Discussion The Result of Data Analysis
4. Conclusion
Based on the data obtained from the scores of vocabulary mastery test, it could be answered the problem of the study which s there significant different on learning style visual, auditory, and kinesthetic towards vocabulary mastery of the tenth grade students of SMK N Palangka Raya?”. t could be answered by testing data analysis. Based on the obtained, the result showed that the mean score of class A of the tenth grade students of SMK N Palangka Raya in mastering vocabulary in the second test was 88 that was increase from the first test with mean score of , . t proven there was significant effect of learning styles towards vocabulary mastery of the tenth grade students of SMK N Palangka Raya. While the mean score of class B of SMK N Palangka Raya in mastering vocabulary in the second test was that was increase from the first test with mean score of . t proven there was significant effect of learning styles towards vocabulary mastery of the tenth grade students of SMK N Palangka Raya. From both means, there was different value that 8. t meant that there was different learning style of them in mastering vocabulary. The result of hypothesis test, the value of t from the test result calculation for t observed was ,8 8 . The level of significant and with df or db N + N ‐ = + ‐ = 8, t table was . and . . Since the t observed t table = ,8 8 . . Because t observed from the result was higher than t table , so a was accepted and o is rejected. t meant there is significant difference on the learning style towards vocabulary mastery of the tenth grade students of SMK N Palangka Raya. The difference of problem that students of class A and class B in mastering vocabulary are: The students of class A of SMK N Palangka Raya have the higher visual style consist of students, auditory style consists of students, kinesthetic style consists of students, and multiple style consist of students. The mean score of learning style of class A was 88. The students of class B of SMK N Palangka Raya have visual style consist of students, auditory style consists of 304 students, kinesthetic style consists of students, and there was no multiple style students. The mean score of learning style of class A was . REFFERENCE Ary Donald, Lucy Cheser Jacobs, Chris Sorensen, and AsgharRazavieh, Introduction to Research in Education Eight edition. Bobbi DePorter, and Mike ernacki, Quantum Learning Membiasakan Belajar Nyaman dan Menyenangkan”, Bandung: PT. MizanPustaka, . Dunn, Rita and Shirley A Griggs, Practical Approach to Using Learning Style in Higher Education, English: Library Congres Cataloging in Publication Data. Elfrida . iebert and Michael L. Kamil, Teaching And Learning Vocabulary, New Jersey: Lawrence Elbaum Associates, FuadMas’ud, Essential of English Grammar: a partical guide, Yogyakarta: BPFE, . Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy Second Edition. . Douglas Brown, Principle of Learning and Teaching fourth edition, New York: Longman. Nana Sujana, MetodeStatistika :The world book student hand book, Chicago: Child craft international, nc, 8 Joint Scientific Symposium IJJSS 2016 Chiba, 20‐24 November 2016 30 Topic : Humanities Hidden Aspects of the Private Language Argument: What Will Wittgenstein‘s Philosophy Bring Us Henceforth? Toshio rie Faculty of Letters, Chiba University, 1‐12 Yayoi‐Cho Inage‐ku, Chiba‐shi, 263‐8522, Japan Abstract n Philosophical Investigations henceforth PI , Ludwig Wittgenstein presents a famous argument called the private language argument” PLA . The PLA has been treated as one of the decisive criticisms of Cartesian dualism, which locates mind” in the inner realm of each person, in contradistinction to material things” in the outer world. owever, it is difficult to grasp the PLA’s true intention and potential. The PLA has been interpreted as a kind of reductio ad absurdum. Gordon Baker has recently questioned this interpretation, insisting that the PLA is intended not as a demonstration but as the initiation of a change in our way of seeing things imprisoned by linguistic illusions. This presentation develops Baker’s new framework by associating it with Wittgenstein’s philosophy of mathematics, which was his main concern before he changed the organization of PI to include considerations about mental concepts, beginning with the PLA the intermediate version” of PI , instead of considerations about mathematics the pre‐war version” of PI . First, show an illuminating connection between Baker’s framework and Wittgenstein’s view that mathematical proofs change our perspective. then propose to associate with the PLA a fragment of Wittgenstein’s view of rule‐following, written just before he changed the organization of PI . This connection is found in the inevitable factors in the rule‐following of the circumstance surrounding linguistic activity and the reaction of a linguistic agent, which shed light on the contingency and locality of language understanding. Keywords Wittgenstein, private language, rule‐following, philosophy of mathematics, concept formation1. Introduction
