MINI RESEARCH

ENGLISH BUSINESS

Lecturer:

Choms Gary Sibarani GT, SE, M.Si, Ak. CA

Arrangedby :

Ayu Ramadhani 7182142020

Indah Hanarutnia Lumban Gaol 7183142046

EDUCATION STUDY PROGRAM S1 ACCOUNTING

FACULTY OF ECONOMY - STATE UNIVERSITY MEDAN

April -2019
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 PREFACE

Praise andthanksgivingauthors say toGodAlmighty, becauseof His

blessingsandgracesothatauthorscanfinishedtasksEnglish Business
subjectsnamelythetaskof "Mini Research".The authors are
gratefultothelecturerswhohavegiventheir mini researchassignments.Fromthisresearch mini
assignment, manywritersgetveryusefullearning.

In making this mini researchwriteralwaysseriouslyandtirelessly, theauthor has

alsomademanysacrifices in completingthis mini research.Whetherit's in termsoftime,
material, andsoforth." Thereisnoperfectman, neitheris his work ".Soisthecasewiththeauthor,
ofcourse, theworkoftheauthorisfarfromperfect .Therefore,
theauthorsexpectcriticismandsuggestionsthatbuildforthepreparationofthispaperbetter in
writing in thefuture .

Finally, theauthors say thankyouhopethis mini

researchcanbeusefulandcanincreaseknowledgeforreaders.

Medan, April 2019

Author

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 TABLE OF CONTENTS

PREFACE......................................................................................................................................... ii
TABLE OF CONTENTS.................................................................................................................. ii
CHAPTER I ..................................................................................................................................... 4
INTRODUCTION ............................................................................................................................ 4
A. Background of the Paper .................................................................................................. 4
B. Formulation Of The Problem ............................................................................................ 4
CHAPTER II .................................................................................................................................... 5
THEORETICAL BASIS .................................................................................................................. 5
A. Finland Model Teaching..................................................... Error! Bookmark not defined.
B. Learning Performances...................................................... Error! Bookmark not defined.
C. English For Business Subject ........................................................................................ 10
CHAPTER IV................................................................................................................................... 9
DISCUSSION.................................................................................................................................. 9
CHAPTER V.................................................................................................................................. 10
Conclusion..................................................................................................................................... 10
REFERENCE ................................................................................................................................ 10

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 CHAPTER I

INTRODUCTION
A. Backgroundofthe Paper
In today'sworldsociety,
theunderstandingandabilityusetheforeignlanguagesisveryimportantandessential.
Itisanimportanttool in communication, education, working, culturelearningandaccess in global
community. Withthis, itisunavoidabletomentionaboutEnglishlanguage. Englishis not
themostspokenlanguage in theworld; but, itisthemostusedlanguage in thepolitical,
socialandbusinessworld. Therefore, manyinstitutionalorganizationsincludingschools, universities,
tutorial organizations, haveopenedtheEnglishcoursesandplaces in thebasicrequirement. In
addition, theparents, adultsthroughtheschool CEO andteachersworkharder in order
tofindoutnewwaystoenhancethestudents’ ability in termsofEnglishskillsandcommunication. One
ofmanymodelsoflearningEnglishposted. ThisisFinlandTeaching Model. In fact,
theFinlandteaching model is not limitedtothe “English”subject,
itcanbeappliedintomanyareasofstudiesincludinghomeeconomics, science, technology,
engineering, arts, languagesandsoforth. The Finlandteaching model has a significantresult in
increasingthelearningperformance.
B. FormulationOf The Problem
1. To findouthowtolearnenglishbusiness in Finland
2. To study student’s personal factors, Finlandteaching model
implementationandlearningperformance.

