at its core. With symbolic interactionism, reality is seen as social, developed interaction with others. It argues that both individuals and society cannot be separated far from each other for two reasons. One being that they are both created through social interaction. The second reason is they cannot be understood in terms without the other. Ethnomethodology, an off shoot of symbolic interactionism, which questions how people’s interactions can create the illusion of a shared social order despite not understanding each other fully and having differing perspectives. All forms of social interaction in society are shaped by the structure of its social institutions. A group is a collection of individuals who interact and communicate with each other, share goals and norms, and have a subjective awareness of themselves as a distinct social unit. Status is a hierarchical position in a structure; a role is the expected behavior associated with a particular status. A role is the behavior others expect from a person associated with a particular status. Patterns of social interaction influence nonverbal interaction as well as patterns of attraction and affiliation. Social interaction takes place in society within the context of social structure and social institutions. Social interaction is analyzed in several ways, including the social construction of reality where we impose meaning and reality on our interactions with others; ethnomethodology which is deliberate interruption of interaction to observe how a return to normal interaction is accomplished; impression management of a person "gives off" a particular impression to "con" the other and achieve certain goals, as in cyberspace interaction; and social exchange and game theory where one engages in game like reward and punishment interactions to achieve one's goals. Increasingly, people engage with each other through cyberspace interaction. Social norms develop in cyberspace as they do in face-to-face interaction, but a person in cyberspace can also manipulate the impression that he or she gives off, thus creating a new virtual self A fundamental feature of social life is social interaction, or the ways in which people act with other people and react to how other people are acting. To recall our earlier paraphrase of John Donne, no one is an island. This means that all individuals, except those who choose to live truly alone, interact with other individuals virtually every day and often many times in any one day. For social order, a prerequisite for any society, to be possible, effective social interaction must

38 be possible. Partly for this reason, sociologists interested in microsociology have long tried to understand social life by analyzing how and why people interact they way they do. This section draws on their work to examine various social influences on individual behavior. As you read this section, you will probably be reading many things relevant to your own social interaction. Social interaction is a fundamental feature of social life. For social order to be possible, effective social interaction must also be possible. “Socialization” emphasized that socialization results from our social interaction. The reverse is also true: we learn how to interact from our socialization. We have seen many examples of this process in earlier chapters. Among other things, we learn from our socialization how far apart to stand when talking to someone else, we learn to enjoy kissing, we learn how to stand and behave in an elevator, and we learn how to behave when we are drunk. Perhaps most important for the present discussion, we especially learn our society’s roles, outlined earlier as a component of social structure. The importance of roles for social interaction merits further discussion here. Our earlier discussion of roles defined them as the behaviors expected of people in a certain status. Regardless of our individual differences, if we are in a certain status, we are all expected to behave in a way appropriate to that status. Roles thus help make social interaction possible. As our example of shoppers and cashiers was meant to suggest, social interaction based on roles is usually very automatic, and we often perform our roles without thinking about them. This, in fact, is why social interaction is indeed possible: if we always had to think about our roles before we performed them, social interaction would be slow, tedious, and fraught with error. (Analogously, if actors in a play always had to read the script before performing their lines, as an understudy sometimes does, the play would be slow and stilted.) It is when people violate their roles that the importance of roles is thrown into sharp relief. Suppose you were shopping in a department store, and while you were in the checkout line the cashier asked you how your sex life has been! Now, you might expect such an intimate question from a very close friend, because discussions of intimate matters are part of the roles close friends play, but you would definitely not expect it from a cashier you do not know. As this example suggests, effective social interaction rests on shared background assumptions, or our understanding of the roles expected of people in a given encounter, that are easily violated if one has the nerve to do so. If they are

39 violated, social order might well break down, as you would quickly find if you dared to ask your cashier how her or his sex life has been, or if two students sitting in class violated their student role by kissing each other passionately. Sociologist Harold Garfinkel (1967) argued that unexpected events like these underscore how fragile social order is and remind us that people are constantly constructing the social reality of the situations in which they find themselves. To illustrate his point, he had his students perform a series of experiments, including acting like a stranger in their parents’ home. Not surprisingly, their parents quickly became flustered and wondered what college was doing to their daughters and sons! These examples indicate that social reality is to a large extent socially constructed. It is what we make of it, and individuals who interact help construct the reality of the situation in which they interact. Sociologists refer to this process as the social construction of reality (Berger & Luckmann, 1963). Although we usually come into a situation with shared understandings of what is about to happen, as the interaction proceeds the actors continue to define the situation and thus to construct its reality. This view lies at the heart of the symbolic interactionist perspective and helps us understand how and why roles (or to be more precise, our understanding of what behavior is expected of someone in a certain status) make social interaction possible. Exercise 2 Answer these following question below! 9. Why should we do interaction with the other? 10. How important is social interaction? 11. Is social interaction a source of happiness? 12. What is dramaturgy? 13. How does the social media influence the human interaction? 14. Mention some theory about social interaction and explain it! 15. What are interpersonal skill? 16. How do computer affect the ways that humans socialize with each other? Exercise 3 Choose A, B, C, or D to find the Correct Answer! 11. The process by which people act and react in relation to other C. Social interaction C. Interaction D. Status D. Role 12. The term “Ethnomethodology” was coined by C. Harold Garfinkel C. Erving Goffman D. Max Weber D. Anthony Giddens 13. The process by which creatively shape reality through social interaction. A. Role conflict C. Presentation of Self B. Social Construction of Reality D. 14. A status that has special importance for social identity, often shaping a person’s entire life

40 C. Master status C. status D. Ascribed status D. achieved status 15. A social position a person takes on voluntarily that reflects personal ability and effort C. Ascribed status C. achieved status D. Social status D. role 16. Erving Goffman’s term for the study of social interaction in terms of theatrical performance C. Presentation of self C. Ethnomethodology D. Demeanor D. symbolism 17. Process by which people disengage from important social roles. C. Role strain C. role exit D. Role set D. role conflict 18. Tension among the roles connected to a single status C. Role straing C. role exit D. Social construction of reality D. role performance 19. Which of the following is a building block of society? C. Institution C. groups D. Statuses and roles D. a, b, c are correct 20. Supportive interactions are based on: C. Exchange C. both a and b D. Cooperation D. none of the above Exercise 4 Based on the following statements which one True/False 6. An example of an achieved status is son or daughter 7. Social interaction is a negotiated process 8. Achieved statuses are always positive 9. The amount of personal space an individual maintains is constant, regardless of the circumstances 10. Social interaction is determined mainly by the rewards and punishment we receive from other Exercise 5 Write a short writing about your first love experience! Simple Past (a) I walked to school yesterday. (c) I lived in Bandung for ten years, but now he is living in Cirebon. (e) I bought a new motorcycle three days ago. The simple past indicates that an activity or situation began and ended at a particular time in the past. (f) I stood under a tree when it began to rain. If a sentence contains when and has the simple past in both clauses, the action in

41 (g) When she heard a strange noise, she got up to investigate. (h) When I dropped my cup, the coffee spilled on my lap. the “when clause” Happens first. In (d): 1st: The rain began 2 nd: I stood under the tree. Simple Past Tense Verbal Examples (+) S + V-2 + O ( -) S + did + not + V-1 + O (?) did + S + V-1 + O? (+) He wrote assignment (-) He didn’t write assignment. (?) Did he write assignment? Nominal Examples (+) S + was/were + C (-) S + was/were + not + C (?) was/were + S + C? (+) She was upset (-) She was not upset (?) was she up set? Usage Time Signal Menyatakan aktivitas yang terjadi di waktu tertentu di masa lampau. He arrived from Jakarta yesterday. We went to movie last night. Yesterday (kemarin) Last night (tadi malam) This morning (tadi pagi) Two days ago (2 hari yang lalu) Last…………..

