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140 

 

 
ELT FORUM 9 (2) (2020) 

 

Journal of English Language Teaching 

 
http://journal.unnes.ac.id/sju/index.php/elt 

 
 

Syllabus design in Business English based on the needs of Economics students 

 

Tiara Nove Ria1, Djamaludin Malik2 

 
1,2Universitas Pandanaran, Indonesia 

 

Article Info 
________________  
Article History: 

Received in 13 

October 2020  
Approved in 29 

November 2020 

Published in 30 

November 2020 

________________  
Keywords:Syllabus; 

Business English; 

Needs Analysis  
____________________ 

 

 

 

 

 

Abstract 
___________________________________________________________ 
Business English is one branch of English for Specific Purposes. In determining the 
abilities to be achieved in learning objectives, material selection, and learning 

methods in this course, the syllabus design must be tailored to the needs of students 

and it is better to combine with the real work situation. Therefore, a need analysis is 
essential to use for designing the syllabus However, the recent syllabus did not 

match students need so that the aim of this study was to conduct need analysis to 
develop the Business English syllabus design for Economics students. It was based 

on two situations, learning needs and target situation needs. The subjects were 
students, lecturer, graduates and employers. The instruments to collect the data in 

this study were questionnaire and interviews. This study used quantitative and 

qualitative method. The results showed that students mostly need speaking skills to 
be emphasized to learn, while mastering vocabularies was the weakness that the 

students need to improve. Moreover, they tended to have drilling as the learning 
method. While the most materials of English Business used in workplace was 

reading instruction related work and documents. Based on the findings of this study, 
it can be used for designing the new syllabus. 

    
 
 © 2020 Universitas Negeri Semarang 
  


 Correspondent Address: p-ISSN 2252-6706 | e-ISSN 2721-4532 
B3 Building FBS Unnes  

Sekaran, Gunungpati, Semarang, 50229  

E-mail: tiaranoveria@unpand.ac.id  

http://issn.pdii.lipi.go.id/issn.cgi?daftar&1333515478&1&&
http://issn.pdii.lipi.go.id/issn.cgi?daftar&1576658845&1&&


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INTRODUCTION 

English is a language that must be mastered by most people today. English language skills are seen 

to support self-development. In today's world of work, many companies have implemented English 

language skills to support their work. A study conducted by (Setiawan, 2014) stated that English is 

highly essential used in the world of work and this skill helps the workers enhance their career. 

Consequently, universities as places that produce people to compete in the world of work must 

provide English learning facilities. The Economics Faculty of Universitas Pandanaran seeks to 

produce graduates who can compete in the world of work. Therefore, the study program facilitates 

students by providing English courses, one of which is Business English. This course is given to 

students in semester 2. In order to achieve learning objectives, a course syllabus is compiled. The 

syllabus contains the course achievements, the course objective, the learning materials, the learning 

methods and time allocation. 

In pre observation, the researcher observed by asking students about Business English learning 

and teaching process, then students gave information that was based on their experience. Some 

materials that were given by the lecturer were not tailored to their needs at work. The students’ 

background was part time employers, so they had already known the use of English in their 

company. It happened because the syllabus and materials were design by the lecturer itself. It was 

designed only by putting the material that the lecturer felt was appropriate to give. Based on this 

case, the lecturer eager to find the solutions. 

Business English is one branch of English for Specific Purposes (ESP). As stated in 

(Hutchinson, T., & Waters, 1987), ESP is the way the learners learn English for the needs of specific 

fields. The use of English varies from one field to another. An Engineer needs the knowledge of 

English about their Engineering field, and it will be different in English used by the people who work 

in the Economic environment. The specific terms used are different to each other. It brings the non-

native to learn English for Specific Purposes. English for Specific Purposes (ESP) are subjects that 

are designed based on the specific needs related to the work or academic of students, and the 

subjects offer a description of the use of language in the discipline or job they serve (Basturkmen, 

2010). So it is clear that English is only designed for material specifically to suit the learner's 

scientific background. Business English is a branch of ESP apart from others such as English for 

Police, English for nurses, Legal English and so on (Richards, 2001). In this case, the students of 

Economics need to focus their learning in Business English as their knowledge to be ready in their 

future work. 

