Articles
<![CDATA[The Comparison of the Monolingual and Bilingual Japanese Students in The English Achievement ]]>
<![CDATA[Ienneke Indra Dewi]]>
<![CDATA[ Lingua Cultura Vol. 1 No. 2 (2007): Lingua Cultura Vol. 1 No. 2 ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/lc.v1i2.320
<![CDATA[Article is intended to know whether the monolingual or bilingual Japanese students are better in the English achievement and whether the exposure of English influences the ability. The data were taken from 60 Japanese students who are supposed to fill in the questionnaires regarding their language background. The English achievement data were taken from the students’ scores in Senior High School National Examination and the data further were compared to the TOEFL English score. The analysis is carried out using ANOVA analysis. This research indicates that monolinguals are better learners in English and exposure is proved to influence the students’ ability in English. ]]>
<![CDATA[“Saya Mau Bu!” or “Aku Mau Bu!”? from the Teachers and Students’ Point of View ]]>
<![CDATA[Ienneke Indra Dewi]]>
<![CDATA[ Lingua Cultura Vol. 3 No. 1 (2009): Lingua Cultura Vol. 3 No. 1 ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/lc.v3i1.326
<![CDATA[Article describes a research which purpose was to find out whether there was a shift in the use of “aku” and “saya” from the children and teenagers’ points of view as well as their teachers’s. The shift of those expressions was based on the factors of concept, family education,, and the influence of media i.e. television. The objects of this research were 140 elementary and high school students as well as their teachers. Questionnaires were distributed to them. The results showed that there was a shift from the expression “saya” to “aku” in the students and teachers’ perception. However, when tested using statistics, the differences in the shift and in the perception between students and teachers concerning this matter were not significant. ]]>
<![CDATA[English Syllabus for Accounting Students and the Needs of English in Business World ]]>
<![CDATA[Djuria Suprato]]>;
<![CDATA[Ienneke Indra Dewi]]>;
<![CDATA[Christine Paulina]]>
<![CDATA[ Lingua Cultura Vol. 12 No. 2 (2018): Lingua Cultura Vol. 12 No. 2 ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/lc.v12i2.2068
<![CDATA[This research aimed to evaluate English courses and syllabus in Bina Nusantara University, particularly in the accounting department, whether it was appropriate in the workplace. This study was conducted by interviewing 54 Bina Nusantara university graduates from Accounting department of 2013-2014 and three from big four public accountant firms in Jakarta. The result of the interview was analyzed qualitatively. The purpose of the interview was to get more detailed information about the benefit of English courses that they had at Bina Nusantara University. Besides that, the researchers had also interviewed with some public accounting firms in Jakarta to find out the level of English skills required and the standard scoring system used as a reference in their companies. With structured data collection, it can be concluded that the students need to practice English to improve the communication skills of speaking and writing to get good reports in English. Bina Nusantara University has provided adequate training, and the results can be felt by the graduates who are now working in multinational and international companies.]]>
<![CDATA[Would There Be One Standard English as the Global Language? ]]>
<![CDATA[Ienneke Indra Dewi]]>
<![CDATA[ Humaniora Vol. 1 No. 1 (2010): Humaniora ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/humaniora.v1i1.2150
<![CDATA[Article intends to investigate whether there is the possibility of having English as a global language used all over the world with one variety only. One variety of English will reduce the miscommunication among people speaking English. The research was conducted by library research by looking at the requirements of a global language, its spread in the world, and the related problems. The results show that English has fulfilled the requirements of a global language looking from its history and the spread of its speakers. However, it has a lot of varieties in either English speaking countries or in the developing countries where English functions as a second and foreign language. The varieties are found not only in the pronunciation, but in the vocabulary and grammar as well. Usually the native languages play an important role in these varieties. All these facts indicate that English might become a global language. However, having one variety of English still needs a long time to go.]]>
<![CDATA[Students’ Understanding of Ambiguous Sentences in Websites ]]>
<![CDATA[Dennis Dennis]]>;
<![CDATA[Ienneke Indra Dewi]]>
<![CDATA[ Humaniora Vol. 2 No. 1 (2011): Humaniora ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/humaniora.v2i1.3048
