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Enhancing Business English Skills: Addressing Speaking Challenges in the Management Department

Introduction

Enhancing business english skills: addressing speaking challenges in the management department. Enhance business English speaking skills for Indonesian management students. This study addresses challenges, material inadequacy, and calls for curriculum reform and dynamic learning models.

Abstract

This investigation assesses the inadequacy of current business English materials for economic students at Indonesian colleges, with a focus on integration issues impacting speaking proficiency. Conducted with 80 management students in Yogyakarta, the study utilized 38 questionnaires to analyze students' needs, deficiencies, and preferences in business English. Data were processed using Likert scales and interval categorization to highlight key areas of concern. Results indicate a critical need for enhanced instruction across the four linguistic skills to address speaking difficulties. Students reported significant challenges in acquiring business English and developing speaking skills, expressing a preference for a more dynamic learning model. The findings emphasize the necessity for curriculum reforms and the development of specialized resources to improve business English proficiency.

Review

This study tackles a highly relevant and practical issue concerning the efficacy of Business English instruction in Indonesian higher education, specifically addressing speaking challenges among management students. The investigation appropriately identifies a gap in current materials and pedagogical approaches, emphasizing the need for enhanced instruction tailored to learners' needs and preferences. By surveying 80 management students in Yogyakarta to understand their deficiencies and desired learning models, the research lays a foundation for curriculum development and resource specialization. The findings, indicating significant student struggles in acquiring Business English speaking skills and a strong preference for dynamic learning, are crucial for informing educators and policymakers. While the abstract clearly outlines the study's purpose and key findings, a minor point of clarification arises regarding the methodology. The abstract states the study was "conducted with 80 management students" but utilized "38 questionnaires." If only 38 out of the 80 students completed the questionnaire, the representativeness of the findings for the stated sample size would need further substantiation in the full paper. Conversely, if "38 questionnaires" refers to the number of survey items administered to all 80 students, clarifying this distinction would enhance methodological transparency. Despite this, the focus on student-reported needs and the application of Likert scales and interval categorization provide a structured approach to data analysis, ensuring a systematic evaluation of learner perspectives. In conclusion, this investigation provides compelling evidence for the necessity of pedagogical innovation and curriculum reform in Business English education within Indonesian colleges. The call for enhanced instruction across all four linguistic skills, particularly to address speaking difficulties, coupled with the students' demand for a more dynamic learning model, offers actionable insights for curriculum designers and material developers. The paper's contribution is significant for improving the employability and communicative competence of future business professionals, urging a shift from conventional methods to more engaging and effective teaching strategies that are directly responsive to student needs.

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