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Journal articles on the topic 'Alune'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Erniati, Erniati. "INVENTARISASI BUNYI VOKAL DAN KONSONAN BAHASA ALUNE." GENTA BAHTERA: Jurnal Ilmiah Kebahasaan dan Kesastraan 5, no. 2 (January 14, 2020): 109–26. http://dx.doi.org/10.47269/gb.v5i2.82.

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Abstrak: Bahasa Alune merupakan salah satu bahasa yang masih digunakan oleh masyarakat. Bahasa Alune merupakan bahasa yang memiliki penutur yang masih banyak. Oleh sebab itu, patut mendapat prioritas dan perhatian yang sama dengan bahasabahasa daerah lain. Bahasa ini digunakan oleh kelompok masyarakat yang tinggal di Pulau Seram Bagian Barat. Metode yang digunakan dalam penelitian ini adalah metode deskriptif. Untuk memperoleh data, digunakan metode simak, yakni dengan menyimak bahasa secara langsung dari penutur. Masalah dalam penelitian ini adalah bagaimanakah karakteristik fonem bahasa Alune dan distibusinya dalam kata. Tujuan penelitian ini adalah untuk menginventarisasi fonem bahasa Alune dan distribusinya dalam kata. Berdasarkan hasil kajian disimpulkan bahwa bahasa Alune memiliki 23 buah fonem segmental yang terdiri atas 15 konsonan, 7 vokal (monoftong), dan 3 diftong. Fonem-fonem tersebut, yaitu: /p/, /b/, /t/, /d/, /k/, /m/, /n/, /s/, /r/, /h/, /l/, /w/, /y/ , /G/, /?/, /a/, /i/, /u/, /e/, /o/, / O /,dan /E/.Kata Kunci: fonologi, fonetik, fonemAbstract: Alune language is one of the languages that is still used by the community. This language is a regional language that has many speakers. Therefore, it should deserve the same priority and attention as other regional languages. This language is used by community groups living in West Seram Island. The method used in this research is descriptive method. To obtain data, listening method, namely by listening to the language directly from the speaker. The problem in this research is how the characteristics of the Alune phoneme. The objective to be achieved in this research is to inventory the Alune language phonemes. Based on the results of the study, concluded that the Alune language has 23 segmental phonemes consisting of 15 consonants, 7 vowels (monophthongs), and 3 diphthongs. The phonemes, namely: / p /, / b /, / t /, / d /, / k /, / m /, / n /, / s /, / r /, / h /, / l / , / w /, / y /, / G /, /? vowels (monophthongs), and 3 diphthongs. The phonemes, namely: / p /, / b /, / t /, / d /, / k /, / m /, / n /, / s /, / r /, / h /, / l / , / w /, / y /, / G /, /? /, / a /, /i /, / u /, / e /, / o /, / O /, and /E /.Keywords: phonology, phonetics, phonemes

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2

Aimoly, Noce. "POLISEMI DALAM KITAB INJIL LUKAS BERBAHASA ALUNE." ARBITRER: Jurnal Pendidikan Bahasa dan Sastra Indonesia 2, no. 3 (April 15, 2021): 367–80. http://dx.doi.org/10.30598/arbitrervol2no3hlm367-380.

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Penelitian ini bertujuan mendeskripsikan polisemi dalam Kitab Injil Lukas berbahasa Alune yang menjelaskan empat kelas kata dasar dan turunan berdasarkan kajian semantik. Penelitian menggunakan penelitian deskriptif kualitatif yang mendeskripsikan data secara alamiah berdasarkan teori. Dari 22 ayat firman Tuhan dalam Kitab Injil Lukas berbahasa Alune peneliti hanya menggunakan beberapa kosakata yang dianggap memiliki makna ganda (berpolisemi) sebagai bahan kajian berdasarkan kelas kata nomina, pronomina, verba, dan adjektiva. Hasil penelitian menujukan bahwa ternyata kasus polisemi bukan saja terjadi pada kata-kata yang berbahasa Indonesia saja seperti kata kaki yang bermakna kaki gunung, kaki manusia, kaki meja dan lain sebagainya melaingkan dalam bahasa Alune pun mengalami hal serupa seperti ai yang bermakna “kayu, salib, dan pentung”.