According to (Basturkmen, 2010), a need analysis can be the way to develop what the need to 

teach and learn English for Specific Purposes. Need analysis was an essential component to design 

and develop the course. This is the chance for the lecturer to do a need analysis so the course can 

meet the students’ goals.  

Determining learners’ needs in learning English is called needs analysis or needs assessment 

(Hossain, 2013). Needs analysis is the process of gathering information and improving language 

planning. As concluded by Alfehaid in his dissertation, the findings from the needs analysis are 

analyzed to propose improvements so that academic needs and workplace language can be 

integrated, thereby increasing future student achievement (Alfehaid, 2011). According to 

Hutchinson and Waters in (Diana & Mansur, 2018), need analysis is divided into two, target 

situation needs and learning needs. The target situation needs can specify goals and objectives. It is 

like a compass for learners to know the road to their goals. On the other side, the learning needs 

specify the learners’ situations (background, motivation, skills, strategies). 

The syllabus design is the necessary process of planning the teaching, while needs analysis is 

the primary guide of the phases that are passed to design (Li, 2014). Therefore, in the process of 

syllabus development planning, a needs analysis is carried out. According to (Chunling, 2015), 

needs analysis is the first thing to do in designing a Business English course. The things that are 

needed in developing syllabus design based on the needs analysis are knowing the learning needs, 

learning objectives, final abilities to be achieved, determining the learning method and the suitable 

time that should be allocate in each meeting. 

In several studies, it was stated that to design material and syllabus was essential to conduct 

need analysis. According to (Diana & Mansur, 2018), in her study, the design of the syllabus for ICT 

students was based on the lecturer’s perception so that the syllabus did not meet the students’ need. 

Then she conducted the need analysis to find the appropriate materials needed by ICT students. In 

line with Diana & Mansur's research, (Aflah & Rahmani, 2018) stated that needs analysis plays a 



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vital role in teaching and learning students majoring in nutrition because it would improve the 

learning process. Students, lecturers, learning objectives, learning materials, and learning methods 

would be well connected because they know the learning needs. Another study by (Remache & 

Ibrahim, 2018), suggested that English teachers conducted a similar study using needs analysis for 

designing better syllabus. The result of the study was syllabus design that suits with students’ needs, 

wants, desires and expectations of the students. According to (Dzięcioł-Pędich, 2014) her research 

presented possible suggestions for Business English course design and stressed the importance of 

needs analysis for developing an ESP syllabus in the context of Polish education. From several kind 

of research that have been conducted, it concerns only on the students situation. It has not been 

investigated in the real work situation. The employers and the graduates who already face the real 

situation can be the external factors besides students who know and feel the needs based on their 

own. The employers and graduates can give the information of the needs which can be verified. 

Hence, the researcher wants to conduct the research of need analysis to get the best design of 

syllabus that is taken from two situations so that the students of Economics at Universitas 

Pandanaran Central Java Indonesia reach the goal of studying Business English Course. 

 

METHODS 

This study's participants were 52 students in the second semester of Economics Faculty of 

Universitas Pandanaran, an English lecturer who teaches in this institution, 50 graduates, and two 

employers from hospitality and Manufacture companies. The students consist of 35 females and 17 

males that had already taken General English in the previous semester. The students' age was 

between 19 to 25 years old. The English lecturer (EL) had been working in Universitas Pandanaran 

for three years. Graduates who work in various companies. The employers' position was a Sales 

Manager (SM) of Hotel Horison Semarang and a Manager HRD (H) of Holi Karya Sakti Semarang.  

In need analysis, there are some instruments that can be used to conduct a need analysis such 

as interviews, questionnaires, or observation (Basturkmen, 2010). In this study, the instruments 

consist of questionnaires and interviews. The questionnaires were distributed to 52 students and 50 

graduates of Economics Faculty. The students were the 2nd semester who took Business English 

Course and the graduates of Economics Faculty were taken from the convenience sampling 

technique. At the same time, the interview was conducted to an English lecturer who teaches in this 

institution, graduates and employers. The interview employed semi-structured interview.  