42 UNIT 7 SOCIAL INSTITUTION Conversation: Asking what happened Rudi : What do you think of the behaviour of teenagers today? Alan : I think they don’t have any respect to adults. For example, when they were walking in front of parents they didn’t nood their head. Then, the style of their dating were so brave. Rudi : Was it? Alan : You can look at social media. They were like a couple while they were not getting merried. They weren’t shamed to behave that. Rudi : Family as one of social institution today has a big role to protect their teens from the western culture and technology effect. Alan : Yeah, A strong family’ll build the tight bound between teens and his family. Reading Text SOCIAL INSTITUTION A social institution is a complex, integrated set of social norms organized around the preservation of a basic societal value. Obviously, the sociologist does not define institutions in the same way, as does the person on the street. A typical definition is that proffered by Jonathan Turner (Turner 1997: 6): “a complex of positions, roles, norms and values lodged in particular types of social structures and organising relatively stable patterns of human activity with respect to fundamental problems in producing life-sustaining resources, in reproducing individuals, and in sustaining viable societal structures within a given environment.”Laypersons are likely to use the term "institution" very loosely, for churches, hospitals, jails, and many other things as institutions. According to Sumner and Keller institution is a vital interest or activity that is surrounded by a cluster of mores and folkways. Sumner conceived of the institution not only of the concept, idea or interest but of a institution as well. By structure he meant an apparatus or a group of functionaries. Lester F Ward regarded an institution as the means for the control and utilization of the social energy.L.T Hobhouse describe institution as the whole or any part of the

43 established and recognized apparatus of social life. Robert Maclver regarded institution as established forms or conditions of procedure characteristic of group activity. Sociologists agree that institutions arise and persist because of a definite felt need of the members of the society. While there is essential agreement on the general origin of institutions, sociologists have differed about the specific motivating factors. Sumner and Keller maintained that institutions come into existence to satisfy vital interests of man. Ward believed that they arise because of social demand or social necessity. Lewis H Morgan ascribed the basis of every institution to what he called a perpetual want. Primary Instituitions Sociologists often reserve the term "institution" to describe normative systems that operate in five basic areas of life, which may be designated as the primary institutions. (1) In determining Kinship; (2) in providing for the legitimate use of power; (3) in regulating the distribution of goods and services; (4) in transmitting knowledge from one generation to the next; and; (5) in regulating our relation to the supernatural. In shorthand form, or as concepts, these five basic institutions are called the family, government, economy, education and religion. The five primary institutions are found among all human groups. They are not always as highly elaborated or as distinct from one another but in rudimentary form at last, they exist everywhere. Their universality indicates that they are deeply rooted in human nature and that they are essential in the development and maintenance of orders. The secondary institutions derived from Family would be The secondary institutions of economics would be

44 Sociologists operating in terms of the functionalist model society have provided the clearest explanation of the functions served by social institutions. Apparently there are certain minimum tasks that must be performed in all human groups. Unless these tasks are performed adequately, the group will cease to exist. An analogy may help to make the point. We might hypothesize that cost accounting department is essential to the operation of a large corporation. A company might procure a superior product and distribute it then at the price that is assigned to it; the company will soon go out of business. Perhaps the only way to avoid this is to have a careful accounting of the cost of each step in the production and distribution process. An important feature that we find in the growth of institutions is the extension of the power of the state over the other four primary institutions. The state now exercises more authority by laws and regulations. The state has taken over the traditional functions of the family like making laws regulating marriage, divorce, adoption and inheritance. The authority of state has similarly been extended to economics, to education and to religion. New institutional norms may replace the old norms but the institution goes on. The modern family has replaced the norms of patriarchal family yet the family as an institution continues. Sumner and Keller has classified institutions into nine major categories . He referred to them as pivotal institutional fields and classified them as follows: Exercise 2 Answer the following question below! 1. What are social institutions? 2. What are the different types of institutions? 3. How do social institutions influence our behavior? 4. Why is family the most important institution? 5. What is the role of the family in society? Exercise 3 Choose the correct answer! 1. All of the following are examples of social institutions EXCEPT A. marriage C. demographic

45 B. government D. education 2. A set of norms surrounding a necessary function of society is referred to as a(n) A. Institution C. authoritarianism B. Government D. marriage 3. What is the main purpose of a social institution? A. To create an infrastructure system throughout the world B. To help carry out functions that are crucial for the society's survival C. To make buildings, such as prisons, to help society D. To create differences in the world so each society is unique 4. What is a main function of the religion institution? A. To provide people with a set of beliefs, values and practices that helps them understand the right way to live B. To separate people into clusters, so they have differences in opinion C. To form groups that can revolt against the governmental institution D. To establish a hierarchy among religious subsets 5. Which of the following is NOT a purpose of a family institution A. To nurture and socialize children B. To pass on generational traditions C. To increase the population in a society D. To provide a sense of belonging and identity 6. What was Georg Simmel’s contribution to the study of groups A. He concluded that smaller groups are more stable than larger groups B. He looked at how the size of a group influences the interactions of its members C. He coined the term groupthink D. He studied the effects of anomie on white, male Protestants. 7. Who defined family as a 'miniature social organization, including at least two generations and is characteristically formed upon the blood bond A. Radcliffe Brown C. Sumber and Keller B. Murdock D. K. Davis 8. _______________can be defined as the social process by which people defined the social problem into existence A. Social problem C. social structure B. Social institution D. social organization 9.There are some main characteristic of institution, except: A. Institutions are purposive in the sense that each has its objectives or goals to satisfy social needs B. They are relatively permanent in their structure C. Each institution is affiliated and derive rights from some or other society D. Each institution is not unified structure and functions as a unit 10.The following are impact of institutions on the growth of economic development: A. General attitude to economic effort

46 B. Technological knowledge C. Entrepreneurship D. All of the above are true 11. What are the institutional characteristics of the political parties? A. party platforms C. followers B. organization D. state 12. What was Karl Marx’s contribution to the understanding of social institutions? A. A.As societies become more industrialized, they become more communiest B. In socialist society, the bosses and the workers are constantly in conflict with one another C. the economy is the basic institution society D. None of the above 13. Which of the following is NOT a requirement of the government? A. To make and enforce the roles of society B. To regulate relations with other society C. To have a leader whose power is recognized by the people D. To promote the health of the public 14. Which sociological perspective argues that the present organization of social institutions is no accident? A. functionalist perspective C. conflict perspective B. interactionist perspective D. global perspective 15. The scientific management approach is also known as what theory of formal organizations? A. the oligarchical theory C. the functional theory B. the the interactionist theory D. the classical theory Exercise 4 Use tour own ideas to complete these sentences. Use the past continous. 1. Tom burnt his hand while he was cooking the dinner. ............................................................................................... 2. The doorbell rang while I ............................................................................................... 3. We saw an accident while we ............................................................................................... 4. The baby fell asleep while she .............................................................................................. 5. The television was on but nobody ............................................................................................... Exercise 5 Put the verb into the correct form past continuous or past tense! 1. Last night I was reading in bed when suddenly I heard a scream. 2. ………you (watch) television when I……….. you? 3. Lia…….................(wait) for me when I…………(arrive)