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 CHAPTER II

THEORETICAL BASIS
I. Finland
A. Model Teaching
The education in Finlanddoes not dependononlytheteachers,
educationalacademicians, andeducationalinstitutes; but, itisforallpeopleandparties. The
systemofeducationisbasedonminimalismdescribing as “teachless, gain more”
throughprofessionallearningcommunity, “testless, learnmore”
throughcomprehensiveevaluationwith 3-4 year per timeand “nodiscriminationofdiversity”
withteachingequallytomultipleanddiverseraces. In termsofdevelopingteachers,
thepedagogicalthinkingskillispromoted in order totraintheteachersto gain capability in
managinganddesigningtheteachingandclassroom. Also,
thedevelopmentsystemofteacherbasedontheresearchbasededucationlinkingbetweentheory,
researchmethodologyandexperiencetraining. Therefore, theteacherswill gain research-
orientedattitude. Comparingtothe GERM (Global EducationReformMovement), theFinish Model
canbedescribed as follows:
GERM Finish Model

Schoolisbasedoncompetition Schoolisbasedoncollaboration

Learningoutcomeisstandardized Learningoutcomeisbasedonleaner’sdifferences

The The systemfocusesondevelopmentofleaners’

systemfocusesonliteracyandmathematics allaspects

Responsibilityisbasedonexamination. Responsibilityisbasedontrust.

Selectschoolto study. Everyschooltreatsequally.

Everyschooltreatsequally.

B. Learning Performance
The learningofthe human had
beenunderstoodthroughtheconceptofbehavioristapproach,
derivedfromtheBritishEmpiricistsfocusingonthebehavioralresponsestoexternal stimulus
environment. The goalofthisconceptistopredictandcontrolthelearningbehavior. The

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 otherconceptsinclusivetothestimulatelearning are cognitivelearningwhichthelearners are active
in processingandmanipulatingtheinformationandtheself-
directedlearningwhichthelearnershouldinvolve in learningtopromotetheselflearning.
Learningperformanceistheconceptthat has
beendevelopedforacademicenvironmenttotracetheacademiccapabilityoflearnersreceivingacade
micdevelopment.
Thisconceptisbasedongoalattainmentorientedandrelatesgoalattainmenttoacademicattainment.
The “learningoutcomes” conceptisbeenmuchinterest.
Itistheexpectedoutcomeorsuccessofthecourse, orachievementoftheobjectivesoftheorganization,
as demonstratedbythe level ofindicators, such as attitudes,
intellectualskillsandtheknowledgeofthestudents. The “learningoutcome” isthepartofthebehavior,
skillsandknowledgethatstudentsexpecttoreceiveandbeabletopracticeafterthedurationoftheirstudi
es. The learningoutcomewillbeexistwhenthemeasurement, evaluationandassessment are set.
The measurementisthedeterminationofindicationtoindicatethequantityofproperties,
thenatureofanyobjectorevent. The evaluationisthejudgmentofthevalueandvalueofthe person,
eventorthing. The assessmentistheprocessofcollectingandusinginformationtoevaluatethe
person, object, eventorthingofinterest. The
combinationoftheseindicatorscanmeasureandbeemployedto study thelearningperformance in
this study.
C. Englishfor Business Subject
Englishfor Business, 3 creditssubject, istaughtattheFacultyof Business Administration,
RajamangalaUniversityof Technology Thanyaburi (RMUTT).
ItisrequiredbytheFacultythatanyfieldof study needsto study thissubject as
therequiredprofessionalsubject. Thissubject has
theobjectivestoprovidethestudentstolearnaboutthemeaningand idiom in
businesscommunications, readingcomprehensionforbusinessarticles, textbooks, andreports,
andwritingbusiness memo, record, andresearcheffectively.

II. Qatar
Qatar is one of the countries in the Middle East. Learning in Qatar uses a curriculum with 2 languages.
Qatar uses English to become the second official language. Even all levels of education in Qatar use English.

