THE BENEFIT OF STUDYING ENGLISH FOR FACULTY OF ECONOMICS

The English in the era of globalization is felt increasingly important role . It can not be denied because English is an international language which is used as a means of communication between people in all fields . Thus mastery of the English language is one of the essential prerequisites for a person working in the face of competition and will determine one's career development . For the people of Lombok , the needs of English language increasingly perceived urgency in line with the development of tourism and the emergence of such foreign companies on PT Newmont Nusa Tenggara , PT Floor Daniel , and others .
            For college as a " printer " labor , the need for mastery of English for prospective employment is a challenge . Universities have an obligation to equip graduates with adequate English language skills so as to compete in the job market . In the framework of this pemebekalan several universities in Indonesia have launched a program to establish S1 Plus English and / or computer as a prerequisite for graduating students. For the short term , sufficient mastery of the English language will greatly assist students in completing assignments , especially in reading text books in English .

·  English proficiency students of the Faculty of Economics on average remained at lower levels ( elementary and basic ) . Of the 99 respondents , 26 % ( 26 respondents ) were the elementary level with a range of grades 37-62 in Table ECSCS and 74 % ( 44 respondents ) at the level of the foundation / basic with a range of values ​​of 00-36 . These findings reinforce the findings of the students of the Faculty of Agriculture Unram average English skills are at the second level .

·  There is a conflict between the English language according to student needs (wants ) to what is targeted in the curriculum ( necessities ) . 75 % of students placing increasing verbal communication skills ( speaking) as the top priority in learning English followed by preparation for entering the workforce ( 13.3 % ) as a destination to learn English . While the FE curriculum establishes increased reading and writing skills that lead to English for Academic Purposes as a destination for students learning English . From the questionnaire data , only , 7.9 % of respondents placing increasing priority Reading ability to learn English .

·  Conflicts also occur between curriculum needs ( necessities ) to the beginning of the student 's ability and unit credits are allocated . The purpose of learning English in the curriculum leading to the EAP in the economic field . To achieve these goals , at least at the level of the student intermedaite . From the results of their placement test is still at the level of basic and elementary , so it takes between 150-200 hours of input , while the time available is a maximum of 48 hours ( 3 credits ) . In other words , there was a huge gap between the objectives and the ability of the student and the initial allocation of the available time .

·  The desired needs of English language students ( to improve communication skills ) in line with the needs of the labor market requires the ability to communicate to enter the world of work and the expectations of the lecturers ( FE management ) that reminds the importance of communication skills in entering the workforce .

·  To accommodate a variety of needs and existing conditions , the need for negotiation purposes for students learning English language by combining FE Unram between increasing communication skills and the ability to understand the English text in the field of economics . The next most important goal is to develop an Independent on self learning attitude of students with language learning program introducing independent (self -access language learning ) .