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Timur Sri Astami
Bina Nusantara University
Humanities Education Languange, Linguistic, Communication & Media

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Journal : Lingua Cultura

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Efektivitas Pendekatan Komunikatif pada Mata Kuliah Menyimak dan Berbicara II Astami, Timur Sri; Ningrum, Rosita; Budihardja, Felicia
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.v7i2.428

Abstract

The previous research on Communicative Approach in language learning stated that there was a correlation between speaking and writing abilities, in which both of them belong to productive skill. By presenting effective results, the students’ speaking skills could be developed. Based on that previous result, this research was focused on between the receptive and productive knowledge, those were listening and speaking, especially on the respondents who were the beginners to know to what extent the level of their speaking competences. The research applied quasi experiment method without having control class to describe a learning process by applying communicative approach. Respondents were the second semester of Japanese department students, year 2012/2013. The research data was taken twice, in the pre-test and post-test time, as well as questionnaires to know the respondents’ results on the learning process. The results indicated that the average increase of class respondents’ achievement was 16.31 point, that was from 66.84 of pre-test score into 83.15 scores for the post-test. Questionnaires were used to know the students’ comments on the speaking class using communicative approach. It can be concluded that the results of speaking class using communicative approach is proven to be effective to develop beginner respondents’ ability to speak.
Integrasi Pembelajaran Kanji dengan Pembelajaran Sakubun untuk Meningkatkan Kemampuan Menulis Astami, Timur Sri; Ningrum, Rosita; Budihardja, Felicia
Lingua Cultura Vol 8, No 1 (2014): Lingua Cultura Vol. 8 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v8i1.443

Abstract

Research aims to find the influence of strategies used in intermediate kanji learning, i.e. in a more applicative class using kanji, on middle kanji and composition class (sakubun). Research viewed and compared the influence of students’ mark in Intermediate Kanji with their mark in Sakubun. The questionnaire used in this research was the Strategy Inventory for Language Learning (SILL) consisting of 50 questions associated with types of strategy to learn kanji. The result obtained using T-test and correlation test was the students’ mark in kanji affected their mark in Sakubun. The relationship is the higher mark in kanji, the higher mark in Sakubun. As a conclusion, student essay writing ability is affected by the numbers of kanji remembered and used by students.
Model Pembelajaran Kaiwa Tingkat Dasar sesuai dengan JF Standard Astami, Timur Sri
Lingua Cultura Vol 9, No 2 (2015): Lingua Cultura Vol. 9 No. 2
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v9i2.831

Abstract

Speaking competence a productive skills. However, the associated with teaching materials in the books Minna no Nihongo 1 renshuu C are expected discrepancy that competence in conversations class. That is can’t be fulfilled when referring to competence in according with JF Standard. So in this qualitative research to compare between the two textbooks Minna no Nihongo 1 with Marugoto A1 katsudou. Because the basic level of speaking competence indicator is able to perform a simple conversation, slowly and repeated, replacing the phrase, giving a help, being able to ask questions about important issues, and using daily topics in the basic conversation. And that should be a concern the purpose of making the material isn’t  the same as conversation learning with sentence patterns or grammar learning basically. And than  the books Minna no  Nihongo 1 renshuu C, that’s  material noticed how communication targets to be achieved in each meeting. 
Efektivitas Penggunaan Media Flashcard dalam Pengajaran Kakikata to Yomikata III pada Mahasiswa UBINUS Semester Tiga Tahun Ajaran 2010/2011 Astami, Timur Sri
Lingua Cultura Vol 4, No 2 (2010): Lingua Cultura Vol. 4 No. 2
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v4i2.366

Abstract

Article clarified the process of language learning, especially Japanese in a class environment, in which closely related to the teacher, material learning, and the learning media. In kakikata to yomikata subject (Writing and Reading III), students frequently got difficulties in reading or spelling kanji letters. To observe these difficulties, the researcher uses flashcard for developing the Japanese vocabularies in six weeks regularly in thirty minutes. The result indicates that around 64% of the respondents get significant developments. The positive impact on those successful respondents is their ability in remembering vocabularies as well as writes them in kanji letters.
Mistakes in using Keigo on Japanese Busines Correspondence Subject Astami, Timur Sri
Lingua Cultura Vol 3, No 2 (2009): Lingua Cultura Vol. 3 No. 2
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v3i2.345

Abstract

Keigo style is honorific form in Japanese Language in which the language learners get difficulties in learning, especially the third semester of Bina Nusantara students. Keigo style is divided into sonkeigo, kenjougo, and teineigo. Article presented students’ mistakes in using keigo, especially sonkeigo dan kenjougo. It is noted that keigo has a relationship between the speaker (messenger), the receiver (mitra tutur), and the situation that all of them were called taiguu hyougen. The results indicate that the students get accidently exchanged in using sonkeigo and kenjougo, vice versa. If it is applied in question sentences, 60% of the students cannot answer it. Used in presenting condition, 60% of the students cannot answer, while used in presenting requirement, 50% of students cannot answer, and used in presenting permission, 40% of students cannot use this keigo style. It can be concluded that the average of 53% of students are not able to use keigo style. 
Diatesis Pasif Bahasa Jepang Astami, Timur Sri
Lingua Cultura Vol 2, No 2 (2008): Lingua Cultura Vol. 2 No. 2
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v2i2.254

Abstract

Article represents passive diathesis which is one of many kinds and function of grammatical analysis. Passive diathesis or mostly known as passive voice is usually used to show a relation between the speaker and his view on something. In Japanese, passive diathesis is divided in three parts such as, kihon teki na ukemi (basic passive voice), mochi mushi ukemi (belonging passive voice), higai no ukemi (loss passive voice), and hijou no ukemi (neutral passive voice). Each passive voice in Japanese has different function and meaning, therefore in teaching Japanese language it should take more exercise and example in order to be more complete and comprehensive.
Co-Authors Felicia Budihardja Hendrawan, Wawan Rosita Ningrum