A. Implications English

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 The major implication of the study is that the teachers’ voice should be honored. Investigating
teachers’ perspectives with regard to the use of a new instructional approach helps point to the
feasibility and usefulness of curriculum change and the challenges they face. They can reveal
ways in which change can be better planned so that it is implemented as intended by the
designers. Teachers are aware of the constraints of the teaching situation they are working in,
and they are better judges of what works or not in that context. They should be involved in the
various processes of curriculum change: the design, implementation, and evaluation of change.
Another implication of the study is that the Qatari context does not seem to be ready for the
introduction of integrated language and content instruction. Teachers lack the adequate
preparation they need to implement the approach; students’ profi- ciency in English does not
seem to help them achieve high and parents seem to resist the use of EMI.
B. Benefits Implementation English for students
About two-thirds of the teachers indicated that integration has both instrumental and
academic benefits for students. It is notable that most of these benefits were stated by the lower
grade teachers. They stressed what the English language can provide for the students. It helps
to develop the learners’ English proficiency.
High proficiency in English also offers students opportunities to secure future employment; it
increases their chances of being hired since good mastery of English has become a
requirement to get a job in most institutions in Qatar. In addition to these instrumental benefits,
many respondents (72%) stressed that integration enables students to establish links between
different subjects and to become aware of the meaningfulness and relevance of school subject
matter to real life. According to some respondents, integration ‘helps them [students] realize that
different subjects are related’ and ‘it helps students to extend knowledge and apply it in real
situations’. Other respondents (58%) declared that integration provided opportunities to
reinforce students’ learning. It allowed for ‘better chances to remember the lesson’ and
‘reinforcement of the teaching of standards’ and it served as ‘a way for students to become
familiar with a lot of vocabulary’. In brief, most of the respondents believed that integration had
some positive impact on students’ learning.
C. The dilemma between content and language proficiency
Even though teachers believe that integration is beneficial to students, many math and
science teachers (81%) pointed out that integration is a major cause of student poor
performance in school as well as national tests. One of the respondents wrote: ‘One danger of
integration is that students who do not know English get low grades in exams, weaknesses in
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English lead to weak results in the subjects.’ This view was also echoed by interview informants
when asked to clarify the reason for student low performance in math.

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 CHAPTER III

DISCUSSION

1. Study student’s personal factors, Finlandteaching model

implementationandlearningperformance
Fromthe study, itfoundthatthestudentwithdifferentgrade has
thedifferentlearningperformance; meanwhile, thestudentwithdifferent gender, study field, and
study yeardoes not havethedifferentlearningperformancebecausetheteachingofthissubject has
beenconcentratedongivingtheequalchanceforthestudentstolearn. The
lecturertriestoapproachthestudentandbeopenedwhenthestudentsrequiredhelp. Nevertheless,
whenconsideringintothegradeofthestudents, itfoundthatthedifferentgraderesulted in
differentperformancebecausethe final resultoflearningisbasedonevaluation. In addition,
thedifferentabilitycangeneratethelearningperformance.
2. Study effectofFinlandteaching model implementationonlearningperformance
In this study, theresearcherfocusesonlearning material in English,
appropriatetimeutilizationanddiversescoredistribution.
ThisalsomatcheswiththeconceptofFinlandteaching model that “teachless, gain more” and
“examless, andlearnmore”. In addition, thelecturer’sstylealsoimportantbecauseit has
theeffectonthelearningperformance.
3. For Practitioners
In order toimprovethelearningperformanceof “Englishfor Business” subjectforthestudents,
thelecturesfromtheFacultyof Business Administration, RMUTT as well as
otherinterestedpersonsfromotherinstitutionalorganizationscanapplythefollowingrecommendation
s.
1) The techniquesofassigningthestudentstorememberthevocabulary, presentworks in
English, translatesomeworksfromEnglishnews, articlesorbookandwatchsomeEnglish VDO
ormoviecanbethechoices.
2) The learning material in English, thespendingofappropriatetime in
teachingandthedistributionofthescore in manyactivitiescanbesuggested.
3) UsingThailanguagetoteachEnglishsubjectandbekindandfriendlytothestudents are
alsorecommended.

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 CHAPTER V

CONCLUSION

Fromthe study, itfoundthattheteachingactivitiesincludingvocabularyremembering;

presentation in English, Englishtranslationfromnews, articles; and VDO
playingcaninfluencethelearningperformancebecausetheseactivitiespromotethestudentstodealwit
hthesituationwiththeirownabilities. Whenthestudentscanmanagetheirowntimeand problem,
theywilllearnmoreeffective. The
resultalsofoundthattheclassroomatmospherecaninfluencethelearningperformance. This study
respondstothetheoryofbehavioristapproach. In this study, theresearcherfocusesonlearning
material in English, appropriatetimeutilizationanddiversescoredistribution.
ThisalsomatcheswiththeconceptofFinlandteaching model that “teachless, gain more” and
“examless, andlearnmore”. In addition, thelecturer’sstylealsoimportantbecauseit has
theeffectonthelearningperformance.

REFERENCE

Onputtha, Suraporn. 2018. The EffectofFinlandTeaching Model ImplementationonLearning Performance

on “Englishfor Business” Subject: A CaseofStudentsfromFacultyof Business Administration, RMUTT.
Thailand : RMUTT

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