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3

Florey, Margaret J. "Alune incantations: Continuity or discontinuity in verbal art?" Journal of Sociolinguistics 2, no. 2 (June 1998): 205–31. http://dx.doi.org/10.1111/1467-9481.00041.

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4

Hukubun, Yohanis. "PERGESERAN DAN PEMERTAHANAN BAHASA ALUNE DESA MURNATEN KECAMATAN TANIWEL KABUPATENSERAM BAGIAN BARAT AMBON." BASINDO : jurnal kajian bahasa, sastra Indonesia, dan pembelajarannya 2, no. 1 (July 3, 2018): 55–64. http://dx.doi.org/10.17977/um007v2i12018p055.

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5

Suharno, Dyah Maria, and Claudine Friedberg. "Gestion de la biodiversité dans les Kwesie : friches, jachères des Alune de Seram de l'ouest (Moluques Centrales-Indonésie de l'Est)." Journal d'agriculture traditionnelle et de botanique appliquée 38, no. 1 (1996): 131–52. http://dx.doi.org/10.3406/jatba.1996.3591.

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6

CARVALHO, MARÍLIA PINTO DE. "Mau aluno, boa aluna?: como as professoras avaliam meninos e meninas." Revista Estudos Feministas 9, no. 2 (2001): 554–74. http://dx.doi.org/10.1590/s0104-026x2001000200013.

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Baseado em pesquisa qualitativa numa escola pública de ensino fundamental de São Paulo, o artigo discute os critérios de avaliação escolar das professoras, apontando em que medida suas opiniões sobre masculinidade e feminilidade interferiam em seus julgamentos e o que era mais valorizado no comportamento de meninas e meninos. Conclui pela urgência de promover essa reflexão no campo educacional, pois, se já eram marcantes em sistemas de avaliação mais formalizados, com testes, atribuição de notas e organização da escola em séries, as hierarquias de gênero parecem tornar-se mais poderosas nas chamadas avaliações de processo, em curso na maioria das escolas brasileiras, a partir do sistema de ciclos.

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7

Connolly, Susan. "Alone, Not Alone." Books Ireland, no. 210 (1998): 27. http://dx.doi.org/10.2307/20623536.

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8

Fonseca, Leandro Aparecido, Juracy Machado Pacífico, Elaine Rodrigues Nichio, and Ana Maria De Lima Souza. "A literatura de Clarice Lispector como instrumento de subjetivação em aulas de Língua Portuguesa." EDUCA - Revista Multidisciplinar em Educação 6, no. 13 (March 30, 2019): 114. http://dx.doi.org/10.26568/2359-2087.2019.4127.

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O artigo destaca a subjetivação presente nos textos de Clarice Lispector como instrumento que possibilita o leitor/leitora-aluno/aluna adentrar-se nas camadas mais profundas do texto e com isso alcançar o caráter humanizador proveniente da arte literária. A partir dos estudos das obras “A paixão segundo G.H” e “Água Viva” foram produzidas análises que buscaram, por meio da construção das personagens, apresentar reflexões que possibilitem o trabalho em sala de aula considerando o aluno/aluna-sujeito em sua dimensão existencial, espiritual e intimista. O texto evidencia que a literatura de Lispector é para o professor e professora de língua portuguesa uma ferramenta de transformação do aluno e aluna, pois possibilita a formação humana, por meio de uma abordagem que une os conhecimentos de arte, filosofia, sociologia e psicologia.

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9

Neumann Martins, Silvana, Aline Diesel, and Jacqueline Silva da Silva. "Educação Empreendedora nos Ensinos Médio e Fundamental: Diversas Percepções." Revista Thema 13, no. 1 (July 20, 2016): 36–46. http://dx.doi.org/10.15536/thema.13.2016.36-46.309.

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10

Ortega, Leliane Regina, and Terezinha da Conceição Costa-Hübbes. "O ALUNO COMO PRODUTOR DE ENUNCIADOS ESCRITOS." EntreLetras 9, no. 2 (2018): 387–409. http://dx.doi.org/10.20873/uft.2179-3948.2018v9n2p387.

