THE TOTAL COMMUNICATION FOR HEARING-IMPAIRED STUDENTS IN LEARNING ENGLISH

This study aims to discuss the use of Total Communication (TC, henceforth), the combinations of communication modes, and the reasons for using TC for hearing-impaired (HI) students of English class at SLB PGRI Kamal. Teaching English to them is believed to require more strategic approaches especially when compared to students who do not have any hearing issues. The data are from four HI students at SLB PGRI Kamal and their English teacher. In collecting the data, observation, note taking and recording were used as the instruments in which during taking note and observation, the researchers used phone recorder and phone camera to anticipate the data from lost and for further analysis. The results show that there are seven communication modes that were used. Those are lip-reading, sign language, images, writing, Indonesian Alphabetic Symbol System (IAS), finger spelling, and speech. Those modes are combined depending on the needs of the users (both English teacher and HI students). Therefore, the researcher found six combinations of modes in TC. Moreover, the researchers found five reasons for using TC for HI students in the English classroom at SLB PGRI Kamal. It is because of its flexibility and effectiveness in communication. Futhermore, TC gives chances to HI students to learn to speak, write and read in English, and allow the HI students to make English sounds and identify them

Pemertahanan Bahasa Bali Melalui Gamelan Gambang

<em><span lang="EN-IN">Language as a communication tool consisting of a symbol system, which is composed of the framework of social group relations, can also have an impact on the overall structure of cultural interaction. Art as one of the cultural activities in Bali, can not be separated from the use of the Balinese language as a medium of communication. In Balinese gamelan practices, the role of the Balinese language is very important. This can be seen from the activity of playing gamelan Gambang. Gamelan Gambang is one of the unique Balinese gamelan. In which there is the use of the Balinese language as a form of maintaining the Balinese language from generation to generation. The method used in this study uses descriptive qualitative research methods through data collection, observation, interviews, discography, and documentation. Through this method, it is known that the preservation of the Balinese language is carried out by using the Balinese language alus as verbal communication, introduction to prayers of praise, writing Gambang gending notation. Various terms in Balinese gamelan techniques that use Balinese, such as the terms kotekan, cecandetan, tetorekan and oncang-ocang, while in terms of the terms of the playing techniques of each Gambang instrument that uses Balinese, namely; noltol, nyelangkit, nyelat/nyelag, ngoncang and nyading.</span></em>

Metode Pengajaran Penerjemahan Bahasa Arab

Language is an arbitrary sound symbol system used by members of social groups to work together, communicate, and identify themselves. Cross-language communication in the form of translation in the era of globalization still exists, and tends to be increasingly important. In the teaching and learning process, especially in the field of language, one of which is teaching tarjamah, in fact, it is not a new thing in the world of education and teaching in the field of language. There is no exception for translation activities from Arabic to Indonesian or vice versa. This translation has a goal, namely to produce a translation work that can present the meaning closest to the meaning of the source language. However, in the teaching process, teachers often encounter various problems. These problems are in the form of Mufrodat, tarkib in Arabic as well as the social condition of the language concerned which is to be translated. Given these various problems, it is necessary to study the method of teaching tarjamah from Arabic to Indonesian or Indonesian to Arabic.

Transcending the rational symbol system

Symbols support the uniquely human capabilities of language, culture, and thinking. Therefore, cognitive scientists have tried to explain intelligence as founded on Rational Symbol Systems (RSS). RSS use syntactical and logical rules to combine discrete symbols into meaningful expressions and inferences. However, these symbols fail to capture continuous, felt experience. The proposed solution is to ground symbols in situated interactions and subsymbolic networks of associations. Historically, different approaches have attempted to overcome the shortcomings of RSS. These include science, by formalizing and operationalizing symbols; philosophy, by critically analyzing the relation between symbols and reality; art, by evoking subjective experiences; and spirituality, by expanding consciousness. Information technologies, such as artificial intelligence, neural networks, simulations and virtual reality, make it possible to integrate their results. That would allow externalizing and controlling creativity and intuition, thus inaugurating an evolutionary transition to a supra-human level of intelligence, the “Global Brain”.

