The need for human resources who have Mandarin skills in Indonesia has increased along with the growth of Chinese investors in Indonesia. For this reason, the growth of Chinese language learners, especially in universities, also increases from time to time. Given that Chinese is a language that is difficult to learn, it is not enough to only face-to-face lessons in class, so that a tool is needed that can help students learn independently in a comfortable place and time. This research begins with a survey of what students need to face obstacles in learning Mandarin vocabulary and the applications needed to support their learning. From the results of the survey on 37 students who studied Mandarin for 4 months, the researchers designed learning applications based on the needs of students. The material from the application is taken from the subject matter in the textbook. Listening lessons are considered difficult by 83.49% of students because of vocabulary. As many as 73.38% of students consider the need for an application that helps vocabulary learning and as many as 83.78% of students need an application on a smartphone that can be used offline. From the student input, an application called “Smart Word” was designed. For the next research, the researcher suggestion is that the “Smart Word” application can be used to measure the results of student studies.

Article outlines how multimedia is used in the classroom in the Chinese department of Bina Nusantara University. The Binusmaya system standardizes teaching and online communication. Multimedia is an effective supplement to traditional classroom based-teaching of Chinese. Multimedia can increase the learning motivation and improve teaching efficiency. Multimedia also plays a very important role in improving classroom

The Chinese department of Binus University opened the course of Chinese film. This course aims to improve the students’ Chinese language skill, and at the same time, on the basis of Chinese proficiency, to improve their knowledge of Chinese history and cultural understanding of China, to cultivate their connoisseurship of Chinese film. Two versions of the course syllabus i.e. version 2008 and version 2013 wereintroduced in this article. Syllabus and teaching practice figured out the most suitable teaching content and teaching method for the course. Research found that the combination of classic movies and popular movies, the course of Chinese film, in conjunction with the literature course is the best way. By this method, the course of Chinese Film plays a better role in improving students' Chinese proficiency and virtuosity level.

This article discusses about the usability of Bridge-A Course Book of Intermediate Practical Chinese at Chinese Department BINUS University. Based on research, lecturers and students agree that this book has fulfilled the requirements as classroom textbook for Intermediate level including grammar, vocabulary and reading text. However, some materials cannot be easily understood due to cultural differences. Therefore, in order to get the most out of the book, teachers are expected to explain vocabularies in its specific context and background, and select appropriate reading text that relates to Indonesian values such as religion and culture.

This study discusses the mastery of Indonesian affixes among Chinese learners. For Chinese learners, Indonesian affixes are difficult to understand because the addition of affixes to basic words can change the meaning of words and types of words. In addition, affixes in Indonesian also experience what is called sound fusion in affix letters and basic words. From the survey, respondents are not familiar with the prefixes of me-, ber-, di-, se-, ke-, per-, the suffix of -i, and the confix ke-an, per-an, se-nya. Therefore, at the time of prefix teaching, it should be stated that the sound fusion in prefix of me- will occur if the initial letter of the basic word has the sound of /a/,/e/,/g/,/h/,/i/,/u/,/o/,/k/. When explaining the prefix di-, the learners need to be shown a comparison form and meaning with the preposition di, so that the learner understands the different uses. As for learning prefixes and other confixes, the learners need to be provided with various examples and sentence exercises so that they are accustomed to the sound fusión in prefixes and types of words changes that are formed with the addition of the affix.