The questionnaire consists of several questions, including the students' background, the 

students' perception of learning Business English, the students' lacks and wants in learning English, 

students' preference of learning method during the class, and students' need for time allocation. 

While the graduates' questionnaire includes the importance of English language, the frequency of 

English skills used in the workplace, and the materials used in the workplace. The types of questions 

in this questionnaire are closed questions and multiple-choice questions. The interview employed 

semi-structured interviews that were asked to the lecturers, the graduates, and employers. 

The procedures of data collections were from questionnaires submitted by students and 

graduates then classifying the results. Then the interview that was conducted to the English lecturer, 

graduates and employers to get deeper information based on the questionnaire. 

The qualitative and quantitative methods were used to analyze the result after the researcher 

collected the data. The questionnaires were tabulated using quantitative by writing the percentage 

then it was displayed to words for showing the result and the last the researcher drawn the 

conclusion. The interview was analyzed qualitatively to interpret the result of the study objectives 

(Creswell, 2002). The semi-structured interview was conducted by the researcher to support the data 

from questionnaires that were distributed to the students and graduates. 

 

FINDINGS AND DISCUSSION 

The first sources are based on questionnaires of the students and semi-structured interviews with the 

lecturer. In the questionnaire, the first information was about the students' backgrounds. The 

students who participated in this study were 52 consists of 35 females and 17 males. They were 39 

(75%) students of Management and 13 (25%) students of Accounting. The range of students' age was 

varied. They were from 19 to 30. The 24 students in the age of 19-21, at the age of 22 to 24, were 18 

students, at 25 and above were 10 students.   

Next was about their assessment self. It was conducted in the questionnaire questions, which 

showed the students' level of English proficiency. The level ranged from low (6), fair (38), good (7), 



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and very good (1). It indicates that the students were mostly in the average level of English. These 

students' backgrounds must be the lecturer's concern to know how to treat the students. The students' 

age was majority mature. It will influence the way they learn. As stated by (Palea & Bostine-Bratu, 

2015), age cannot be used as a benchmark between adolescents or adults in foreign language 

learning. Learning achievement depends on how the lecturer creates situations and motivates 

students to achieve what they are aiming for. It also applies to the level of English proficiency, that 

learning strategies are the main thing that lecturers must consider in improving students' English 

skills (Kunasaraphan, 2015). 

The second information, the questions were about the students' perception of the Business 

English Course. There were three questions asked to the students for supporting the students' 

perception. They are (1) English language skills are needed for their future work, (2) Business 

English course is needed to be taught for students and (3) Business English course supports their 

English task at work. For the first question, there were using scales with range "Strongly Agree," 

"Agree," "Disagree," and "Strongly Disagree." 

 

 

Table 1. English language skills are required for your future work 

Choices Answer Percentage 

Strongly Agree 27 52% 

Agree 24 46% 

Disagree 1 2% 

Strongly Disagree - - 

 

Table 1 above shows the response from the participants. More than half of participants 

strongly agree (52%) and agree (46%) that English language skills are required for their future work. 

It is only 2% or one student said disagrees. 

The second question also scales by the same range. The question about the participants’ 

perception of the Business English Course, whether it was needed for the learners. 

 

Table 2. Business English courses need to be given to students 

Choices Answer Percentage 

Strongly Agree 30 58% 

Agree 22 42% 

Disagree - - 

Strongly Disagree - - 

 

The response was 58% strongly agree, and 42% agree that Business English needs to be given 

to students. The next question was about the participants’ perception of the Business English Course 

to support their future work. 

 

Table 3. The Business English courses that are taught will support your 

future work 

Choices Answer Percentage 

Strongly Agree 27 52% 

Agree 24 46% 

Disagree 1 2% 

Strongly Disagree - - 

 

52% or 27 participants strongly agree with the perception that the Business English Course 

will support their future work. This result followed by 46% of participants agreeing with the 

perception and only 2% or one participant who disagrees with the perception. 