<![CDATA[Article intended to find out the most frequent ambiguity that could be found in the sentences and the intended meaning. Data were taken from Kaskus and Facebook web sites, and then tests were given to students who had learned syntax and semantics to know their ability in noticing ambiguous sentences. The results show that there are among 13 sentences or phrases, 12 of them are lexically ambiguous and 1 sentence is structurally ambiguous. From the result, it can be concluded that there are many people making an ambiguous sentence without realizing it. ]]>
<![CDATA[Kuno Indah dan Menawan: Kajian Semantik Penggunaan Metafora dalam Harian Kompas Online dan Pos Kota ]]>
<![CDATA[Ienneke Indra Dewi]]>
<![CDATA[ Humaniora Vol. 2 No. 2 (2011): Humaniora ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/humaniora.v2i2.3154
<![CDATA[This discussion is to disclose somewhat called as conservative language style, but obviously is really powerful; that is metaphor usage. Metaphor is assumed as conservative literature language. The article will show the usage of metaphor in everyday life, taken from Kompas online and Poskota online. The analysis willalso be about powerful and function of this language style comparing to usual language. Metaphor density in some articles will also be discussed. The result showed that by using metaphor in many writings including abstract could disclose more specific and also give specific reaction to readers. Besides, it is found that the two sources had in average one person using metaphor every 100 words. ]]>
<![CDATA[The Comparison of Oprah Shows from The Theory of Conversational Styles and Preference Structure ]]>
<![CDATA[Sylvia Sylvia]]>;
<![CDATA[Ienneke Indra Dewi]]>
<![CDATA[ Humaniora Vol. 3 No. 1 (2012): Humaniora ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/humaniora.v3i1.3230
<![CDATA[This paper intends to compare the conversational styles and the preference structure between Oprah shows in FRIENDS which is in a group guest and J.K. Rowling in a single guest. The data were taken from two different videos of Oprah transcribed and analysed. In FRIENDS edition, the conversational style is high considerateness style and in J.K. Rowling edition is high involvement style. The conversation in FRIENDS edition is relatively slower than in J.K. Rowling edition. Oprah as the host uses high involvement style in both editions. In FRIENDS edition, the first part of pairs that mostly occurs is question which the second part is expected answer, while J.K. Rowling is assessment which the second part is agreement. It means that they prefer using positive response rather than negative response. ]]>
<![CDATA[The Changes of Students’ Toefl Score After One Year Learning ]]>
<![CDATA[Ienneke Indra Dewi]]>;
<![CDATA[Darna Darna]]>;
<![CDATA[Djuria Suprato]]>
<![CDATA[ Humaniora Vol. 6 No. 4 (2015): Humaniora ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/humaniora.v6i4.3379
<![CDATA[BINUS students are supposed to increase their English competence indicated by their TOEFL scores. This paper aims to observe the differences between studens TOEFL scores obtained when they entered BINUS and the scores after they joined TOEFL courses at BINUS for one year. The participants were 121 students. The data for the entrance test were taken from the BINUS data center and the final test data were taken from their final test at English class. The data were analysed using statistics especially the descriptive statistics, comparing means, and correlation. To support the quantative data, a set of questionnaires was distributed to those 121 students. The results show that the students’ TOEFL scores have increased significantly in the final test compared to those in the entrance test. The low achiever students showed a better performance than the higher ones. Students’ motivation and background support their English study. Students proved to have the most problem in listening. The results of the research are expected to be the input for English lecturers to improve their teaching especially the existence of SALLC (Self Access Language Learning Center). ]]>
<![CDATA[Students’ and Lecturers’ Perspectives on The Factors Influencing One’s Metaphor Competence ]]>
<![CDATA[Ienneke Indra Dewi]]>
<![CDATA[ Humaniora Vol. 4 No. 1 (2013): Humaniora ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/humaniora.v4i1.3435
<![CDATA[This article aimed to see the perspective of lecturers and students regarding the factors influencing people’s metaphor competence in daily life. Twenty-one students were interviewed and ten lecturers were sent a questionnaire asking about the factors that might influence the use of metaphors. The results show that both lecturers and students agree that language mastery is not the only one which determines the ability of people in comprehending and producing metaphors. Other non-linguistic factors such as habits, environment, personality, social network, logical thinking and general knowledge also influence people. The respondents propose that metaphors are to be taught to students not only in language subjects but also in other subjects such as Character Building or other social subjects. ]]>
