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All Journal Lingua Cultura Humaniora
Melania Wiannastiti
Bina Nusantara University
Humanities Languange, Linguistic, Communication & Media

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Journal : Humaniora

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Pengajaran Dialek Daerah dalam Pengajaran BIPA Penting atau Tidak Penting? Melania Wiannastiti
Humaniora Vol. 1 No. 2 (2010): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v1i2.2873

Abstract

Dialect defined as a language variation in which it is different in pronunciation, structure and vocabularies from the certain standard culture and language becomes an interesting issue in teaching Bahasa Indonesia for non-native Indonesian. It is because every part of Indonesia where Bahasa Indonesia is used as the spoken language has different dialect. Non Bahasa Indonesia speakers learning Bahasa Indonesia is determined to pass a certain level when they are able to communicate sucesfully in Bahasa Indonesia with its native speakers. However, in reality some of them face some problems to communicate directly with native speaker since the native speakers use certain dialects which is different from the standard Bahasa Indonesia. Non-native Bahasa Indonesia learners do not understand because the different words, different grammar and abbreviations. This paper is discussing about the advantages and disadvantages teaching dialect in teaching Bahasa Indonesia for Bahasa Indonesia learners and some suggestions whether it is necessary to be taught in teaching Bahasa Indonesia for foreigners or not. 
Error Made in Conversation by Indonesian Learners Learning English Based on Syntax and Exchanging Information Melania Wiannastiti
Humaniora Vol. 5 No. 2 (2014): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v5i2.3179

Abstract

In learning a second language or foreign language (L2), learners should master the competences. Normally, L2 learners first should master the linguistic competence which includes the mastery of vocabularies, pronunciation, and grammar. The study is to find out the syntax error made by L2 learners in conversation as well as to find out the exchanging information. The data were the recording conversation of Visual Communication Design students first semester of Binus University joining English Entrant. Error analysis was used to analyze the data. There are two points of view to analyze the data: syntax from taxonomy and exchanging information. Taxonomy employs the error in omission, addition, misinformation, and mis-ordering. Exchanging information point of view employs the error in finite element and mood. The result shows that L2 learners made some errors in grammar and exchanging information because they are influenced by the L1. They tend to transfer from L1 to L2 rather than thinking to create the utterances in L2. 
How to Teach English Entrant for Binus University Students Using A Cell Group Method Supported by Binusmaya Melania Wiannastiti
Humaniora Vol. 2 No. 2 (2011): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v2i2.3186

Abstract

Teaching English Entrant, the first level of General English lecture for BINUS University students, needs a specific method because normally the number of students in one class is more than 50 students. Besides, the four skills of language and business communication have to be taught simultaneously in one semester. This paper is aimed to describe one method used at BINUS University to teach English Entrant classes: Cell Group method which students are divided into cell groups. This method is supported by Binusmaya, an online resource used in teaching learning at BINUS University. Through this resource, each member of the cells has the opportunity to access Binusmaya forum where he/she can upload, download, share and discuss material or problems raised. Each cell is also responsible to write reports about its activities. Based on the reports, the teacher who has a role as a moderator and source in both Binusmaya forum and classroom has to lead the cells discussion in the classroom. 
Do Cell Group Independent Activities Impact Students’ Score Achievement? Melania Wiannastiti
Humaniora Vol. 3 No. 1 (2012): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v3i1.3231

Abstract

There are many methods offered to teach in a university level. In teaching English Entrant, one course of general English courses at Binus University, a lecturer needs to choose an appropriate method. One appropriate method used is cooperative learning one. In this method, students in a class are divided into groups called cell group. In the cell group, they needed to do some activities independently. Based on the above reason, this paper aimed to find out whether the cell group independent activities impact the students’ score achievement in reading and listening. The data for the paper was the students’ scores of listening and reading they gained in mid semester test, final test English Entrant and the weekly reports of students’ cell activities. The method used to analyze the data was percentage number to compare the scores and cell group activities for both listening and reading. The result shows that there was a significant higher achievement of the students in both listening and reading either the number of cell group activities 1-3 or 4-6 times of activities. It could be concluded that the cell group activities gave good impact in supporting students to achieve high score in reading or listening.  
Facebook in an English Guided Self Learning Class Melania Wiannastiti
Humaniora Vol. 4 No. 2 (2013): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v4i2.3505

Abstract

The use of technology especially the Internet in language teaching and learning has become more popular nowadays since it is more interesting and effective. Nowadays, since almost every person has at least a gadget connected to the Internet, the teaching learning is possible to be carried out outside the classroom in the way of autonomous learning. Language learners are likely to look to computers and the Internet for resources of learning. By applying the Internet as the type of learning, students are exposed to optimize the use their gadget connected to the Internet. This type of learning was also applied for Binus pre-university students learning English Smart Program in GSLC (Guided Self Learning Class). Based on the background, this paper aims to explain what GSLC is and describe how Facebook as the Internet social media can be used for supporting GSLC. There are many advantages the students and the lecturer get from using this media in GSLC. From result of the questionnaire, FB is affective to support them in learning.  In conclusion, Facebook can be used to support the GSLC activities.   
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