The finding of the perception above indicates that students had already realized the 

importance of English skills and English Business for their future careers or work. They have 



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positive perceptions and motivations in learning English Business. The English lecturer (EL) 

supports this finding. Based on the interview,  

 

The EL said: 

“….Mahasiswa perlu diajarkan kemampuan Bahasa Inggris Bisnis yaitu Bahasa Inggris yang memang 

khusus untuk menyiapkan mahasiswa di pekerjaannya nanti…” 

The translation: 

“…Students need to be taught Business English, specifically for prapring the students in their future 

workplaces…” 

 

Based on the results above, it is in line with what was said by (Meenu & Pandey, 2014) that 

speaking English is essential because it is in high demand in the workplace. Therefore, Business 

English courses need to be taught as a provision for students in their future workplace. The third 

information was the participants’ lack and wants in English learning. The results of the data were 

shown in the table below: 

 

Table 4. Students' difficulties in English Mastery 

Difficulties Yes No 

Has a Limited Vocabulary of English 49 (94%) 3 (6%) 
Cannot Speak English Well 40 (77%) 12 (23%) 

Difficult in Pronouncing English Words 40 (77%) 12 (23%) 

Cannot Understand Conversation in English Well 33 (63%) 19 (37%) 
Difficulty in Writing English Sentences 28 (54%) 24 (46%) 

Difficult in Understanding English Texts 24 (46%) 28 (54%) 

 

Based on the result above, it was shown that the most difficulty in English skills was in the 

limitation of vocabulary. There were 94% of participants, while only 3% showed that they did not 

have a limited vocabulary. The next result was the difficulties in speaking well. There were 77% of 

the students found difficulty speaking English, and 23% of students stated that there were no 

difficulties in this skill. Following it, 77% of participants found that pronouncing English words was 

difficult. In percentage, 63% of participants had difficulties cannot understand English conversation 

well and found it challenging to write English sentences (54%). The last rank was 46% of the 

participants had difficulties in understanding English text.  

 

Table 5. Students wants in learning English Skill 

Reading 25 48% 

Writing 35 67% 

Listening 30 62% 

Speaking 45 86% 

 

Table 5 showed the result of students' want to learn English skills. The speaking skill was the 

most wanted to be learned. There are 86% of participants needs this skill. In the second position 

needs by the participants was writing, 67%. Then, there were 62% wanted to learn to listen, and the 

last was reading, in which only 48% of students want to learn the reading skill. According to the 

lecturer, the students need all four English skills because it was English skills are interrelated with 

each other, so that all need to be learned.  

It is in line with what the lecturer wants: 

 

The EL said that  

“…buat saya kemampuan berbicara harus diajarkan di urutan pertama karena memang tujuan dari 

perkuliahan ini, jadi tiap pertemuan harus wajib ngomong ...”  

The translation: 

“…speaking is the first sequence to learn, followed by listening then reading and finally writing…” 

 

The above research results can be used as guidance for lecturers in teaching the Business 

English courses. Students' weaknesses and desires become a reference for lecturers in choosing 

English skills that will be emphasized in class. As stated by (Huh, 2006), teaching business English 



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should meet the learners' lacks and wants. It must be balanced so that it can meet the needs of 

students. 

The fourth information was about the students' preference for learning methods. Table 6 

below showed the results. 

 

  

Table 6. Learning methods that suitable 

Drilling 38 73% 

Games 9 17% 

Discussion 20 38% 

Role Play 10 19% 

Lecturing 1 2% 

 

There were 73% of participants agree to use drilling as the learning method during the course. 

The second rank was discussing methods in learning English Business (38%). Then 19% agree that 

role-playing was a suitable learning method. Following by gaming, 17% of participants wanted to 

use this method, and the last was lecturing, only 3%.  