n Philosophical Investigations henceforth PI , the masterpiece of the later Wittgenstein, is a very famous argument called the private language argument” henceforth, PLA . The PLA lies at the beginning of critiques of the notion that mental concepts such as pain, thoughts, images, and consciousness describe private processes occurring in the inner realm of each person. The PLA has been treated as representative of the critique of Cartesian dualism, which locates the mind in the inner world in contrast Corresponding author. E‐mail address: toshioiriegmail.com 30 with the body and material things in the outer world. n examining the PLA closely, however, grasping its genuine points and its potentiality is a difficult task. Up to the present, the PLA has been interpreted as a kind of reductio ad absurdum. owever, Gordon Baker has recently called this interpretation into question, insisting that the PLA is intended not as a demonstration, but rather as an effort to bring about of a change in our way of seeing things, a way of seeing things that has been held prisoner by linguistic illusions. This presentation develops the PLA interpretation further in Baker’s direction by focusing on the continuity between the PLA and Wittgenstein’s consideration of the philosophy of mathematics. nitially, Wittgenstein planned for PI to address the philosophy of language in the first half §§ ‐ 88 and the philosophy of mathematics in the latter half the prewar” version of PI . owever, in the spring and summer of , he altered the organization of the book such that instead of the philosophy of mathematics, the PLA and considerations on mental concepts are subsequent to a consideration on rule‐following the intermediate” version of PI . For several years until , Wittgenstein expended considerable effort on the philosophy of mathematics. This presentation focuses on the continuity between the philosophy of mathematics and the PLA. This presentation deals in particular with a famous section of the PLA, § 8. n the next section, outline of § 8 and its interpretative problems. Subsequently, present Baker’s new interpretation § . is interpretation can be understood to a greater depth if we pay attention to Wittgenstein’s consideration of mathematics; based on this, use Baker’s framework to develop a further interpretation § . suggest a way with regard to the interpretation of PI in the closing section § .2. §258 of PI
The story of § 8 is as follows. ” want to keep a diary about the recurrence of a certain sensation. To this end, associate it with the sign S” and write this sign on a calendar for every day on which have the sensation. Wittgenstein takes this assumption as he wants, first, to observe that a definition of the sign cannot be formulated.” Responding to this, a further assumption is added. t is supposed that S” is defined through a kind of ostensive definition such as speaking or writing the sign down and at the same time concentrating my attention on the sensation. Regarding this, he says, But what is this ceremony for? For that is all it seems to be A definition serves to lay down the meaning of a sign, doesn’t it?” The response to this is: Well, that is done precisely by concentrating my attention; for in this way commit to memory the connection between the sign and the sensation.” ere are Wittgenstein’s last words in this section: But commit it to memory” can only mean: this process brings it about that remember the connection correctly in the future. But in the present case, have no criterion of correctness. One would like to say: whatever is going to seem correct to me is correct. And that only means that here we can’t talk about correct” PI § 8 . There are many criticisms of the above argument.” For example, it is possible for a private language speaker to talk about correct” because it is possible for each private language speaker to identify their own sensation, keep that in their memory, and recognize a similar sensation when it occurs in the future without external criteria; a public community is not necessary for deciding what is correct because the stability of the speaker’s disposition is sufficient. Therefore, if we regard the above argument” as a kind of reductio ad absurdum, we must provide some grounds for why what is accessible to private language speakers is insufficient grounds for correct or incorrect. ere, both the for and against for the argument are inconclusive.Parts
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