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11

Flambard, Véronique. "Housing Allowances Alone Cannot Prevent Rent Arrears." Economie et Statistique / Economics and Statistics, no. 507d (July 11, 2019): 53–69. http://dx.doi.org/10.24187/ecostat.2019.507d.1974.

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12

Mekid, S., U. Baroudi, and A. Bouhraoua. "Stand Alone Smart Bolt for e-Maintenance." International Journal of Engineering and Technology 4, no. 5 (2012): 577–80. http://dx.doi.org/10.7763/ijet.2012.v4.436.

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13

Cascão, Isabela Lemos de Lima, and Amália Neide Covic. "Educação Física Escolar: tenho câncer e baixa visão, posso participar?" Reflexão e Ação 28, no. 1 (January 5, 2020): 144–60. http://dx.doi.org/10.17058/rea.v28i1.12692.

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Este estudo buscou compreender como as aulas de Educação Física(EF) podem auxiliar uma aluna em tratamento oncológico e baixa visão a ressignificar seu lugar dentro da cultura escolar. Sob o método da pesquisa-ação, envolve além da aluna, sua médica, sua professora de EF e coordenadora pedagógica da escola. Conclui-se que a ressignificação do lugar ocupado pelo aluno paciente oncológico de baixa visão se dá pela: formação autônoma do aluno; construção de um ambiente de aprendizagem da docência, reflexão sobre as questões do cotidiano escolar e as implicações no currículo e também pela criação de artefatos formativos que possibilitam trocas de papéis sem perda da especificidade de cada um.

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14

Martin, Máirín. "Alone." Books Ireland, no. 197 (1996): 244. http://dx.doi.org/10.2307/20631602.

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15

Woodward, Karla A. "Alone." Illness, Crisis & Loss 4, no. 1 (October 1994): 57–58. http://dx.doi.org/10.2190/il4.1.g.

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16

Slesinger. "Alone." Antioch Review 77, no. 1 (2019): 87. http://dx.doi.org/10.7723/antiochreview.77.1.0087.

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17

Corrie, Dan. "Alone." Christianity & Literature 35, no. 4 (September 1986): 18. http://dx.doi.org/10.1177/014833318603500406.

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18

Editorial Submission, Haworth. "Alone." Collection Management 8, no. 3-4 (November 22, 1986): 125–28. http://dx.doi.org/10.1300/j105v08n03_33.

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19

Jankovic, Marko. "Alone." Nature 500, no. 7463 (August 2013): 496. http://dx.doi.org/10.1038/500496a.

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20

Colledge, Eleanor. "Alone." Canadian Medical Association Journal 192, no. 27 (July 5, 2020): E785—E786. http://dx.doi.org/10.1503/cmaj.191626.

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21

Baylink, David J. "Alone." JAMA: The Journal of the American Medical Association 254, no. 11 (September 20, 1985): 1501. http://dx.doi.org/10.1001/jama.1985.03360110093031.

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22

DeCicco, Frank. "Alone." JAMA 299, no. 11 (March 19, 2008): 1232. http://dx.doi.org/10.1001/jama.299.11.1232.

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23

Rossetti, Livio. "History and prehistory of Philosophy: some key dates." Revista Archai, no. 15 (2015): 11–20. http://dx.doi.org/10.14195/1984-249x_15_1.

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24

Gittings, John. "Britain alone? Or, soon, England alone?" Political Quarterly 93, no. 1 (December 20, 2021): 177–79. http://dx.doi.org/10.1111/1467-923x.13095.

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25

Santoso, Rohman Eko, Suzanna Ratih Sari, and R. Siti Rukayah. "MORFOLOGI ALUN-ALUN LASEM." Jurnal Arsitektur ARCADE 4, no. 3 (November 19, 2020): 216. http://dx.doi.org/10.31848/arcade.v4i3.585.