 

Based on the EL, she said: 

“…untuk pembelajaran Bahasa Inggris Bisnis akan lebih mudah diserap oleh mahasiswa jika metode 

yang digunakan adalah drilling atau bermain peran, kadang juga dengan model diskusi atau 

berkelompok…” 

Translation: 

“…for learning Business English it will be more easily absorbed by students if the method used is drilling 

or role playing, sometimes also with discussion or group models…”  

 

As stated by (Montero et al., 2017), learning strategy is an important step that supports 

students in achieving their learning. The lecturers’ concern is to follow what learning strategies fit 

the class to achieve the students’ learning goals. In line with Montero, (Fatmawati et al., 2018) 

stated that teaching and learning activities would help students achieve the learning objectives.  

The fifth information was about the time allocation for the Business English course. The result 

showed the high motivation of students in learning Business English. More than half of students or 

60% stated agree, and 29% of students strongly agree that the time allocation of the Business English 

course should be added. So far, the Business English course's time allocation was only two credits 

points x 45 minutes in the 2nd semester. It indicates that they had a more profound desire to learn 

Business English. It is known that motivation is an essential factor in foreign language learning. 

Therefore, the lecturer needs to identify the students' motivation in learning (Tambunan & Siregar, 

2016). 

The last information was about the skills use and materials use in the workplace. The data 

sources taken from the questionnaire spread to graduates and interview to get the more in-depth 

information to graduates and employers. The graduates work in various companies such as 

manufacture, hospitality industry, distributor, education fields, and finance. It can provide 

information on the use of English in various fields, and the information comes from employers who 

understand the duties of their staff. 

The graduates consisted of 22 females and 28 males. They mostly work in Semarang and 

surrounding areas. While the employers were two males where the company is located in Semarang. 

The result of the questionnaires and interviews were presented below.  

The first question was about the importance of English skills.  

 

Table 7. The Importance of English skills  

 Total % 

Strongly Agree 28 56 

Agree 19 38 

Disagree 2 4 

Strongly Disagree 1 2 

 



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The data showed that graduates are mostly strongly agreed on the importance of English skills 

in the workplace (56%), followed by 38% that agree that graduates have to master English skills. 

However, there were 4% disagree, and 2% strongly disagree with having English skills. It indicates 

that the graduates strongly agree that English skills were vital because they often used these skills in 

their workplace, while the graduates who disagree and strongly disagree because they did not use 

English frequently so that they did not master English. 

As stated by the Manager HRD of Holi Karya (HR) about the importance of English in the 

workplace.  

 

The HR said: 

“….Bahasa Inggris harus bisa, bahasa Inggris menjadi dasarnya, apalagi jika bekerja di situasi yang 

lingkungannya berhubungan dengan pihak luar..”  

Translation: 

“….English is a must. English is the basis, especially if you work in a situation where the environment is 

related to foreign parties…” 

 

Based on the data above, English skills are essential. English language skills are needed in the 

world of work, especially now that many companies are associated with foreign parties or even 

companies owned by foreigners. According to (Clement & Murugavel, 2018), English is essential for 

requiring a job, and these skills can effectively support the employees' career. In line with (Khan, 

2017) that English is the dominant language globally because of globalization, it is essential to 

understand English skills and how we use it to communicate. 

The English skills often used in the workplace can be seen in the table below. 

 

Table 8. The frequency of English skills used in the 

workplace 

 Total % 

Speaking 30 60 

Listening 28 56 

Reading 36 72 

Writing 29 58 

 

The questionnaire results showed that reading and speaking were mostly used at work 

through writing, and listening skills were needed in supporting their works. It was supported by an 

interview with graduates (G1) who work in Fuel and Basic Chemical Distribution. 

 

The G1 said: 

“….Bahasa Inggris banyak bu dipakai, seperti mendengarkan dan membaca istilah-istilah yang 

digunakan di pekerjaan, jika di level tertentu seperti Manager harus komunikasi karena direktur-

direkktur ada yang dari luar…” 

Translation: 

“…English is often used, such as listening and reading the terms used at work, if at a certain level, such 

as manager, they have to use their speaking skill because there are directors who are a foreigner…” 

 

Compared to the students' results, the students' and lecture's preference for learning English 

skills was quite different from the real situation. The graduates' responses were based on the use of 

their work places. Though the learning process was based on student needs as stated by 

(Hutchinson, T., & Waters, 1987), it must be combined with the real situation of target situations 