47 4. I………..(break) a plate last night. I ……….(do) the washing up when it………(slip) out of my hand. 5. I…………(not/drive) very fast when the accident………..........(happen) 6. Sarah……….......(take) a photograph of me while I………............(not/look) 7. We……….(not/go) out because it……...........(rain) 8. What………………you (do) at this time yesterday? 9. I……….(see) Hani at the party. She …………(wear) a really beautiful dress. 10. I don’t want to go to the zoo today because it is raining. The same thing happened yesterday. I want, not) ………………….go to the zoo because it (rain) …………. Exercise 6 Translate into English! 1. Siapakah yang sudah memberikan pengaruh yang kuat terhadap remaja? ........................................................................................................................ 2. Apakah pendidikan selama ini telah menjadi penyaring bagi pengaruh asing? ........................................................................................................................ 3. Agama telah menjadi salah satu landasan moral dalam berperilaku. ........................................................................................................................ 4. Saat seorang anak kehilangan figure dalam hidupnya, mereka terlibat kenakalan remaja. . ........................................................................................................................ 5. Ketika stabilitas keamanan sedang menurun, perekonomian pun tidak stabil. ........................................................................................................................ Past Progressive (f) I was walking down the street when it began to rain (g) While I was walking down the street, it began to rain. (h) I was standing under the tree when it began to rain. (i) At eight o ‘clock last night, I was studying. (j) Last year at this time, I was attending school. In (a): 1st: I was walking down 2 nd: It began to rain In other words, both actions occurred at the same time, but one action began earlier and was in progress when the other action occurred. In (d): My studying began before 8:00, was in progress at that time, and probably continued.

48 Past Continuous Tense Verbal Examples (+) S + was/were + V-ing + O ( -) S + was/were + not + Ving + O (?) Was/were + S + V-ing + O? I, she, he, it, Ani …………… was You, we, they ……………… were (+) He was reading a book (-) He was not reading a book. (?) Was he reading a book? Nominal Examples (+) S + was/were + (being) + C (-) S + was/were + not + (being) + C (?) was/were + S + (being) + C? (+) She was sad (-) She wasn’t sad (?) Was he sad? Usage Time Signal Menyatakan aktivitas yang sedang berlangsung di masa yang lampau. We were studying English at 7o’clock last night. ( kami sedang belajar bahasa Inggris pada jam 7 tadi malam) At 7 o’clock last night At ………last Ps. C. T when S. Ps. T Ps. C. T while Ps. C. T Question Words Examples (S) QWs + was + O? (V) QWv + was/were + S + doing? (O) Qwo + was/were + S + V-ing? (A) Qwa + was/were + S + V-ing? They were eating rice in canten. a b c d a. Who was eating rice in canteen? b. What were they doing in canteen? c. What were they eating in canteen? d. Where were they eating in canteen?

49 UNIT 8 SOCIAL STRATAFICATION Conversation about Doing exercise Budiman: I think she hasn’t come yet. By the way, what are you bringing? Andi : I bring some dictionaries for Mrs. Yunita. Hey, how’s your homework? Budiman: I’ve done it yet Ndi. Have you? Andi : I had finished it when Cantika came last night. I think that was an easy homework. Budiman: Really? Woww!! Andi : Yeah. It’s very easy to be solved. Cantika : Hey bro! What are you talking about? Budiman: We’re talking about our English homework from Mrs. Yunita. Cantika : Oh…. I had finished it when I came to Andi’s house last night. Andi help me to solve it. Andi : It is okay! We are friends. But, Budiman finds some difficulties on it. Cantika : Really? Andi : Yeah. He said that the homework couldn’t be solve by himself. Budiman : That’s why I was surprised when you told me that this is an easy homework. Cantika : Well then. Let’s go to the class. We solve it together. Andi : That’s a good idea. Budiman : Thanks Andi and Cantika. You are the true bestfriends. Andi+Cantika: That’s what friends are for.

50 Exercise 1 Fill in the blank the following dialogue Joe : I didn’t see Dick last week. Tom : He didn’t................. (come) to school. Joe : What was the matter? Tom : He said that he had...............(have) an accident. Joe : Oh, that’s too bad! I hope that he’s all right. Tom : He is okay, but he said that he’d really............(smash) up the car. Joe : How did it happen? Tom : The street was wet, and he skidded into a telephone pole. Joe : That car was not good. Does he have insurance? Tom : He said that he’d just..............(take) out new insurance. Joe : I hope that he’ll get enough money for a new car. Tom : He said that he’d.................claim) to the insurance agent right away. Joe : And how much will he get? Tom : Well, he’s out looking for a new car right now. Reading Text SOCIAL STRATAFICATION Exercise 2 Choose a, b, c or d to fond the correct answer 1. Stratafication is A. a trait of society, not simply reflecttion of individual differences B. largerly a function of ubequal relations and not beliefs C. a traits of individual differences D. not found in all societies 2. Both functionalist and Marxist would agree that A.stratafication is universal and dynamic B.stratafication enforced shared social value C.stratafication is necessary for society D. stratafication pushes inequality 3."Stratification ensures that much talent and ability in a society will not be developed" is a statement of which theory?

51 A. structural-functional B. symbolic-interactionism C. social-conflict D.none of the above 4.. Which of the following is not one of the three elements of stratification employed by Max Weber? A. power C. status B. authority D. class 5. Race and colour are examples of A. achieved status C. classless society B. ascribed status D. open statafication 6. The most common indicator of social class is .... A. skill C. race B. occupation D. education 7. All of the following are ascribed system of stratafication EXCEPT A. caste system C. the class system B. the apartheid system D. the feudal system 8. Jack, born to a poor family in Jampang, has become an education politian at the age of 40 years, which of the followingvbest describe his mobility. A. vertical C. horizontal B. absolute D. Relative 9. The movement of people from one social position to another in the stratification hierachy is called: A. social insurance C. public assistance B. social mobility D. Achived 10. A system in which people have great difficulty changing their status is called a(n) C. objectified system C. social differentiation D. social differentiation D. open system 11."The division between the bourgeoisie and the proletariat is the key to stratification in capitalist societies." This statement is consistent with the thinking of which theorist? C. Marx C. weber D. Parsons D. Lincoln 12.Social inequality is a structured aspect of contemporary life. That means that: A. inequality occurs in a random fashion. B. inequalities are passed from generation to generation C. inequality is regulated by the government. D. none of the above is true. 13.In identifying social classes, the reputational method is best suited for investigating social distinctions in C. large, densely populated areas C. highly transient communities D. small grup D. none of the above

