The Accuracy of Business English Curriculum to Students’ Communication Performance: The EFL Students’ Perception

Measuring the accuracy of a private university in Batam Business English course curriculum to the present needs of workplaces in Batam from students’ perception is essential. Because 85% of the university students are working, it is compulsory to maintain the gap low between what students learned in...

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Autores principales:	Pandu Prasodjo, Sabarina Moksin, Leil Badrah Zaki
Formato:	article
Lenguaje:	EN
Publicado:	Universitas Udayana 2021
Materias:	curriculum esp efl business english students’ perception Language and Literature P
Acceso en línea:	https://doi.org/10.24843/LJLC.2021.v12.i02.p06 https://doaj.org/article/3596f55174344d8dbd93e2f3099de333
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spelling	oai:doaj.org-article:3596f55174344d8dbd93e2f3099de3332021-11-29T20:31:06ZThe Accuracy of Business English Curriculum to Students’ Communication Performance: The EFL Students’ Perceptionhttps://doi.org/10.24843/LJLC.2021.v12.i02.p062527-6719https://doaj.org/article/3596f55174344d8dbd93e2f3099de3332021-11-01T00:00:00Zhttps://ojs.unud.ac.id/index.php/languange/article/view/77959/42059https://doaj.org/toc/2527-6719Measuring the accuracy of a private university in Batam Business English course curriculum to the present needs of workplaces in Batam from students’ perception is essential. Because 85% of the university students are working, it is compulsory to maintain the gap low between what students learned in class and what is implemented in the working field. A questionnaire consists of three dimensions (curriculum, communication performance, and motivation) distributed randomly to 60 students from a population (N=328) of the third-semester students programmed Business English course at a private university in Batam. The result suggested that the curriculum needs to add more practices, peer work, and case studies to improve students’ communication performance. Students’ perspectives in the Business English course reflected a new technical vocabulary that needed to practice in a correlated context. The curriculum content’s relevance to the workplace’s contextual needs is moderately related because not all working students used the English language in their workplace. Additional focus on internal and external motivation through group work and peer work is needed to improve students’ communication performance and confidence. Finally, the existing Business English curriculum is reasonably accurate, supporting students’ communication performance, both written and oral, at their workplace.Pandu PrasodjoSabarina MoksinLeil Badrah ZakiUniversitas Udayanaarticlecurriculumespeflbusiness englishstudents’ perceptionLanguage and LiteraturePENLingual, Vol 12, Iss 2, Pp 40-47 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	curriculum esp efl business english students’ perception Language and Literature P
spellingShingle	curriculum esp efl business english students’ perception Language and Literature P Pandu Prasodjo Sabarina Moksin Leil Badrah Zaki The Accuracy of Business English Curriculum to Students’ Communication Performance: The EFL Students’ Perception
description	Measuring the accuracy of a private university in Batam Business English course curriculum to the present needs of workplaces in Batam from students’ perception is essential. Because 85% of the university students are working, it is compulsory to maintain the gap low between what students learned in class and what is implemented in the working field. A questionnaire consists of three dimensions (curriculum, communication performance, and motivation) distributed randomly to 60 students from a population (N=328) of the third-semester students programmed Business English course at a private university in Batam. The result suggested that the curriculum needs to add more practices, peer work, and case studies to improve students’ communication performance. Students’ perspectives in the Business English course reflected a new technical vocabulary that needed to practice in a correlated context. The curriculum content’s relevance to the workplace’s contextual needs is moderately related because not all working students used the English language in their workplace. Additional focus on internal and external motivation through group work and peer work is needed to improve students’ communication performance and confidence. Finally, the existing Business English curriculum is reasonably accurate, supporting students’ communication performance, both written and oral, at their workplace.
format	article
author	Pandu Prasodjo Sabarina Moksin Leil Badrah Zaki
author_facet	Pandu Prasodjo Sabarina Moksin Leil Badrah Zaki
author_sort	Pandu Prasodjo
title	The Accuracy of Business English Curriculum to Students’ Communication Performance: The EFL Students’ Perception
title_short	The Accuracy of Business English Curriculum to Students’ Communication Performance: The EFL Students’ Perception
title_full	The Accuracy of Business English Curriculum to Students’ Communication Performance: The EFL Students’ Perception
title_fullStr	The Accuracy of Business English Curriculum to Students’ Communication Performance: The EFL Students’ Perception
title_full_unstemmed	The Accuracy of Business English Curriculum to Students’ Communication Performance: The EFL Students’ Perception
title_sort	accuracy of business english curriculum to students’ communication performance: the efl students’ perception
publisher	Universitas Udayana
publishDate	2021
url	https://doi.org/10.24843/LJLC.2021.v12.i02.p06 https://doaj.org/article/3596f55174344d8dbd93e2f3099de333
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The Accuracy of Business English Curriculum to Students’ Communication Performance: The EFL Students’ Perception

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