(Mahardika, 2014). The materials used in the workplace are listed below: 

 

Table 9. The use of English in the workplace 

  Total % 

verbal instructions related to work 20 40 

written instructions related to work 27 54 



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business presentations 17 34 

job interview 12 24 

business letter 14 28 

business email 18 36 

Proposals (projects, plans, etc.) 6 12 

Expression of opinions at business meetings 11 22 

work-related literature 16 32 

serving customers orally 23 46 

Documents report (meetings / sales / finance, etc.) 24 48 

business conversation over the phone 17 34 

job application letter and personal data 12 24 

negotiation 14 28 

 

The results showed the activities in English used in the workplaces of the graduates. These 

findings can be the reference of the lecturer to choose material for the students in each meeting. 

Verbal instructions related to work, written instructions related to work, business presentations, job 

interview, business letter, business email, Proposals (projects, plans, etc.), Expression of opinions at 

business meetings, work-related literature, serving customers orally, documents report 

(meetings/sales/finance, Etc.), business conversation over the phone, job application letter and 

personal data, negotiation. The data above was supported by the interview from the Sales Manager 

of Horison Hotel and graduates who work in a manufacturing company. 

The next interview came from the Sales Manager (SM). The SM gave information about the 

use of English at work. 

 

The SM said: 

“…. di awal mendaftar pekerjaan saya mendaftar di perusahaan ini menggunakan surat lamaran dan 

wawancara dalam bahasa Inggris...kalau penggunaan bahasa Inggris sendiri di dalam pekerjaan 

seringnya digunakan dalam menulis surat atau email seperti guarantee dan confirmation letter karena 

saya di bagian reservasi, tapi di bagian lain seperti sales itu biasanya melakukan meeting dengan 

pelanggan dari luar negeri…” 

Translation: 

“….At the beginning of applying for this job, I was asked to use application letter and interview in 

English ... if the use of English at work is often used in writing letters or emails such as guarantees and 

confirmation letters because I am in the reservation section, but in the section others such as sales usually 

hold meetings with customers from abroad..” 

 

Then the information from the graduate (G2) who worked in manufacturing company as 

purchasing staff. 

 

 G2 said: 

 “…pada bagian pekerjaan saya di purchasing, saya biasanya menggunakan bahasa Inggris itu untuk 

membaca dan menulis email, surat bisnis dan laporan penjualan. Pekerjaan lainnya yang kadang 

menggunakan bahasa Inggris itu melayani complain dari customer, kadang lewat email atau lewat 

telepon jika memang dari customer menelepon…” 

Translation: 

“…In my part of the job at purchasing, I usually use English to read and write emails, business letters 

and sales reports. Other jobs that sometimes use English serve complaints from customers, sometimes via 

email or by phone if the customer calls …” 

 

The course objective can be the guidance of the lecturer to decide the topic that will be taught 

to students. As what (Remache & Ibrahim, 2018) concluded in his study, that this was an 

opportunity for the lecturer to design better materials that meet the students’ language need. 

 



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CONCLUSION 

Based on the result, the lecturer should concern all English skills, explicitly speaking and listening, 

that students mostly need to learn. However, the skill of writing and reading should be emphasized 

too in order to achieve the target needs. Students' wants and lacks in mastering English language 

skills are the central guides for the lecturer in motivating students to achieve learning goals. Also, the 

learning methods have to suit the students' needs to motivate them to acquire their language skills. 

The last is the time that should be allocate based on the needs of students in learning. The graduates' 

information about the language activity that often used can be the guidance for the lecturer to design 

a syllabus of Business English course that fits with the students' and targets' needs. For further 

research, this need analysis is essential for the lecturer in designing the syllabus based on students' 

needs in another ESP field. The combination sources from the learning and the target needs can be a 

good overview for improvement at ESP class. 

 

ACKNOWLEDGEMENT 

The authors would like to express special thanks for Directorate of Research and Community 

Service (DRPM) Kemenristekdikti who has supported the funding of this research with the scheme 

of Hibah Penelitian Dosen Pemula in the 2020 budget hence the research can be completed well. 

 

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