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Lasem is a sub-district on the east side of Rembang regency which is directly adjacent to the province of East Java. Lasem Square has existed since the kingdom era in 1513 and is constantly undergoing changes followed by a reduction in the area, function and activities therein. Along with the shrinking area and even the disappearance of the square that occurred from time to time, it is necessary to research the typology and morphology of the square to be used as a basis for revitalizing the Lasem square. This study aims to analyze the morphology of the Alun-alun Lasem, using historical reference data, books, field surveys, interviews, mapping and digitizing. In this study using descriptive qualitative analysis methods, as ingredients to add analysis based on field findings. Based on the results of this study it was found that the Typology and Morphology of the Lasem Square was influenced by government and ruling policy factors in its era. This is indicated by the changes in the square in terms of the extent, functions and activities that exist within and in the supporting area and its surroundings.

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26

Albuquerque, Zuleika Andradas. "Relato de observação de aluno com déficit intelectual em escola inclusiva." ScientiaTec 4, no. 3 (April 24, 2018): 151–65. http://dx.doi.org/10.35819/scientiatec.v4i3.2230.

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Este relato de experiência apresenta o Relatório de Observação realizado junto a aluna com Déficit Intelectual que estuda em Escola Municipal de Ensino Fundamental de Porto Alegre. O Relatório de Observação faz parte da avaliação da Disciplina Alternativas Metodológicas para Aluno com Deficiência Mental, do Curso de Licenciatura da Educação Especial da Universidade Federal de Santa Maria. O objetivo foi observar como se dá a relação da aluna com a professora, os colegas e o ambiente escolar em uma visão teórica sociointeracionista de Vygotsky. Observou-se, também, se esses relacionamentos interpessoais favorecem o aprendizado da aluna, pois da mediação entre adulto-criança “teremos a formação das funções superiores, o que resultará na internalização de conhecimentos, ferramentas e signos por parte do aluno” (COSTAS, 2012). As observações realizaram-se em diferentes ambientes da escola: na sala de aula, com a professora titular ou referência; com a professora de Educação Física; com a professora de Arte Educação; com o Professor de Educação Especial, na Sala Integrada de Recursos; na aula de Dança; no pátio, durante o recreio; e no refeitório. Houve um acompanhamento do processo de ensino e aprendizagem da aluna e de como se dá a inclusão na escola.

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27

Hilman, Yusuf Adam. "REVITALISASI KONSEP ALUN � ALUN SEBAGAI RUANG PUBLIK: ( Studi pada pemanfaatan alun � alun Ponorogo)." ARISTO 3, no. 1 (February 22, 2016): 28. http://dx.doi.org/10.24269/ars.v3i1.9.

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28

Toosarvandani, Maziar. "Letting negative polarity alone for "let alone"." Semantics and Linguistic Theory 18 (October 3, 2008): 729. http://dx.doi.org/10.3765/salt.v18i0.2493.

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29

Rauch, Andreas, Johannes S. Deker, and Arch G. Woodside. "Consuming Alone: Broadening Putnam's “Bowling Alone” Thesis." Psychology & Marketing 32, no. 9 (August 11, 2015): 967–76. http://dx.doi.org/10.1002/mar.20830.

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30

Nashed, Maged N. F., Mona Eskander, and Adel M. Sharaf Life. "A Stand Alone Robust PV-FC-Electrolyzer Utilization Scheme." International Journal of Engineering Research 4, no. 3 (March 1, 2015): 145–50. http://dx.doi.org/10.17950/ijer/v4s3/314.

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31

Priszkulnik, Léia. "Violência contra crianças: desafios só para médicos?" O Mundo da Saúde 33, no. 1 (March 5, 2009): 58–63. http://dx.doi.org/10.15343/0104-7809.200933.1.8.

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32

Appell, Jürgen, G. Conti, and P. Santucci. "On some numerical ranges for nonlinear operators." Mathematica Bohemica 124, no. 2 (1999): 185–92. http://dx.doi.org/10.21136/mb.1999.126249.

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33

Ferreira Costa, Levy, and René Pastor Torrico Bascopé. "Stand-alone Photovoltaic System With Three Energy Processing Stages." Eletrônica de Potência 16, no. 4 (November 1, 2011): 348–56. http://dx.doi.org/10.18618/rep.20114.348356.

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34

De Mas, G., and B. Hellrigl. "Considerations on uncertainties and inconsistencies in the dendrometric terminology." Forest@ - Rivista di Selvicoltura ed Ecologia Forestale 11, no. 3 (June 19, 2014): 149–55. http://dx.doi.org/10.3832/efor1208-011.