52 21. Underclass" refers to: E. the poor who are concentrated in isolated, rural areas F. individuals who experience occasional poverty, but who move back into the "mainstream" of economic life within 12 months G. the persistently poor who exist mainly because of a sharp climb in joblessness due to a redistribution of jobs in the inner city H. both b and c 22. Which of the following is true regarding social mobility? E. Social mobility occurs only when shifts occur in the availability of different types of talent in the work force F. Social mobility can occur when societies change, altering the division of labor. G. Social mobility is controlled by those in the higher strata through control of opportunities for training and education H. None of the above 23. Carolyn supported her family by working as an administrative assistant. She also attended law school at night. After Carolyn graduated from law school and passed the bar, she took a job with a small firm specializing in family law. Carolyn experienced: C. transgenerational mobility C. vertical mobility D. horizontal mobility D. geographic mobility 24. What is the term used to describe the stages from one's birth into a family with a specific status through formation of a new family unit? C. socioeconomic life cycle C. vertical mobility D. intergenerational mobility D. none of the above 25. The conflict theory holds that stratification exists because? E. it benefits individuals and groups who have the power to dominate and exploit others F. privilege, prestige, and power are equally distributed in society. G. the capitalist drive to distribute wealth equitably is the foundation of modern society H. capitalists and workers are class conscious 26. Martha and Susan work at the local factory ten hours a day, five days a week. They make the minimum wage, with no overtime pay, insurance, or benefits. One day they discuss their situations over lunch, and express frustration over the fact that they never seem to make enough money to "get ahead." By the end of the conversation, they have motivated each other to volunteer to work on Saturdays. They figure that if they work just a little harder, they will make enough money to increase their social status. Marx would say these women are demonstrating E. the dedication necessary to get ahead in life F. class consciousness G. capitalist enthusiasm H. false consciousness.

53 27. Which of the following is true regarding the functionalist and conflict theories of social stratification? E. Conflict theory is better at explaining inequality F. Only functionalist theory has merit when discussing social structure G. Some sociologists have tried to synthesize the conflict and functionalist perspectives to argue that stratification systems are institutions that have evolved in order to reduce conflict H. None of the above Exercise 3 Join these pairs of sentences with the words given in the bracket 6. (After) He finished work. He went home. After he had finished work he went home. 7. The children run away. (after) They broken the window. .………………................................................................................................ 8. (As soon as) The sun set. We returned to our hotel. .………………................................................................................................ 9. (When) He finished lunch. He asked for a glass of water .………………................................................................................................ 11. I did not understand the problem. (until) He explained it. .………………................................................................................................ 12. (after) She wrote the letter. She went to the post office. .………………................................................................................................ 13. He was very ill. (before) he died. .………………................................................................................................ 14. (as soon as) He left the room. I turned on the radio. .………………................................................................................................ 15. We did not disturb him. (until) he finished work. .………………................................................................................................ 16. (After) He had dinner. He went to the cinema. .………………................................................................................................ Exercise 4 Using Simple Past or Past Perfect! f. Class (begin, already)……………………..by the time I (get)…………..there, so I (take, quietly) ……………seat in the back. g. I was late. The lecturer (give, already) …………………………a quiz when I (get) ……….to class h. It was raining hard, but by the time class (be) ………………..over), the rain (stop) …………………………. i. I (feel) ……………… a little better after I (take)……..the medicine. j. Yesterday at a restaurant, I (see, not) ………………….her in years. At first, I (recognize, not) …………………….her because she (lose)…………………at least fifty pounds.

54 Exercise 5 Identify the one underlined words or phrases that must be changed in order for the sentence to be correct! 1. After you had been gone, I went to sleep. A B C D 2. He told me his name after he had leave. A B C D 3. Before we go very far, we found that we had been lost our way A B C D 4. When we arrived, the dinner had already begin. A B C D 5. After they had gone, I sat down and rest. A B C D 6. He had already learn English before he left for England. A B C D 7. Why didn’t you go to the doctor after I tell you to? A B C D 8. The river became deeper after it rain heavily. A B C D 9. After I had hear the news, I hurried to see him. A B C D 10. The sun had set before I am ready to go. A B C D Exercise 6 Translate the following sentences into Indonesia! 6. The flood had washed away the bridge. …………………............................................................................................. 7. My roommates had finished dinner by the time I got home …………………............................................................................................. 8. The children had already fallen asleep. ………………............................................................................................. 9. He came at class after we had gone. …………………............................................................................................. 10. Had he been there when the accident happened? …………………............................................................................................. Exercise 7 Correct those which are wrong! Examples: I had eaten before he came right

55 He came at home after my father had go wrong – gone 1. He had drink poison before he died ……………………… 2. She had studied before the teacher taught it ……………………… 3. Sami cried after Andi hit her cheek ……………………… 4. Dodo had run when his friend chased ball ……………………… 10. Baby had bear before car came in hospital ……………………… Exercise 8 Change the sentences into negative and interrogative sentence! 6. I had bought this book before my uncle bought for me. (-) ……………………………………………………………………….. (?)………………………………………………………………………….. 7. They had not been advocates when they left this village (+)………………………………………………………………………….. (?)………………………………………………………………………….. 8. Had she cooked the soup before you left. (+)………………………………………………………………………….. (-) ……………………………………………………………………….. 9. I had not copied the lesson before she came home. (+)………………………………………………………………………….. (?)………………………………………………………………………….. 10. She told me her name after I had asked her twice. (-) ………………………………………………………………………….. (?)………………………………………………………………………….. Exercise 8 Choose the word to complete each sentence when before after until 6. Mr. Gani slept at class ……………… teacher had discussed material. 7. Josh had bound his goat ………………. he went to the mosque 8. My mother had cooked rice ………..my father came. 9. My daughter cried……………..my mother had persuaded with traveling. 10. Diane and Ana had swept the floor …………….teacher came. Exercise 9 Translate into English!

56 6. Hubungan antara anak dan orangtua saat ini telah berubah. ............................................................................................. 7. Apakah media sosial telah memberikan pengaruh yang signifikan terhadap pergaulan sosial? ............................................................................................. 8. Kenapa telah banyak terjadi kasus bunuh diri? ............................................................................................. 9. Ketika dia menjemputku, aku telah tertidur pulas tadi malam. ............................................................................................. 10. Roy berhenti belajar karena tidak punya biaya untuk sekolah. ............................................................................................. Past Perfect (h) May parents had already eaten by the time I got home. (i) Until yesterday, I had never heard about it. (j) The thief simply walked in. Someone had forgotten to lock the door. The past perfect expresses an activity that was completed before another activity or time in the past. (k) Sam had already left when we got there (l) Sam had left before we got there (m) After the guests had left, I went to bed. (n) After the guests left, I went to bed. In (d): First: Sam left. Second: We got there If either before or after is used in the sentence, the past perfect is often not necessary because the time relationship is already clear. The simple past may be used, as in (f) and (h). Note (e) and (f) have the same meaning.; (g) and (h) have the same meaning Past Perfect Verbal Examples (+) S + had + V-3 + O ( -) S + had + not + V-3 + O (?) Had + S + V-3 + O? (+) He had eaten rice (-) He hadn’t eaten rice. (?) Had he eaten rice? Nominal Examples (+) S + was/were + C (-) S + was/were + not + C (?) was/were + S + C? (+) She had been hungry (-) She had been hungry (?) had he been hungry?

