English Writing Performance of Indonesian Business Students in Higher Education  

Oleh:

Inayanti, Dian

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 438-447.
Topik: business English; ESP; genre writing
Fulltext: hal 438.pdf (15.04MB)

Isi artikel

Professional genre-based writing on business has been receiving tremendous attention by ESP (English for Specific Purposes) curriculum designers as well as educators in business English classrooms due to its emerging needs in business settings. Despite its importance, there has been a concern over students’ English writing proficiency that might not be sufficient for effective communication. The current study thus aims at(1) identifying the extent to which business students are proficient in English writing for business practices, and (2) analyzing factors influencing their writing proficiency.Fiftyfourbusiness students enrolling in a Business Administration Program at an Indonesianpublic university were randomnly chosen as participants. Two instruments were administered to the participants to collect the data: BULATS (Business Language Testing Service) paper-based Writing Test and semi-structuredinterview. The former is a standardized business English testused to measure the students’ writing proficiency, while the latter employed a snowballing technique to capture the factors which might influence their success in writing by identifying the participants’ background and experiences in (business) English writing, and their suggestions on how business English writing should be conducted in business English classes. The study reveals that linguistic and non-linguistic errors are among the students’ major concerns in business writing tasks despite their efforts and positive attitudes toward business writing. The current study is expected to bring fruitful information for business English curriculum designers as well as educators in revisiting and developing the syllabus that takes students’ factors into consideration to help overcoming their problems in writing.

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