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35

Nitrihual Valdebenito, Luis. "LA CRÍTICA LITERARIA DE ALONE Y SU RELACIÓN CON LA PROBLEMÁTICA DE GÉNERO. UNA MIRADA DE ALONE A LA OBRA DE GABRIELA MISTRAL Y MARTA BRUNET." Revista Internacional de Culturas y Literaturas 4, no. 4 (2006): 38–53. http://dx.doi.org/10.12795/ricl.2006.i04.04.

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36

Rubin, Andrea Hope, and Monica L. Gerrek. ""Home" Alone." Narrative Inquiry in Bioethics 10, no. 3 (2020): 210–12. http://dx.doi.org/10.1353/nib.2020.0064.

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37

Yeung, Wei-Jun Jean, and Adam Ka-Lok Cheung. "Living Alone." Demographic Research 32 (June 3, 2015): 1099–112. http://dx.doi.org/10.4054/demres.2015.32.40.

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38

Cohen, Annabel J. "Musicology Alone?" Music Perception 17, no. 2 (1999): 247–60. http://dx.doi.org/10.2307/40285894.

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39

Øfsti, Anne Kyong Sook. "Alene hjemme?" Fokus på familien 46, no. 02 (June 13, 2018): 103–12. http://dx.doi.org/10.18261/issn.0807-7487-2018-02-03.

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40

Primus, Richard A. "Bolling Alone." Columbia Law Review 104, no. 4 (May 2004): 975. http://dx.doi.org/10.2307/4099366.

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41

Nguyen, Van Minh. "Alone Together." Anthropology in Action 27, no. 3 (December 1, 2020): 14–17. http://dx.doi.org/10.3167/aia.2020.270303.

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In this article, based on my ethnographic experience of Ho Chi Minh City’s lockdown, I argue that COVID-19 acted as an accelerator of intimacies, allowing people to negotiate alternative forms of sociality both within and outside the domestic space. On the one hand, by confining people at home it brought to light social and housing inequalities in urban Vietnam. On the other, it forced people to find imaginative ways to cope with social-distancing protocols. Since mobility during lockdown was limited, the normatively private space of the house became an incubator for social life, affording people – even those outside the circle of close friends and relatives – the opportunity to be alone together, sharing their temporary stuckness to challenge normative patterns of intimacy and sexuality.

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42

Swindin, Jill. "Never alone." Nursing Standard 2, no. 32 (May 14, 1988): 27. http://dx.doi.org/10.7748/ns.2.32.27.s49.

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43

Witter, Geraldina Porto. "Professor-aluno." Estudos de Psicologia (Campinas) 29, no. 3 (September 2012): 445–47. http://dx.doi.org/10.1590/s0103-166x2012000300014.

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44

Dunbar, Robert, Gertrude Patterson, and Scoil Íosagáin. "Words Alone." Books Ireland, no. 226 (1999): 323. http://dx.doi.org/10.2307/20623839.

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45

Bernard, Aline. "Aline Bernard." Diplômées 278, no. 1 (2021): 108. http://dx.doi.org/10.3406/femdi.2021.10675.

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46

Harris, Angela, and Deborah L. Rhode. "Reforming Alone?" Stanford Law Review 54, no. 6 (June 2002): 1449. http://dx.doi.org/10.2307/1229630.

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47

Tsapkou. "Revolting Alone." Cultural Critique 113 (2021): 240. http://dx.doi.org/10.5749/culturalcritique.113.2021.0240.

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48

Bernard, Aline. "Aline BERNARD." Nord' N° 78, no. 2 (March 25, 2022): 124–25. http://dx.doi.org/10.3917/nord.078.0124.

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49

Rosetti, Cristina. "Not Alone." Dialogue: A Journal of Mormon Thought 51, no. 2 (July 1, 2018): 252–55. http://dx.doi.org/10.5406/dialjmormthou.51.2.0252.

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50

Politkovskaya, Anna. "Standing alone." Index on Censorship 51, no. 1 (March 23, 2022): 93–95. http://dx.doi.org/10.1177/03064220221084546.

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