57 UNIT 9 SOCIAL CHANGE Conversation about schoolarship Popi : I will apply schoolarship this year Rudi : Really? Where? Popi : Australia. Lili : What kind of schoolarship is that? Jane : Is that fullbright schoolarship? Popi : Exactly Roni : I believe you will get the schoolarship Pop. Popi : Thank youRon. I will improve my English skill. Jane : I think your English good enough already. Exercise1 A : How long (stay, you)……………………..in this country? B : I (plan) ………………to be here for about one more year. I (hope) ……………..to graduate a year from this June A : What (do, you)………………………..after you (leave)…………………..? B : I (return) ………………………home and (get)……………………..a job. How about you? A : I (be) ……………here for at least two more years before I (return) ……………………………..home, and (get) …………………………………a job.

58 SOCIAL CHANGE Social change, in sociology, the alteration of mechanisms within the social structure, characterized by changes in cultural symbols, rules of behaviour, social organizations, or value systems. Throughout the historical development of their discipline, sociologists have borrowed models of social change from other academic fields. In the late 19th century, when evolution became the predominant model for understanding biological change, ideas of social change took on an evolutionary cast, and, though other models have refined modern notions of social change, evolution persists as an underlying principle. Other sociological models created analogies between social change and the West’s technological progress. In the mid-20th century, anthropologists borrowed from the linguistic theory of structuralism to elaborate an approach to social change called structural functionalism. This theory postulated the existence of certain basic institutions (including kinship relations and division of labour) that determine social behaviour. Because of their interrelated nature, a change in one institution will affect other institutions. Various theoretical schools emphasize different aspects of change. Marxist theory suggests that changes in modes of production can lead to changes in class systems, which can prompt other new forms of change or incite class conflict. A different view is conflict theory, which operates on a broad base that includes all institutions. The focus is not only on the purely divisive aspects of conflict, because conflict, while inevitable, also brings about changes that promote social integration. Taking yet another approach, structural-functional theory emphasizes the integrating forces in society that ultimately minimize instability. Social change can evolve from a number of different sources, including contact with other societies (diffusion), changes in the ecosystem (which can cause the loss of natural resources or widespread disease), technological change (epitomized by the Industrial Revolution, which created a new social group, the urban proletariat), and population growth and other demographic variables. Social change is also spurred by ideological, economic, and political movements Thus, Social change refers to any significant alteration over time in behavior patterns and cultural values and norms. By “significant” alteration, sociologists mean changes yielding profound social consequences. Examples of significant social changes having long‐term effects include the industrial revolution, the

59 abolition of slavery, and the feminist movement There are some defenition of social changes according to the experts: Kingsley Doris "By social change is meant only such alternations as occur in social organization i.e. the structure & functions of society". Merril & Elbridge "Social change means, that large no. of persons are engaging in activities that differ from those which they or their immediate forefathers engaged in some time before." Gillin & Gillin "Social changes are variations from the accepted mode of life, whether due to alteration in geographical condition, in cultural equipment, composition of the population. Or ideologies & whether brought about by diffusion or inventions within the group." Jones' "Social change is a term used to describe variations in or modification of any aspect of social process, social patterns, social interaction or social organization." M.D.Jenson – Describes –Social change as "modification in ways of doing & thinking of people." Today's sociologists readily acknowledge the vital role that social movements play in inspiring discontented members of a society to bring about social change. Efforts to understand the nature of long‐term social change, including looking for patterns and causes, has led sociologists to propose the evolutionary, functionalist, and conflict theories of change (discussed in the next few sections). All theories of social change also admit the likelihood of resistance to change, especially when people with vested interests feel unsettled and threatened by potential change. Change means differentiation in anything observation over sometime. If we feel that there's come alteration we call it changes. It this change is in the contest to social structure, institution etc, i.e. social context then it is social change. Change is a universal phenomenon i.e. it is a law of native. There's always a change in nature. Society is a part of nature & so society also changes & static society is unthinkable. Society is on the wheel of change, which may occur due to various factors (like demography, ideas, etc. If there is any change in Technology etc there's change in society) out the change varies in speed & farm. In some places the change is rapid whereas in other places it may be slow. These days due to industriation & urbanization the change is rapid as compared to earlier times. The form may be economic, political, social (instriation) religious (instriation), change in any part of society affects all the other parts of society. Eg. An individual is the fundamental unit of society & there's change in the life of the individual which is called evolutionary process of social change (birth to death). This is a slow process. Characteristics of Social change 6. Social change is universal or it is an essential law. 7. Change with diff. in speed & form simple society … change was slower. 8. Change is unpredictable in general Revol is a process of social change. What speed & in what form the change takes place is not easily predictable. 9. Social change is change in community

60 10. Social change generally changes in direction. There are 3 patterns of social change. d. linear failure change generally leads to progress (change for good) can't cycle –car – train –plain e. Fluctuating change – the change may be upward & downward. The demographic change is such also economic change, f. Cyclical change – the change is in a cycle. Fashion, sometimes also in economical aspect (Karl max gave this idea. He says earlier there was no private property & we may go back to it). Factors of Social change Biological 6. Demographic factors – Population plays an important role in society it there is change in the composition of pop there is change in society by composition we mean the structure i.e. sex ratio. For balance in society the sex ratio should be 1:1 and if there is change in the ratio there is change in society if there are more females than the status & position goes down (because in Polygene more wives & the hubby now their status goes down). In the other case the females position rises. The bride-price increases (in the tribunal society). Age group – childhood, adulthood, old age. If the population of children is most then increase of population will be slower. If adults more than there will be rapid change in society cause they are the most regulative. In case of old more there is conflict in society they don't wish for change. 7. Marital status in production of children. If girls are married young there will be over population & he health is also in danger. Status of women becomes lower. And if at too late a stage – a girl is married fertility is less. Changes in demography – Birth rate & Death rate. Higher birth rate creates a lot of problems. Malthus theme of population-Economics. Over populationpoverty unemployment increases. Death- rate – man – power decreases. Immigration & Emigration – 1 is coming into country, 2 – going out of the country. Causes cultural problems leads to over population. 3 – Brain – drain is the problem. 8. Natural factors – now native affect society – National calamities, floods, epidemics affairs society in its social relationships (i) structure. People become selfish as during scarcities they are more bothered feeding themselves. 9. Technological factors a. Mechanization & social change – machines bring about this gave women the chance to work gave rise to women's tib. Unemployment & such problems arose these affected cottage industries. b. Urbanization – changed job opportunities.Transport gave rise is social contacts. Communication gives rise to greater awareness & is beans of recreation too.Atomic Energy & change.

