Content-Based Instruction: Enhancing Students' Business English Communication Skills through Promoting MSMEs Products

The purpose of this study is to examine the effectiveness of Content-Based Instruction (CBI) in enhancing students' business English communication skills via digital platforms. This study was conducted using a mixed-method approach. Content-based instruction and students' perceptions in learning business English were explained by using descriptive qualitative research. The impacts of content-based instruction on students' business English communication skills were measured through quantitative analysis. A sample of 50 economics and business students was analysed for promoting MSME (Micro, Small, and Medium Enterprises) products through digital platforms like YouTube, Instagram, Facebook, and TikTok. A questionnaire, observation, interview, and tests were used as research instruments. The analysis employed Brown, H.D., and Heaton, J.B.'s rubric for speaking skills and for the content of videos. The results showed that using content-based instruction for business English and promoting MSME products was effective in the learning process. It improved students' business English communication skills and also increased students' motivation and engagement. The concept of integrating MSME promotion with business English instruction through content-based instruction is innovative. The integration of digital marketing and practical tasks is pedagogically meaningful and relevant these days. Based on the researcher's knowledge, content-based instruction using video promotion of MSMEs in learning business English products has never existed.