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All Journal Lingua Cultura Humaniora DIALEKTIKA: JURNAL BAHASA, SASTRA DAN BUDAYA
Melania Wiannastiti
Bina Nusantara University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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 1 
Narrative Discourse Analysis of A Foreigner’s Story During His Work in Indonesia Wiannastiti, Melania
Lingua Cultura Vol 4, No 1 (2010): Lingua Cultura Vol. 4 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v4i1.350

Abstract

This article is concerned with the study of appraisal of a foreigner who worked in Indonesia. The aim is to find out some personal feeling of working in Indonesia. An Australian who worked in Indonesia during some period of time was the main respondent. There are three episodes of conversation through the internet chat, namely Yahoo Messenger between the writer and the respondent. The conversation transcript was used as the data. Narrative story and discourse analysis were used as a perspective approach to analyze the story. The important themes discussed in the study are affect, appreciation, personal and moral judgment, and social judgment. 
Blended Learning Multimedia Development to Support English Training at Bina Nusantara University Wiannastiti, Melania
Lingua Cultura Vol 7, No 2 (2013): Lingua Cultura Vol. 7 No. 2
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v7i2.426

Abstract

In 2011, Bina Nusantara University put developing its people as the first priority, including developing English language proficiency. This development programs had been carried out since then. Some types of English trainings were given for the lecturers and staffs for some certain of times. Since the time provided for the trainings was limited, it was needed to support their language development by providing an autonomous learning through a website multimedia. This article aims to first describe the steps and result of the multimedia and second to find out whether the designed multimedia was useful for learners to develop their English. The multimedia focused on learning tenses which were needed in their field of work. The process was started by designing the objectives and the level of the target learners’ English proficiency. The process was continued by designing pre-test, the material, and the post test of each tense. To find out whether the designed multimedia was useful to develop the learners English the multimedia on simple present tense was tested to random respondents. By the end of applying this multimedia, a questionnaire was given to the respondents. The result was then analyzed qualitatively. The result shows that the multimedia on simple present tense is easy to follow and useful to develop their knowledge and skills in English.
Facebook in an English Guided Self Learning Class Wiannastiti, Melania
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.   
Error Made in Conversation by Indonesian Learners Learning English Based on Syntax and Exchanging Information Wiannastiti, Melania
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. 
Pengajaran Dialek Daerah dalam Pengajaran BIPA Penting atau Tidak Penting? Wiannastiti, Melania
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. 
Do Cell Group Independent Activities Impact Students’ Score Achievement? Wiannastiti, Melania
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.  
How to Teach English Entrant for Binus University Students Using A Cell Group Method Supported by Binusmaya Wiannastiti, Melania
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. 
Multilingualism in An ESP Online Learning Class A Case in An English For Professional Course Wiannastiti, Melania
DIALEKTIKA: JURNAL BAHASA, SASTRA DAN BUDAYA Vol. 9 No. 2 (2022): DESEMBER
Publisher : Prodi Sastra Inggris UKI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/dia.v9i2.4408

Abstract

ESP (English for Specific Purposes) in online learning classes has its way of communicating since the students do not meet physically because they only meet virtually. The study aims to find out the languages used among the online learning students in an ESP online classroom, especially in interacting and communicating with one another in a team and virtual classroom, and to figure out the students’ attitude toward multilingualism in ESP online classroom communication. A questionnaire is distributed to 24 students joining an English for Professional class at BINUS Online Learning as the participants. The data from the questionnaire is analyzed qualitatively in the form of percentages. The result shows that the students apply multilingualism in the online learning class for interaction and communication. They show both positive and negative attitudes toward the use of many languages in their team and classroom communication while English is required as the means of communication and interaction in the team and classroom.
Interweaving Indonesian Local Wisdoms and Synchronized Virtual Learning: Students’ Experience in ESP Wiannastiti, Melania; Mujiyanto, Januarius; Puji Haryanti , Rahayu
DIALEKTIKA: JURNAL BAHASA, SASTRA DAN BUDAYA Vol. 10 No. 2 (2023): Desember
Publisher : Prodi Sastra Inggris UKI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/dia.v10i2.5414

Abstract

The research delves into integrating Indonesian local wisdom, specifically Pancasila, within synchronized virtual learning for English for Specific Purposes (ESP), aiming to unveil students' experiences and assess the impact on presentation skill development. Thirty students participated in a 13-session Business English presentation course, with Pancasila embedded in the virtual learning mode. Data encompassed closed questionnaires and pretest/post-test scores, analyzed qualitatively and quantitatively. The findings underscore the intervention's efficacy, notably enhancing students' comprehension of Pancasila's cultural significance and augmenting their presentation skills. Notably, improvements were observed in structure, delivery, and gesture, affirming the approach's success in deepening cultural understanding while refining practical abilities. Quantitative analysis revealed shifts in presentation skill scores pre and post-intervention. While medium scores declined, low and high score categories exhibited marked changes, indicative of substantial advancements in presentation proficiency across skill domains. In conclusion, merging Pancasila into synchronized virtual learning yielded notable benefits, aligning cultural content with skill-focused education. This integration not only enriched cultural appreciation but also honed crucial presentation skills. These outcomes accentuate the potential of targeted educational strategies in harmonizing cultural knowledge and skill development within higher education settings, fostering holistic learning experiences. The study advocates for continued exploration and implementation of similar integrative approaches, emphasizing their value in enhancing both cultural understanding and practical skill acquisition among students in specialized learning contexts.
Co-Authors Januarius Mujiyanto, Januarius Puji Haryanti , Rahayu