61 10. Cultural Factors Write about concept of cultural tag by w.f Ougbourn book – social change brings change. He says material & non – material change. Usually non-material can't cope up with material changed & gives rise to cultural lag. Change in values ideas & custom's changes society (Habits). In handbook of Sociology, he said if may so happen that material behind education, unization etc., too brings change in marriage system etc. Marxian theory of social change i.e. Technological Deterministic theory. On interpretative theory – change according to him is inevitable & a continuous process. He has given more important to the economical factors. He says if there is change in economy the only tractor my (changes of demography etc affect the individuals) there is change in society – change n the production system i.e. change in technology because it is due to change in technology that these's change in production that's why his theme is called technological data. Two change in production system. Has two aspect productive forces & productive relations – this is due to change in technology productive apparatuses, labour & production experience & labour still? productive faces. Productive relations? Capitalists & labourers (master & slaves) Exercise 2 Answer the following Question! 6. What is social change? 7. What are the characteristic of social change? 8. Why does happen social change? 9. Social changes give negative impact to society. If you agree or disagree give your opinion! 10. Mention some social change in your country! Exercise 3 Choose A, B, C or D to find the correct answer! 1. For sosiologist, the most important social change in human history was moving from a ... A.democratis stage to communist stage B. traditional to industrial society C. medievel to modern society D. primitive to populated 2. What is the driving force behind social change? A. tradition B. demographics

62 C. geographic location D. technology 3. What type of social change is the civil rights movement a good example of? A. ideas and change C. Demographic change B. Conflict and change D. Discovery 4. scial change is best defined as the transformation of ............ oer time A. culture and social institution C. Families and small town B. religion and politics D. The economy and society 4. The plow is to the second social revolution as the ________ is to the third social revolution. A. invention of the wheel B. invention of the steam engine C. the change of the world D. the convergence of capitalism and socialism 5. Which theory of social change would predict that all societies eventually experience the same kinds of social change? A. functionalist C. evolutionary B. conflict D. All of the above 6. Which theory of social change would predict that societies are always becoming more complex? A. functionalist C. evolutionary B. conflict D. All of the above 7. Which theory of social change would predict that societies allows a society to reduce social inequality? A. functionalist C. evolutionary B. conflict D. All of the above 8. Which theory of social change would predict that societies allows a society to maintain its balance? A. functionalist C. evolutionary B. conflict D. All of the above 9. Which of these is a type of evolutionary theory? A. functionalist C. unilateral B. multiliniear D. B and c 10. Functionalists argue that social change in one part of society must be accompany by change in another part of society A. true B. false Exercise 4 Read the following situations. Write or complete sentences to match each situation. Use negative where necessary! 7. Santi has decided to buy a new shoes. What does she tell to her friend?

63 ……………………………………………………………… 8. Her friend wants to borrow her dictionary. What does she ask? ……………………………………………………………… 9. Anggi has not come to the class because of sick. What does he ask? ……………………………………………………………… 10. Mrs. Meli wants to inform her friends about her birthday on Sunday. What does he tell them? ……………………………………………………………… 11. Mr. Oman wants to give the students a test next week. What does he tell to the students. …………………………………………………………… 12. Asyiah has got headache and she needs friend to go the doctor. What does she tell to her friend? …………………………………………………………… Exercise 5 Correct one of the underlined words or phrases available in the following sentences. Then, translate the sentences into Indonesian. 6. Causes cultural problems will lead to over population. Translation: ….…………………………………………………………… 7. You must have ability to do something relevant to the job you will do. Translation: ….………………………………………………………… 8. Change can’t be predictable in general Revol is a process of social change. Translation: ….………………………………………………………… 9. Natural resources should be preserved for the future generation. Translation: ….………………………………………………………… 10. Society is on the wheel of change, which may occur due to various factors (like demography, ideas etc. Translation: ….………………………………………………………… Exercise 6 Choose one of the modals in brackets to complete the following sentences. 6. You ……….. ( must, can ) not break your fasting in the daytime. 7. You …………(should, would) not tell a lie to any one. 8. If you keep on working hard, you …………( will, may) succeed in the future. 9. You ………………., (ought, should) not work long hours since your health is poor. 10. ………….., (must, can) the Government do away with the examination? Exercise 6 Fill in the blank with the correct modal auxiliaries!

64 6. It looks like rain. We (shut) …………………the window. 7. Ann, (hand, you) ……………. me that this? Thanks 8. Excuse me. I didn’t understand. (repeat, you)……………….what you said? 9. In Indonesia, elementary education is compulsory. All children (attend) ………….six years of elementary school. 10. I don’t feel like going to library to study this afternoon. I (go)…………to the shopping mall than to the library. Exercise 7 Complete the following sentence using the words in the box! bring eat keep play tell clean go pass study visit 11. I should ………………my grandmother at this time. 12. He would …………………..you the news. 13. They would ………………….to around the world at the end of this week. 14. She would ………………English by this time tomorrow. 15. We should ……………….my room. 16. I should ………………all parts of the house neat and clean. 17. Lukman and Ali would………………..basket ball the day after tomorrow. 18. I should……………..a book for you. 19. You would ……….your examination if you worked hard. 20. She would………………rice if she had hungry. Exercise 8 Write a short story about your plan after you graduate from campus!. ...................................................................................................................................... ........................................................................ ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... .................................................................................. MODAL AUXILARIES The Modal auxiliaries in English are: can, could, may, might, must, ought to, shall, should, will, would. Modal auxiliaries generally express a speaker’s attitudes or “mood”. For example, modals can express that the speaker feels something is necessary, permissible, possible, or probable; and in addition, they can convey the strength of these attitudes. Each modal has more than one meaning or use. 6. Can- Could Basically, we use can to say something is possible or that somebody has the ability to do something.

65 For example: He can speak English fluently. However, there are some other usages of can as described below. d. it indicates permission in informal situation. e.g. Can children pray in congregation in the mosque? e. it indicates ability/possibility e.g. Ahmad can speak Arabic, but he cannot speak English. f. It indicates a typical behavior or state e.g. She can be very forgetful d. impossibility e.g. That can’t be true! 7. May - Might We use may to talk about possible action or happening in the future. It indicates: a. polite request e.g. May I borrow your pen? b. Formal permission e. g. You may leave the room. c. Less than 50% certainty e.g. Sinta May be at the library 8. Must - Have to We use must and have to express that it s necessary to do something. a. Strong necessity e.g. I must go to class today b. Prohibition (negative) e.g. You must not open that door c. 95% ertainty e.g. Marry isn’t in class. She must be sick. 9. Shall/Will - Would Normally we use shall only with the pronoun I and We. Like will, shall is also used to express future time but it’s uncommon in American English. Shall is used much more frequently in Britain. a. 100% certainty e.g. He will be here at 5:00 b. Willingness e.g. The phone is ringing. I’ll get it c. Polite request e.g. Will you please past the salt Shall I open the window? 10. Should - Ought The meaning ranges in strength from suggestion to a statement about responsibility or duty (e.g. You should study Arabic and English). a. Advisability e.g.You should study hard

