Mohammad Halili

Infants experiencing difficulties in expressing an object or describing events in time do not necessarily mean that their mind stops processing the language. We, however, should persistently provide enough room to them for talk that is beneficial for their later development. Unluckily, children, to some extend, lack of opportunities to have meaningful conversations, rich vocabularies, and complex sentences modelled by their parents or caregivers. The current research, thus, aims to investigate how the implementation of conversation stations relates to children language development. This employs the qualitative research design, involving 4 children aged 4. To identify the linguistic features that the participants presumably show, basic mental entities column were also made as data collection guidance. Through the exchanges, children can describe events and situations, attributes, modifiers, and evaluation of events and situations, research shows. Conversation stations help

This study discussed students’ perception of translation competence with eco-translatology approach. It aims at understanding the students' perception of translation competence and adaptation to the translation activities in class.  The eco-translatology model proposed that students be active as the translator; most activities are students-centered.  Students act as a translator in which they benefit from resources around them as in an ecosystem life.  The method in this study is descriptive by identifying the students’ perception of translation competence. Translation competence is often associated with students taking part in translation subjects only as mastering linguistics competence without knowing the basic translation competence principle. Therefore, by applying eco-translatology, the students know that translation is not merely transferring the language unit and meaning from source texts (ST) into target texts (TT). The research results show that students had

YouTube Kids mediate learning. Their presence offers various audio-visual recorded objects especially targeted children. The biggest concern about the current research is how the selected videos can positively impact children's development. There are three main issues that would be discussed in this context: the level of children’s concentration, intelligence, and language. This study employs an experimental research approach: two children were engaged in the given activities but were given distinctive treatment. Rara, the first participant, was exposed toYouTube Kids, while Nayla, the rest of the participants, was not. The YouTube programs introduced to the first kid were Baby John from Little Angle channel and Play Doh. To test the three cognitive dimensions, we gave participants the same distractions, the same questions, and the same chance to participate in the exchange. The finding remarkably demonstrates that the children show different outcomes in relation to t

  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