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All Journal Foreign Language Instruction Probe Jurnal Pendidikan dan Sastra Inggris
Herman Herman
Politeknik Negeri Sriwijaya
Education Languange, Linguistic, Communication & Media

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English for Specific Purposes in Tourism Higher Education: Trends, Gaps, and Future Directions in Curriculum Design Achmad Leofaragusta K K; Herman Herman; M. Bambang Purwanto
Jurnal Pendidikan dan Sastra Inggris Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v6i1.6657

Abstract

English for Specific Purposes (ESP) has become a crucial component in tourism higher education as the industry increasingly demands graduates who are communicatively competent, professionally confident, and interculturally aware. This article aims to provide a descriptive analysis of current trends, identify key gaps, and propose future directions in ESP curriculum design within tourism higher education. Using a descriptive qualitative approach, this study synthesizes relevant literature on ESP, tourism education, and curriculum development to map prevailing pedagogical practices and conceptual challenges. The findings indicate that contemporary ESP tourism curricula have shown a positive movement toward speaking-oriented, task-based, and performance-driven instruction that reflects the needs of workplace communication. However, significant gaps persist between students’ linguistic competence and their readiness to perform professional communication in authentic tourism contexts. These gaps are primarily attributed to the limited integration of industry-based service scenarios, psychological readiness factors such as confidence and willingness to communicate, and the development of intercultural competence. The discussion highlights the need to reconceptualize ESP tourism not merely as linguistic pedagogy, but as professional communication pedagogy that emphasizes service-oriented discourse, authentic tasks, and learner readiness. This article concludes that a holistic ESP tourism curriculum, integrating linguistic, psychological, cultural, and professional dimensions, is essential to bridge the gap between classroom learning and real-world tourism communication. The study offers conceptual implications for curriculum designers and educators and recommends future empirical research across diverse local and global tourism contexts to validate further and refine ESP tourism curriculum models.
Can Motivation Shape Service Talk? ARCS Model to Enhance Hospitality Students’ Speaking Performance Muhammad Bambang Purwanto; Achmad Leofaragusta Kurniawan Komerendo; Herman Herman
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.805

Abstract

This study aims to investigate the application of the ARCS model in improving students' speaking performance in the D3 Language and Tourism Program at the Sriwijaya State Polytechnic, Palembang. The research uses the Classroom Action Research design, which is carried out in two cycles, each including the planning, action, observation, and reflection stages. The research participants consisted of 30 second-semester students in the English for Hospitality course. The research instruments include role-play-based speaking tests, ARCS observation checklists, field notes, interviews, and speaking rubrics. The results showed that students' speaking skills before the implementation of ARCS were still in the low category, with limitations in fluency, vocabulary, and interactional competence. After implementing the ARCS model through authentic hospitality activities, there was a significant increase in student participation, confidence, and interaction quality. The average speaking score increased gradually from the initial condition to Cycle 1 and reached an optimal increase in Cycle 2, followed by a shift toward more spontaneous and communicative behavior. The study's findings also show that the components of Attention, Relevance, Confidence, and Satisfaction contribute to increased motivation to learn among students. Overall, the application of the ARCS model is effective in improving hospitality students' speaking skills and fostering more interactive, context-based learning. This study recommends the use of motivation-based learning design in vocational education to improve students' communication readiness in the world of work
Co-Authors Achmad Leofaragusta K K Achmad Leofaragusta Kurniawan Komerendo M. Bambang Purwanto Muhammad Bambang Purwanto