66 b. 90% certainty e.g. She should do well on the test. UNIT 10 SOCIAL PROBLEM Conversation about Mom : Winda… come here. I wanna ask something. Winda : What happen mom? Mom : I went to your bed room just a moment ago. And I don’t see your notebook. Winda : Oo… it’s being used by Mr. Anca Mom. He wanna be a youtuber. So, his vlog will be edited by using it. Mom : Oh ya? Anca our gardener? I can’t believe it. Everybody in this house wanna be youtubers. Winda : Haahaa… It’s so viral now mom. You know what, our president is a youtuber! Hahhaa Mom : Mr. Jokowi? Are you serious? What the … Winda : Yeah… more over, both of his sons are youtuber too. Mom : OMG! SOCIAL PROBLEM A social problem is any condition or behavior that has negative consequences for large numbers of people and that is generally recognized as a condition or behavior that needs to be addressed. This definition has both an objective component and a subjective component. The objective component is this: For any condition or behavior to be considered a social problem, it must have negative consequences for large numbers of people. How do we know if a social problem has negative consequences? Reasonable people can and do disagree on whether such consequences exist and, if so, on their extent and seriousness, but ordinarily a body of data accumulates—

67 from work by academic researchers, government agencies, and other sources—that strongly points to extensive and serious consequences. The reasons for these consequences are often hotly debated, and som sometimes the very existence of these consequences is disputed. A current example is climate change: Although the overwhelming majority of climate scientists say that climate change (changes in the earth’s climate due to the buildup of greenhouse gases in the atmosphere) is real and serious, fewer than two-thirds of Americans (64 percent) in a 2011 poll said they “think that global warming is happening” (Leiserowitz, Maibach, RoserRenouf, & Smith, 2011). This type of dispute points to the subjective component of the definition of social problems: There must be a perception that a condition or behavior needs to be addressed for it to be considered a social problem. This component lies at the heart of the social constructionist view of social problems (Rubington & Weinberg, 2010). In this view, many types of negative conditions and behaviors exist. Many of these are considered sufficiently negative to acquire the status of a social problem; some do not receive this consideration and thus do not become a social problem; and some become considered a social problem only if citizens, policymakers, or other parties call attention to the condition or behavior. The history of attention given to rape and sexual assault in the United States before and after the 1970s provides an example of this latter situation. These acts of sexual violence against women have probably occurred from the beginning of humanity and certainly were very common in the United States before the 1970s. Although men were sometimes arrested and prosecuted for rape and sexual assault, sexual violence was otherwise ignored by legal policymakers and received little attention in college textbooks and the news media, and many people thought that rape and sexual assault were just something that happened (Allison & Wrightsman, 1993). Thus although sexual violence existed, it was not considered a social problem. When the contemporary women’s movement began in the late 1970s, it soon focused on rape and sexual assault as serious crimes and as manifestations of women’s inequality. Thanks to this focus, rape and sexual assault eventually entered the public consciousness, views of these crimes began to change, and legal policymakers began to give them more attention. In short, sexual violence against women became a social problem. The social constructionist view raises an interesting question: When is a social problem? According to some sociologists who adopt this view, negative conditions and behaviors are not a social problem unless they are recognized as such by policymakers, large numbers of lay citizens, or other segments of our society; these sociologists would thus say that rape and sexual assault before the 1970s were not a social problem because our society as a whole paid them little attention. Other sociologists say that negative conditions and behaviors should be considered a social problem even if they receive little or no attention; these sociologists would thus say that rape and sexual assault before the 1970s were a social problem. This type of debate is probably akin to the age-old question: If a tree falls in a forest and no one is there to hear it, is a sound made? As such, it is not easy to

68 answer, but it does reinforce one of the key beliefs of the social constructionist view: Perception matters at least as much as reality, and sometimes more so. In line with this belief, social constructionism emphasizes that citizens, interest groups, policymakers, and other parties often compete to influence popular perceptions of many types of conditions and behaviors. They try to influence news media coverage and popular views of the nature and extent of any negative consequences that may be occurring, the reasons underlying the condition or behavior in question, and possible solutions to the problem. Social constructionism’s emphasis on perception has a provocative implication: Just as a condition or behavior may not be considered a social problem even if there is strong basis for this perception, so may a condition or behavior be considered a social problem even if there is little or no basis for this perception. The “issue” of women in college provides a historical example of this latter possibility. In the late 1800s, leading physicians and medical researchers in the United States wrote journal articles, textbooks, and newspaper columns in which they warned women not to go to college. The reason? They feared that the stress of college would disrupt women’s menstrual cycles, and they also feared that women would not do well in exams during “that time of the month” (Ehrenreich & English, 2005). In a related dynamic, various parties can distort certain aspects of a social problem that does exist: politicians can give speeches, the news media can use scary headlines and heavy coverage to capture readers’ or viewers’ interest, businesses can use advertising and influence news coverage. News media coverage of violent crime provides many examples of this dynamic. The news media over dramatize violent crime, which is far less common than property crime like burglary and larceny, by featuring so many stories about it, and this coverage contributes to public fear of crime. Media stories about violent crime also tend to be more common when the accused offender is black and the victim is white and when the offender is a juvenile. This type of coverage is thought to heighten the public’s prejudice toward African Americans and to contribute to negative views about teenagers. The Natural History of a Social Problem We have just discussed some of the difficulties in defining a social problem and the fact that various parties often try to influence public perceptions of social problems. These issues aside, most social problems go through a natural history consisting of several stages of their development (Spector & Kitsuse, 2001). Stage 1: Emergence and Claims Making A social problem emerges when a social entity (such as a social change group, the news media, or influential politicians) begins to call attention to a condition or behavior that it perceives to be undesirable and in need of remedy. As part of this process, it tries to influence public perceptions of the problem, the reasons for it, and possible solutions to it. Because the social entity is making claims about all these matters, this aspect of Stage 1 is termed the claims-making process. Not all efforts to turn a condition or behavior into a social problem succeed, and if they do

69 not succeed, a social problem does not emerge. Because of the resources they have or do not have, some social entities are more likely than others to succeed at this stage. A few ordinary individuals have little influence in the public sphere, but masses of individuals who engage in protest or other political activity have greater ability to help a social problem emerge. Because politicians have the ear of the news media and other types of influence, their views about social problems are often very influential. Most studies of this stage of a social problem focus on the efforts of social change groups and the larger social movement to which they may belong, as most social problems begin with bottom-up efforts from such groups. A social problem emerges when a social change group successfully calls attention to a condition or behavior that it considers serious. Protests like the one depicted here have raised the environmental consciousness of Americans and helped put pressure on businesses to be environmentally responsible. Stage 2: Legitimacy Once a social group succeeds in turning a condition or behavior into a social problem, it usually tries to persuade the government (local, state, and/or federal) to take some action—spending and policymaking—to address the problem. As part of this effort, it tries to convince the government that its claims about the problem are legitimate—that they make sense and are supported by empirical (research-based) evidence. To the extent that the group succeeds in convincing the government of the legitimacy of its claims, government action is that much more likely to occur. Stage 3: Renewed Claims Making Even if government action does occur, social change groups often conclude that the action is too limited in goals or scope to be able to successfully address the social problem. If they reach this conclusion, they often decide to press their demands a new. They do so by reasserting their claims and by criticizing the official response they have received from the government or other established interests, such as big businesses. This stage may involve a fair amount of tension between the social change groups and these targets of their claims. Stage 4: Development of Alternative Strategies Despite the renewed claims making, social change groups often conclude that the government and established interests are not responding adequately to their claims. Although the groups may continue to press their claims, they nonetheless realize that these claims may fail to win an adequate response from established interests. This realization leads them to develop their own strategies for addressing the social problem.