Memory and identity in Ludwig Bauer’s novels (Karusel and Toranj kiselih jabuka)

In the works of Ludwig Bauer, a significant place is given to the autobiographical memory of the past, strongly connected with the discourse of identity, lost childhood, collective amnesia; it is related to body memory, place memory, and in the characters’ biographies there is usually present (overt or covert) Plato’s eikon (seen as a trace imprinted on the psyche and the mind), whose finding and explaining stimulates the plot and the story. Community memory is stored (A. Assmann) in the individual memory of its members. The aim of the proposed topic is to explore — with the use of interdisciplinary, methodological achievements in the field of memory discourse — the hermeneut-ics of L. Bauer’s selected works. As a result, the disquisition provides an analysis of literature in the process of forming memory and identity in the area of the former Yugoslavia, as well as literature as a medium of memory and “distinctive symbol system” (B. Neumann) in the whole culture of memory.

MENTAL CONSTRUCT “MEANDER” AS A UNIVERSAL PROTOTYPICAL SYMBOL IN LANGUAGE AND CULTURE

In this article, the mental construct "meander" is described from the standpoint of cognitive science and the theory of sign systems, it is considered as a universal prototypical symbol in language and culture. "Meander" is qualified as a deep sign, the mental fields of which are actualized by universal metaphorically structured images. Being an ambivalent "universal" Word, the "meander" in its deep structuring is objectified by mental fields of both positive and negative connotations. Based on the well-known position of Yu. S. Stepanov, according to which language as a construct and it consists of a core, social and mental shells, we were able to not only analyze and describe, but also to show the deep nature and potential capabilities of the prototypical symbol of the "meander". No less important for this work is the thesis that language is "a system capable of generating an infinite number of texts". "Meander" is characterized by a complex system of symbols, in which each element carries deep meanings and senses. Understanding the complexity of the prototypical symbol system, it should be noted that the study of such a scientific object as a "meander" should not be limited only from the position of linguistic disciplines. At the same time, "Meander" is attributed to both a stereotype and a prototypical symbol, since both concepts are associated with the content side of language and culture, that is, they are understood as mental constructs that correlate with the picture of the world. The purpose of this article is to describe the multi-component mental construct "meander" from the point of view of its deep structuring. “Meander” as a “stereotype” and a prototypical symbol incorporates the meanings of language and culture, and therefore is understood as a mental construct that adequately reflects the linguistic image of the world. "Stereotypes" and "prototypical symbols", to which we also refer the mental construct "meander", are transmitted by cognitive mechanisms, and, accordingly, are verbalized by one or another sense and meaning. Since the "meander" is a deep abstract prototypical symbol, it is able not only to combine many similar forms of the same object, but also to structure abstract connotative images that are categorized at a deep level. And in this sense, "Meander" is considered by us both as a prototypical symbol, and as a stereotype, and as a pattern, since it is structured according to a model that is often repeated. The results of the analysis showed that the universal, "common human" symbol "meander" is a deeply structured mental construction objectified by meanings and meanings in languages and cultures.

Practical Materialism” in Understanding Thinking: E.V. Ilyenkov and F.T. Mikhailov

F.T. Mikhailov called E.V. Ilyenkov ‘the first of us’ and was guided in his work on The Riddle of the Self by the dialectical logic Ilyenkov developed — the objective-oriented activity theory of thinking. The article explores the differences between the two editions of this book 'and discusses the concept of ‘practical’ materialism opposing ‘somatic’ materialism. The latter considers organic body, which is gifted to man by nature, to be the subject of activity. In practical materialism, objective activity (social labour) is treated as the substance whose ‘results and moments’, as Mikhailov puts it, are thought, bodily organization and everything specifically human altogether. Cultural objects form a ‘language of real life’, a special kind of symbol system that brings people together and guides their activities. In the study of this language, Mikhailov sees the key to solving the riddle of the human Self