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71 Exercise 2 Answer The Following Queston! 7. What is a social problem? 8. Do all societies have the same problems? 9. What are the politics of social problems? 10. What is the role of globalization in social problems? 11. Explain about the social construction of social problems and the social problems process model. 12. What role does social media play in social problems or is social media a social problem? Exercise 3 Choose A, B, C or D to Find the correct answer! 1. Based on the theory of deviance, a general definition of a social problem: A. doesn’t refer to intergroup conflict B. avoids confusing multiple level of social life C.includes the actual or potential need for social action to provide a resolution crimes D.doesn’t address “victimless” crimes 2. What best describes the relationship between private troubles and public issues? A. Social control C. The sociological imagination B. Social structure D. Conflict theory 7. What did happen in USA before 1970s ? A. There are many crimes B. The policy maker decided the policy to solve the social problem C. Many women became victim of sexsual abuse D. The news media over dramatize violent crime 8. What are parargraph 5 talking about A. It is about social problem defenition B. Many kinds of social problem C. Different piont of view among sosiologists about a social problem D. Sexual harrasment become one of the main social problem during 1800s 9. The word assault in p.5 line.38 has the same meaning with C. inequality C. harasment D. Victim D. rape 10. In defining the contradiction approach to social problems, they are said to arise when opposing values, or other factors, are in conflict with C. Ideologis C. expectation D. quality of life D. Institution 7. In thinking about the distinction between personal and social problems, we find that the rate of child abuse has soared, affecting as many as 20 percent of children in our society. We may well ask what has occurred to alter the _____________ of the family. A. siginificance C. institution

72 B. nature D. Importance 8. They are factors that caused of social problems A. economy C. psychology B. culture D. a, b, c are true 9. The following are some reason of social problem arised, EXCEPT A. the attention of mass media B. the attention of goverment C. the influenceof public perceptions of the problem D. the problem isn’t known by the public 10. The word evidence is closest meaning with A. problem C. fact B. data D. Realize 11. The theoretical perpective that now dominates the study of social problem is A. structural functionalism C. symbolic interactionism B. social conflict D. Labelling theory 12. According to the interactionist, gender inequality become a social problem when E. sex roles change so rapidly that society equilibrium is threatened F. Exchange relationaships between men and women become disquilibrius G. there is alack of consensus and shared expectations about the roles of men and women in society H. there is block building between men and women Exercise 4 Change each sentences into the passive Voice! 8. The effect of global warming will cange the circulation of the world. .......................................................................................... 9. Nana is preparing the report for presentation. ................................................................................................ 10. They have demanded the increasing of salary. ……………………………………………………………… 11. Every school teaches language skill. …………………………………………………………….... 12. Government should give much attention in transportation. ……………………………………………………………… 13. The creative economy tried to help the society in the middle class. ……………………………………………………………… 14. Mr. Ali announced the exam last week. ……………………………………………………………… Exercise 5 Match the sentence in the right with the word using being + one of these verb in the left!

73 7. Mr. Bram doesn’t like being kept waiting. a. ask 8. They went to the party without ………………… b. attack 9. Most people like …………….present. c. give 10. It’s dangerous city. People won’t go out after dark because they were d. invite afraid of …………. 11. I don’t like ………….. the stupid questions. e. keep 12. A fe people are prepared to work without ………………. f. pay Exercise 6 Translate the following sentence into Indonesia! 6. The tree was planted near a church fifty years ago. Translation : ..…………………………………………………………… 7. The vicar has been asked to have the tree cut down. Translation : ..…………………………………………………………… 8. The tourists have been picking leaves and cutting their names on the tree trunk. Translation : …………………………………………………………… 9. The number of visitor to Frinley has now in creased. Translation : ……………………………………………………………… 10. So far, not one of them has been struck down by sudden death! Translation : ………………………………………………………………

74 Exercise 7 Complete the sentences using one of these verbs in the correct form : Cause damage include invite make overtake show employee 11. It’s a big factory. Five hundred people are employed there. 12. Many accidents …………….by dangerous driving. 13. Chesee ……..from milk. 14. The roof of the building ……………….. in a storm a few days ago? 15. There is no need to leave a tip. Service ………….. in the bill. 16. You ……………. the wedding. Why didn’t you go? 17. A cinema is a place wherefilms ……………. 18. Originally the book ………………..in Spanish and a few years ago it ……………… into English. 19. We were driving along quite fast but we …………….. by lots of other cars. 20. In the United States, election of President ………….. every four years. Exercise 8 Rewrite these sentences. Instead of using ‘somebody/they/people’ etc. Write in passive sentence! 5. Somebody cleans the room everyday. The room is cleaned every day 6. They cancelled all flight because of the fog. All ……………………………. 7. People doesn’t use this road very often. …………………………………….. 8. Somebody accused me of stealing money. I …………………………………. 7. How do people learn languages? How ………………………………………. 8. People advised us not to go out alone. ……………………………………...... ACTIVE: (a) She taught English S V O PASSIVE : (b) English was taught by her S V O Form of the passive : Be + Past Participle. In the passive, the object of an active verb becomes the subject of the passive verb. Only the transitive verbs are used in the passive It is not possible to use verbs such as happen, sleep, come, and seem. ACTIVE PASSIVE Simple present They study English English is studied by them Present progressive They are studying English English is being studied by them Present perfect They have studied English English have been studied by them Simple past They studied English English was studied by them Past progressive They were studying English English was being studied by them Past perfect They had studied English English had been studied by them

75 Simple future They will study English English will be studied by them Be going to They are going to study English English is going to be studied by them

76 UNIT 11 CRIME Conversation A : Do you think we should be tougher on crime? B : Well, it depends on what you mean. A : For example, we could bring back the death penalty for murder, give longer prison sentences for lesser offences and lock up juvenile offenders. B : Those really sound like Draconian measures. Firstly, what do you do about miscarriages of justice if you've already put innocent people to death? A : You'd only use capital punishment if you were absolutely sure that you'd convicted the right person. B : But, there've been many cases of wrongful conviction where people have been imprisoned for many years. The authorities were sure at the time, but later it was shown that the evidence was unreliable. In some cases, it'd been fabricated by the police. A : Well, no system of justice can be perfect, but surely there's a good case for longer prison sentences to deter serious crime. B : I doubt whether they could act as an effective deterrent while the detection rate is so low. The best way to prevent crime is to convince people who commit it that they're going to be caught. It doesn't make sense to divert all your resources into the prison system. A : But if you detect more crimes, you'll still need prisons. In my reckoning, if we could lock up more juvenile criminals, they'd learn that they couldn't get away with it. Soft sentences will merely encourage them to do it again. B : Yes, but remember that prisons are often schools for criminals. To remove crime from society, you really have to tackle its causes. STOP THIEF Roy Trenton used to drive a taxi. A short while ago, however, he became a bus driver and he has not got regretted it. He is finding his new work far more exciting.